色中色

UNIT CATALOGUE

EDUC0001: Exploring effective learning
Semester 1
Credits: 6
Contact:
Level: Level 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit is intended for those students who wish to explore their own learning and to develop strategies for improving it. The unit reviews learning in lectures, tutorials, seminars etc and assessment as encountered by students in higher education. Starting from the students own approaches to learning it considers more effective ways based on experience and research.
Content:
The nature of learning; what is learnt (skills, knowledge, values etc.); learning styles; learning in groups; autonomy in learning; communication as part of the learning process; study skills; presentation skills; time management; assessment and being assessed. This is the recommended unit for those wishing to do one education unit in the year, outside their degree programme.

EDUC0001: Exploring effective learning
Semester 2
Credits: 6
Contact:
Level: Level 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
The aim is to review the student's own learning in order to identify approaches to learning which are effective and to develop a better understanding of the learning process in the context of study in Higher Education. The objectives are that students should understand better their own learning and be able to identify effective learning strategies; they should be able to debate and discuss critically their own learning
Content:
The nature of learning; what is learnt (skills, knowledge, values etc.); learning styles; learning in groups; autonomy in learning; communication as part of the learning process; study skills; presentation skills; time management; assessment and being assessed.

EDUC0002: Learning: Theory & context
Semester 1
Credits: 6
Contact:
Level: Level 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit will consider more theoretical aspects of learning. It will consider theories of learning and their application in particular situations including schools, colleges, universities and lifelong learning. It will also explore the implications of new technologies for learning and the impact of visual literacy on learning.
Content:
Learning theories; information processing; experiential learning; metacognition; reflection; language and learning; memory. Contexts for learning: schools, further education, higher education, distance and open learning, the workplace, lifelong learning. It is advisable to have done EDUC0001 before this unit, but it is not a requirement. However, Natural Science students must have taken EDUC0001 in order to undertake this unit.

EDUC0002: Learning: Theory & context
Semester 2
Credits: 6
Contact:
Level: Level 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit will consider more theoretical aspects of learning. It will consider theories of learning and their application in particular situations including schools, colleges, universities and lifelong learning. It will also explore the implications of new technologies for learning and the impact of visual literacy on learning.
Content:
Learning theories; information processing; experiential learning; metacognition; reflection; language and learning; memory. Contexts for learning: schools, further education, higher education, distance and open learning, the workplace, lifelong learning. It is advisable to have done EDUC0001 before this unit, but it is not a requirement. However, Natural Science students must have taken EDUC0001 in order to undertake this unit.

EDUC0003: Education in society
Semester 1
Credits: 6
Contact:
Level: Level 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit will consider the role of education in society. It will be based on an assessment of the purposes of education and of educational organisations such as schools, colleges and universities. It will consider government policies towards education; how these policies are formed and what they mean in practice. Examples will be drawn from the UK and wider.
Content:
Aims and purposes of education in different societies and through time; the politics of education; the role of state in education policy and practice: national curricula, national development plans, centralised and decentralised systems, the relationship between education and culture; the hidden curriculum; vocationalism; educational alternatives; Europeanisation and globalisation.

EDUC0003: Education in society
Semester 2
Credits: 6
Contact:
Level: Level 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit will consider the role of education in society. It will be based on an assessment of the purposes of education and of educational organisations such as schools, colleges and universities. It will consider government policies towards education; how these policies are formed and what they mean in practice. Examples will be drawn from the UK and wider.
Content:
Aims and purposes of education in different societies and through time; the politics of education; the role of state in education policy and practice: national curricula, national development plans, centralised and decentralised systems, the relationship between education and culture; the hidden curriculum; vocationalism; educational alternatives; Europeanisation and globalisation.

EDUC0004: Educational institutions as organisations
Semester 1
Credits: 6
Contact:
Level: Level 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit considers educational institutions as organisations. It will look at how these institutions are organised around their key purposes. It will consider key organisational issues such as curriculum design and implementation, equal opportunities, staff development, measuring and identifying effectiveness, ways of improving the quality of provision; the learning institution.
Content:
Schools/colleges/universities as organisations; purposes of the organisations and the practical implications; curriculum purposes and design; equalising opportunities: class, gender, race etc; curriculum strategies: setting, banding, streaming, differentiating, learning support/special needs, pastoral care, assessment, cross-curricular elements; measuring/identifying effectiveness and approaches to improvement; the culture of the teacher: staff development/professional development issues; open learning, lifelong learning, access to learning and accreditation of learning.

EDUC0004: Educational institutions as organisations
Semester 2
Credits: 6
Contact:
Level: Level 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit considers educational institutions as organisations. It will look at how these institutions are organised around their key purposes. It will consider key organisational issues such as curriculum design and implementation, equal opportunities, staff development, measuring and identifying effectiveness, ways of improving the quality of provision; the learning institution.
Content:
Schools/colleges/universities as organisations; purposes of the organisations and the practical implications; curriculum purposes and design; equalising opportunities: class, gender, race etc; curriculum strategies: setting, banding, streaming, differentiating, learning support/special needs, pastoral care, assessment, cross-curricular elements; measuring/identifying effectiveness and approaches to improvement; the culture of the teacher: staff development/professional development issues; open learning, lifelong learning, access to learning and accreditation of learning.

EDUC0005: Science education in practice
Semester 1
Credits: 6
Contact:
Level: Level 3
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit considers teaching and theories of teaching within the context of science education. The unit includes practical activities within a teaching context which are designed to illustrate the underlying theories. The unit considers issues such as curriculum, assessment, purposes, elements of instructional design and the role of the teacher.
Content:
The relationship between teaching and learning; issues related to designing a curriculum for science: why teach science, how do we learn science, elements of science teaching, conceptual nature of science learning; designing a science curriculum; implementing an aspect of a science curriculum and evaluating it; assessing learning in science. This unit is intended for science, engineering and mathematics students who may be interested in a career in teaching.

EDUC0006: Issues in science education
Semester 2
Credits: 6
Contact:
Level: Level 3
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit considers key issues in science education. Examples include: the purposes of science education, public understanding of science, how science is learnt, science learning in relation to practical experience, assessment of science learning, equal opportunities in science education.
Content:
The issues will change from time to time, examples include: Theories of learning science, their practical implications and value to the science educator, for example, constructivism and Cognitive Acceleration through Science Education (CASE); the nature and role of practical experience in science learning; equal opportunities in science education; the purposes of science education in for example, the public understanding of science; the nature of science in National Curricula.

EDUC0007: Geography
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0008: History
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0009: Physical education
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0010: Modern foreign languages
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0011: Design & technology
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0012: Information communications technology
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0013: English - generic S3
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0014: English - secondary S1
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0015: English - generic B
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0016: English - secondary S2
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0017: English - MY
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0018: English - middle years (non-specialist)
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0019: Mathematics - generic A
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0020: Mathematics - generic B
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0021: Mathematics - S
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0022: Mathematics - secondary A&B
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0023: Mathematics - MY
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0024: Mathematics - MY (non-specialist)
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0025: Science - generic A
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0026: Science - MY
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0027: Science - generic B
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0028: Science - generic C
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0029: Science - S1
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0030: Science - S3
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0031: Science - S2
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0032: Science - middle years specialist B
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0035: Chemistry
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0036: Physics
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0039: Humanities 1
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0040: Lecture programme
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0041: Cross curricular issues
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0042: EPS1/2
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0085: 色中色 methods 1
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0086: 色中色 methods 2
Semester 2
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0087: MA seminar programme 1
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0088: MA seminar programme 2
Semester 2
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0089: Introduction to educational management
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0090: Introcuction to education management
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0093: Management of innovation
Semester 2
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0094: Equal opportunities in educational management
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0095: Educational technology & development 1
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0096: Educational technology & development 2
Semester 2
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0097: Assessment
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0098: Evaluation
Semester 2
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0099: Information technology
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0100: Curriculum studies
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0101: Approaches to comparative and international education
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0102: Methods of educational enquiry
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0103: Education in an international context
Semester 2
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0104: Issues in international primary education
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0105: School effectiveness
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0106: School improvement
Semester 2
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0108: Forgeign language teaching
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0109: Education in an international context
Semester 2
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0110: Language issues in education: language & learning
Semester 2
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0111: Current issues in environmental education
Semester 1
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0112: Current issues in environmental education
Academic Year
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0113: Environmental education: the management of change
Semester 2
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0114: The management of change
Semester 2
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0115: Undergraduate certificate in education
Academic Year
Credits: 60
Contact:
Level: Level 3
Assessment:
Requisites:

Aims & Learning Objectives:
Students will complete the study associated with the Postgraduate Certificate in Education.
Content:
The content is identical to that taught on the Postgraduate Certificate in Education. Students must comply with the requirements for entry onto PGCE including a satisfactory interview before they may opt for the UGCE year. Please see the Director of Studies for further information. There is an expectation that students wishing to take the UGCE year would complete, at least, EDUC0005 in their second year.

EDUC0116: Primary education: aspects of learning
Semester 2
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0117: Action research
Semester 2
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0118: Humanities 2
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0119: Humanities 3
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0120: The teaching of literature
Semester 2
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0121: Modern forgeign languages - 2
Academic Year - PGCE (A)
Credits: 0
Contact:
Level: Postgraduate
Assessment:
Requisites:

EDUC0122: Values
Modular unit - no specific semester
Credits: 22.5
Contact:
Level: Postgraduate
Assessment: ES100
Requisites:

Aims & Learning Objectives:
The unit's aims are to provide participants with a critical understanding of: * debates about the nature of values and values education * theoretical approaches to the study of values development * methodological issues in values research * debates about the feasibility of values education in the classroom * the main parameters of the following research fields: education and the environment, moral development, citizenship education, classroom discourse. Objectives and Learning Outcomes. Participants will be able to: * understand the main debates in the field of values education * be able to evaluate research studies in the field * be able to evaluate policy proposals in the field * be able to locate, evaluate and make use of research in the field that is relevant to their own practice. * be able to formulate research questions relevant to their professional interests in the field.
Content:
The first part of the unit will consist of an introduction and overview of the core conceptual and methodological issues: * what do we mean by values; * are aesthetic, moral and social values substantively different ? * what do the different value domains look like ? * how we research values and value development; * how we evaluate educational practice. The second part of the unit will comprise of one of the specialist topics: education and the environment, moral development, citizenship education, classroom discourse. The objectives of this work are to generate research questions relevant to professional practice, based on a critical review of the literature, and to consider appropriate methodologies.

EDUC0123: Educational management
Modular unit - no specific semester
Credits: 22.5
Contact:
Level: Postgraduate
Assessment: ES100
Requisites:

Aims & Learning Objectives:
The unit's aim is to provide students with a critical understanding of: 1. the multiple disciplinary influences on, and contributions to, the field of educational management; 2. the applied nature of the field of educational management, and the potential and actual complexity of theory/practice relationships within it; 3. the influence of social, economic, political, and legislative contexts upon theory and practice within the field; 4. the significance of different types of institutional context for theory and practice within the field; 5. the value and limitations of different approaches to researching, reporting, and evaluating educational management theory and practice; 6. the value and limitations of a range of principles, theories, and techniques in educational management. As a result of the development of this critical understanding, participants will be able to: 1. understand and evaluate the methodologies and products of research in the field of educational management; 2. make appropriate judgements about which approaches to educational management they can best apply in their own educational contexts; 3. conceive, plan, and justify appropriate research methodologies designed to promote educational development in their own educational area of responsibility; 4. contribute collaboratively to educational management projects and programmes, both providing appropriate management expertise themselves, and responding appropriately to the expertise of others; 5. carry out all the above at a level which meets the requirements of the EdD degree as a whole. Hence, participants will become both more skilled in the application of particular educational management skills, theories and techniques within particular contexts, and more critically aware of the way in which values and cultural assumptions necessarily underpin such application.
Content:
Course Outline Students will be introduced to a small number of educational management case studies at an early stage of the course. These will be used to illustrate and exemplify particular ideas and concepts through the course, and will be evaluated by students towards the end of the course. Studies will be organised under the following headings, but pursued with due regard to their interconnectedness: 1. Conceptualising the field of educational management. * the meaning of 'management' * disciplinary contributions to the field: cross-disciplinary differences in epistemology, ontology, and methodology, and in the bases for knowledge claims * approaches to research design and evaluation * foundational theories in educational management 2. The influence of context on educational management. * social context * economic context * political context * legislative context * institutional context 3. Management within educational organisations. * managing culture - communications - motivation - staff development * strategic planning - change - development - improvement - maintenance 4. Management of the organisational environment. * accountability - quality - budgeting - marketing 5. Evaluating educational management. * evaluation by whom? for whom? * evaluating educational management processes * evaluating educational management outputs, outcomes, and impacts * staff appraisal.

EDUC0124: Assessment & evaluation for learning: philosophy, politics & practice
Modular unit - no specific semester
Credits: 0
Contact:
Level: Postgraduate
Assessment: ES100
Requisites:

Aims & Learning Objectives:
The aims of this unit are to: i. provide participants with a critical understanding of key theories of learning, their origins and influences in present society and schools in particular; ii. highlight key similarities and differences between learning occurring at different stages throughout people's lives; iii. encourage participants to reflect critically on probable and possible educational futures and their implications for learning; iv. engage them in a critical analysis of processes and outcomes of learning, including the relationship between learning, teaching and assessment; v. promote meta-learning, involving participants in a deeper awareness of their own approaches to and feelings about learning as they progress through the unit. Objectives and Learning Outcomes: As a result of the development of their critical understanding, participants will be better able to: 1. critically examine learning policies and practices from a range of theoretical perspectives; 2. articulate how they draw on previous experiences to understand and evaluate the present, so as to shape future action and formulate new knowledge; 3. determine which approaches to learning can best be applied in their own educational contexts; 4. engage in and promote effective learning relationships with other learners to enhance: the development and exchange of knowledge and insight, and the synthesis of such knowledge into wider understanding; 5. design, execute and critically analyse a piece of research on learning in a setting of their choice, using appropriate research methodology.
Content:
Section OneConceptions of Learning i. Perspectives on learning - psychological, sociological, historical, philosophical, including behaviourist, social constructivist, cultural. Also, distinction between learning and pedagogy. ii. The purposes of education and implications for orientation to learning, expected learning outcomes, including policy thrusts, for example the Learning Society. iii. Educational futures and their implications for learning futures, including the knowledge revolution. Section Two Learning - Ages and Stages iv. Learning from cradle to grave, analysing influences on and distinctions between learning in the early, junior, middle, secondary and post-secondary years. v. Lifelong learning and learning in education-related professions - understanding key concepts of adult learning and cross-disciplinary comparisons. Section Three Processes of Learning vi. The characteristics of learners - what state the learner is in, the notion of learning styles, intelligences, motivation to learn. vii. Understandings from research on the brain and the mind, and their implications for learning. viii. How the learning context influences learning. ix. What is 'effective learning'? Section Four Implications for Teaching and Assessment x. Teaching-learning processes for effective learning. xi. New technologies as a tool to promote and enhance learning. xii. Assessment for learning.

EDUC0125: Sports nutrition
Semester 2
Credits: 3
Contact:
Level: Level 1
Assessment: EX100
Requisites:

Aims & Learning Objectives:
Students completing this unit will understand the function of major macronutrients and micronutrients in the context of athletic training and performance as well as the principles and practice of rehydration. They will acquire practical skills in applying the principle of energy balance to assess dietary intake of sports performers. Students will also develop a depth of understanding that enables them to evaluate the value of nutrient supplements and the benefits of dietary manipulation pre and post competition.
Content:
Students will study: Macro- and micro- nutrients considering fluid intakes, balanced diet, time of year, age and stage of maturation of athlete, health of athlete, athletic training and athletic performance. Dietary intake, including Recommended Nutrient Intake (RNI), caloric balance, nutrient balance, and fluid intake. Assessment of nutrient intake utilising food diaries recall methods, manual and computer -based analysis, feedback methods (written, oral, computer-based). Nutrient supplements considering ergogenic aids, fluid based and food-based issues. Dietary manipulation for pre- and post- competition. Rehydration students will study: Dehydration, rehydration and recovery.

EDUC0126: Educational psychology
Semester 2
Credits: 6
Contact:
Level: Level 2
Assessment: EX100
Requisites:

Aims & Learning Objectives:
This unit focuses on key concepts in educational psychology, particularly cognitive, developmental and social dimensions. Students who have completed this unit will appreciate and be able to explore contemporary issues and theories in educational psychology.
Content:
Students will consider the cognitive and affective bases of individual learning, including issues of memory, learning, cognition, metacognition, values and emotion. The major theoretical models utilised to examine developmental psychology, particularly those of Piaget and Vygotsky, will be discussed, as will the significance of social relationships in learning. Contemporary issues in educational psychology will be addressed, including a variety of learning disorders and difficulties.

EDUC0127: Education and coaching law
Semester 2
Credits: 6
Contact:
Level: Level 2
Assessment: EX100
Requisites:

Aims & Learning Objectives:
Students completing this unit will have an appreciation for and will have developed an understanding of the legal framework surrounding education and specifically coaching. It will, through a case study approach, focus on the implications of criminal and statute law for practising teachers, coaches and coach educators. It will study issues of legal interpretation, as well as identifying good practice for those involved in any aspect of coaching. Examples will be drawn from Europe and the rest of the world.
Content:
Legal framework - the following areas of the law will be studied: Health and Safety at work, risk assessment, recording and reporting of accidents, child protection, loco parentis, duty of care and higher duty of care, laws of confidentiality and public access to information, the rights and responsibilities of the media, agents and sponsors. Case Studies - students will study antecedents and consequences of a number of educational/coaching scenarios: Examples of accidents, negligence, fraud, child abuse, slander, misappropriation, cheating and bribery. Development and applications of codes of conduct.

EDUC0128: Principles of event management
Semester 1
Credits: 6
Contact:
Level: Level 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Students completing this unit will have developed their knowledge and understanding of the techniques of event management and appropriate communication and management skills relevant to event management.
Content:
Principles of event management: The concept of the sports event, including cultural and social assumptions, expectations and legal frameworks. Individual group management sessions: Organisation of small scale local events, drawing on resources and facilities availablePlanning and management of a medium / large event, liaising with appropriate external organisations and senior event managers. National and International Governing Bodies: Visits to and visits from lecturers from those governing bodies / associations involved with large scale event management Group Presentation and analysis of management activities undertaken.

EDUC0129: Historical development of coaching
Semester 1
Credits: 6
Contact:
Level: Level 2
Assessment: CW50 EX50
Requisites:

Aims & Learning Objectives:
Through this unit students will develop an understanding of the nature, scope and pace of change in coaching methodology and technology, along with the socio-economic and cultural factors that have facilitated/inhibited change. Students will be able to track the relationship between the development of coaching and performance accomplishments in specific sports and will be able to link this progress to changing assumptions about the nature of sport in society. Students will gain an appreciation of the potential impact upon sport of future/recent innovations in coaching.
Content:
Nature, scope and pace of change: Students will study changes in coaching technology and methodology, and assumptions about sport, from the ancient Greeks, through the Roman era to more recent techniques used in Victorian times and modern day Socio-economic factors: Social changes will be analysed as catalysts for change: public interest, political desire, lifestyle trends, educational and research developments, trends in public expenditure, international sports development, the economics of the sports business Potential impact of recent/future innovation: Students will make a seminar presentation on a recent innovation within a chosen sport, focusing upon the impact this is having on the coaching process and consequent performance accomplishments of athletes.

EDUC0130: Innovation in coaching
Semester 2
Credits: 6
Contact:
Level: Level 2
Assessment: CW25 EX50 PR25
Requisites:

Aims & Learning Objectives:
Students completing this unit will have developed a breadth and depth of understanding that enables them to evaluate innovations in coaching, and to be challenged to be innovative themselves with methodology and technology. They will have studied emerging methodology and technology used by the professional coach; have become aware of the latest trends in Coach Education and Science research; have acquired practical skills in order to apply relevant techniques to the coaching situation effectively; have developed a level of understanding which allows them to evaluate the effectiveness of new ideas.
Content:
Methodology and technology - students will study innovation in a number of areas: Competition and training equipment, measuring and testing equipment, simulators, clothing facilities, information technology, communications, coaching and learning styles and psychological analysis Coach Education and Science: Applications of behavioural & cognitive psychology, physiology and training methods, applied biomechanics Practical Skills: Notational analysis, measurement & testing, equipment evaluation, use of Information Technology, the ability to handle and present data (plus relevant skills specific to various methodologies and technologies) Evaluation & Innovation: Students will be expected to select a particular area of innovation and evaluate the usefulness and effectiveness of its application to the coaching situation as part of the workshop practical assessment. They will also be expected to develop and make an oral presentation on an innovative idea of their own in relation to the coaching of a specific sport.

EDUC0131: Introduction to research methods
Semester 1
Credits: 6
Contact:
Level: Level 2
Assessment: EX50 CW50
Requisites:

Aims & Learning Objectives:
To introduce the student to the methods and practice of research in an educational context. On completion of this unit students should be able to: describe various research designs, employing qualitative and quantitative techniques, and understand rudimentary statistical methods; have some understanding of issues and caveats relating to sampling, data collection and analysis, and the interpretation of findings.
Content:
The unit will introduce students to commonly used qualitative and quantitative approaches, including interviews, questionnaires, surveys and observation. They will gain understanding of sampling strategies and procedures, issues of validity and reliability, issues in data collection and analysis, including basic techniques in statistical analysis (largely descriptive), and issues concerning the presentation and discussion of research in education.

EDUC0132: Learning processes in physical education
Semester 2
Credits: 6
Contact:
Level: Level 2
Assessment: EX50 CW50
Requisites:

Aims & Learning Objectives:
Students completing this unit will: have established the importance of examining the learner and the learning processes in physical education pedagogical studies and contexts; be able to recognise a connectionist theory of learning; and be able to appreciate a metacognitive ability conceptual framework that will encapsulate, and highlight the associations between a wide variety of psychological and learning variables. Students will develop an understanding of the concepts of learning style, learning strategies, cognitive style and cognitive strategies.
Content:
Students will be introduced to the importance of understanding and examining the learner and the learning processes in a physical education context. The physical education debate between movement and cognition will be addressed. Students will explore and evaluate a connectionist theory of learning. Individual psychological and learning variables that influence the learner or the learning processes will be considered; particular emphasis being placed upon learning styles, learning strategies, cognitive styles, cognitive strategies, information transfer, volitional control, motivational orientation, locus of control and self-efficacy. A metacognitive ability conceptual framework will be established that will encapsulate and associate such, previously isolated, variables; the reciprocal relationship between metacognitive ability and such variables will be identified. The significance of the metacognitive ability conceptual framework when studying the learning processes will be explored.

EDUC0133: Professional placement
Semester 1
Credits: 60
Contact:
Level: Level 3
Assessment: CW100
Requisites:

Aims & Learning Objectives:
To provide practical experience in the application of knowledge and skills gained at the University, by working in a professional activity in an approved organisation working in one of the following areas: Coaching and Coach Education Physical Education Teaching Sports Management & Development To develop skills in oral and written communication, time management, problem solving, group work and decision making.
Content:
The content will vary depending on the placement. In choosing the placement, the University will try to ensure the project offers adequate opportunities for the student to demonstrate a significant number of the following skills: Application of academic knowledge Practical ability Writing skills and oral communication Application of Technology Interpersonal skills Responsibility and Reliability.

EDUC0133: Professional placement
Semester 2
Credits: 60
Contact:
Level: Level 3
Assessment: CW100
Requisites:

Aims & Learning Objectives:
To provide practical experience in the application of knowledge and skills gained at the University, by working in a professional activity in an approved organisation working in one of the following areas: Coaching and Coach Education Physical Education Teaching Sports Management & Development To develop skills in oral and written communication, time management, problem solving, group work and decision making.
Content:
The content will vary depending on the placement. In choosing the placement, the University will try to ensure the project offers adequate opportunities for the student to demonstrate a significant number of the following skills: Application of academic knowledge Practical ability Writing skills and oral communication Application of Technology Interpersonal skills Responsibility and Reliability.

EDUC0134: Sports development and business
Semester 2
Credits: 6
Contact:
Level: Level 2
Assessment: CW50 EX50
Requisites:

Aims & Learning Objectives:
Students will be introduced to the Sports Development process in Britain, within its socio-economic and educational context, as framed by government policies. Students who have completed this unit will understand how Sports Development is structured in Britain. They will specifically analyse the relationship between schools as organisations, governing bodies of sport and sports development, and its relationship to coach education. Through this unit students will also investigate the ways in which sport functions as a business. Students will gain an understanding of the business functions of sports organisations as well as the role business plays through the 'environmental' impact on non-commercial sports organisations.
Content:
The Sports Development Continuum, including: The principles of sports development (foundation, participation, performance and excellence) The role of the Sports Development Officer (SDO) Development Plans Organisation of Sports Development in Britain Sports Development Skills Sport as a business Business opportunities in sport Emergence & growth of commercial sports Characteristics of commercial sports The nature of sports organisations.

EDUC0135: Study year abroad
Semester 1
Credits: 60
Contact:
Level: Level 3
Assessment: OT100
Requisites:

Aims & Learning Objectives:
Students undertaking this unit will develop communication skills and develop the ability to work in an environment with an unfamiliar culture. Students will develop the self-confidence and maturity to operate effectively with people from a different cultural background.
Content:
Students should follow a course equivalent to 60 色中色 credits. Programmes of work will be decided by negotiation between the Director of Studies at the 色中色, the host University and the student. Courses should not duplicate courses given in the 色中色 degree but should complement the 色中色 programme.

EDUC0135: Study year abroad
Semester 2
Credits: 60
Contact:
Level: Level 3
Assessment: OT100
Requisites:

Aims & Learning Objectives:
Students undertaking this unit will develop communication skills and develop the ability to work in an environment with an unfamiliar culture. Students will develop the self-confidence and maturity to operate effectively with people from a different cultural background.
Content:
Students should follow a course equivalent to 60 色中色 credits. Programmes of work will be decided by negotiation between the Director of Studies at the 色中色, the host University and the student. Courses should not duplicate courses given in the 色中色 degree but should complement the 色中色 programme.

EDUC0136: Introduction to pedagogy
Semester 1
Credits: 6
Contact:
Level: Level 2
Assessment: EX60 ES40
Requisites:

Aims & Learning Objectives:
Students will identify and explore the critical dimensions involved in pedagogy, such as teachers/teaching, learners/learning, and knowledge formation/development of understanding/context. Students will appreciate the interdependency of each dimension, and will recognise the holistic concept of pedagogy in the contexts of physical education and sport.
Content:
From an introduction to the overall concept of pedagogy, each critical dimension of pedagogy will be focussed upon and will be explored with reference to examples and problematic issues. Physical education and sport will provide the source for discussion, debate, examples and problematic issues. Critical dimensions include: (i) Teachers and teaching: teacher roles; teaching styles and approaches; teacher effectiveness; pedagogical content knowledge; formulating and using aims and objectives. (ii) Learners and learning: introduction to learning processes and learning theories, including active learning; learning styles and strategies. (iii) Knowledge formation/understanding/context: knowledge construction theories; issues in the development of understanding; the importance of context in pedagogy.

EDUC0137: Applied principles of athletic training
Semester 1
Credits: 6
Contact:
Level: Level 2
Assessment: CW50 PR50
Requisites:

Aims & Learning Objectives:
This unit will focus upon the development of applied theoretical knowledge and safe practical skills in the area of Athletic Training, building on their understandings of pedagogy and the principles of fitness and training. Students will gain a broad and detailed knowledge of a range of training techniques both specific and generic. They will understand how, when and why techniques should be applied, and will be able to prescribe exercise and training programmes for a variety of clients/performers. Students will be given the opportunity to evaluate the specificity, relevance and safety of the newest exercise techniques.
Content:
Applied knowledge and safe practical skills: Students will take part in practical sessions where they will be instructed in a range of practical techniques. Practice, demonstration of techniques as well as instruction and teaching will be covered. Theory of the principles of training - specificity, overload, progression, intensity, frequency, recovery and regression - will be applied practically to case studies. Range of training techniques, specific and generic: Generic: resistance training (isometric, isotonic, isokinetic) fixed resistance and free weight, flexibility (active, passive, ballistic, static, Proprioceptive Neuro Muscular Facilitation - PNF), Plyometric, Acrobatic, cardio-vascular (mechanically aided, group and independent) continuous, interval, fartlek, circuit training, Speed Agility Quickness - SAQ, Core Stability, Agility Specific: sport, event, position specific training Exercise prescription: Principles of exercise prescription, and programme development and writing. Case studies. Inductions and pre-exercise questionnaires and assessments.

EDUC0138: Developing inclusive schools
Modular unit - no specific semester
Credits: 9
Contact:
Level: Postgraduate
Assessment: ES100
Requisites:

Aims & Learning Objectives:
To develop critical understanding of the principal traditions of research and thinking about difficulties in learning and the causes of education failure. To enhance understanding of how aspects of school culture and organisation can contribute to lessening or exacerbating barriers to successful learning. By the end of this unit, students will ba able to: Locate national policy on the education of students with disabilities and learning difficulties in the context of research and thinking about inclusion. Draw on a range of strategies for carrying out research and development activities in schools. Make selective use of communications technology as a learning resource.
Content:
Traditions of thinking about difficulties in learning Inclusion: an international trend? The inclusive schoo;l The school development process Theories of learning and pedagogy Enabling student participation Using communications technologies to enhance learning Social inclusion and exclusion

EDUC0139: Leadership for learning
Modular unit - no specific semester
Credits: 0
Contact:
Level: Postgraduate
Assessment: ES100
Requisites:

Aims & Learning Objectives:

Content:

EDUC0140: Managing human resources in education
Semester 2
Credits:
Contact:
Level: Postgraduate
Assessment:
Requisites:

Return to Programme/Unit Catalogue 1998/99