Module Handbook

2024/25

Contemporary Issues in Education

Introduction from the Module Leader 

Welcome to Contemporary Issues in Education!

Throughout this module we will draw on theoretical debates, policy perspectives and research-based literature to critically examine current educational provision. As such, this module opens with an examination of the diverse meanings attached to education and associated terms, before considering important themes, questions and challenges including:

• The function of education and the purpose of schooling
• The evolving role of the teacher (at different levels and across different sectors)
• The emergence of formal, informal and non-formal learning
• The curriculum (both overt and covert) 
• The physical and social structure of the classroom
• The multiplicity and intersectionality of learner identities 

Following the introductory sessions, you will have the opportunity to select an area of interest which you will explore in more detail through independent reading and research as part of your assessment.

I look forward to meeting you!

Module Aims

Module Learning Outcomes

Module Learning Activities

The learning and teaching activities for this module include lectures, class-based tasks, one-to-one tutorials and self-directed research. These activities will help students to:

• Gain a better understanding of the complex relationship and the interaction between learners, teachers, the curriculum and the learning environment
• Become familiar with research skills appropriate for use in education
• Develop a critical understanding of relevant academic literature
• Relate in-class learning to the professional environment and wider professional and social content 

Graduate Attributes Developed and Assessed

More information on graduate attributes is available here: https://www.leedsbeckett.ac.uk/student-information/academic-skills-and-advice/graduate-attributes/

Relevant information is also available within your Course Handbook, which is available via MyBeckett and

https://www.leedsbeckett.ac.uk/student-information/course-information/course-handbooks/

Communication

Details regarding the module will be communicated to you via MyBeckett announcement and student email. Be sure to check these daily for key updates.

You must notify your Course Administrator if you are absent for more than one day (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence (see Extenuating Circumstances and Mitigation for further information). 

Weekly Schedule

Semester 2

Contact Hours

For both on campus and distance learning the contact hours for this module are 40. 

For guidance on what contact hours may include, a student guide on contact hours is available here: www.qaa.ac.uk/en/Publications/Documents/contact-hours-student.pdf

Key Resources to Support Learning

A Reading List has been created for this module and it can be found in the left-hand menu in MyBeckett. This contains an up-to-date list of the relevant readings and materials and includes additional notes from the module team regarding the readings. Please find additional resources listed below.

• Allan, J (2008) Rethinking inclusion: the philosophers of difference in practice Dordrecht: 
• Springer.
• Ball, S (2013) The Education Debate. London: Polity.
• Biesta, G (2014) The beautiful risk of education. London: Paradigm Matheson D (ed) (2014) 
• An Introduction to the Study of Education [4th edition]. London: Routledge 
• Matheson, C and Matheson, D (eds) (2000) Educational Issues in the Learning Age. London: Continuum.
• McKenzie, J. (2001) Changing Education: a sociology of education since 1944. Harlow: 
• Pearson Education Limited 
• The Hadow Report (1923) Differentiation of the Curriculum for Boys and Girls Respectively in Secondary Schools http://www.educationengland.org.uk/documents/hadow1923/hadow1923.html
• Thomas, G (2013) Education: a very short introduction. Oxford: OUP

Disability Advice and Support

All disabled students requiring additional support or alternative arrangements must declare and provide evidence of their disability to the Disability Advice Team as early as possible: https://www.leedsbeckett.ac.uk/student-information/disability-advice/.  

Assessment

Assessment Summary

Assessment 1 Weighting 20%

Assessment 2 Weighting 80%

Assessment Details

Coursework 

Assessment

Assessment 1: Presentation

Create a conference poster presentation that focuses on an area of your own professional/personal experience, or professional behaviour you have observed. Your presentation should identify and apply key theoretical and policy perspectives to consider formal and informal/non-formal education within your chosen context. Your presentation should also include a reflection on the way that the right to education is addressed in this context, comparing this with an alternative approach to education. Your work should locate your personal stance within the diverse discourses, and meanings, used in and about education. You should design 1x conference style poster slide to support your presentation.

Assessment 2: 5000-word essay

Building on your poster presentation, you will prepare a 5,000-word essay that focuses on the chosen area of study. You must identify and apply, key theoretical and policy perspectives in relation to the social role of, and expectations from, formal and informal/non-formal education in this context. Your work should include a reflection on the way that the right to education is addressed in this context and compare this with an alternative approach to education. Possible topics for each component of assessment will be discussed in class.

Student Instructions for Submission of Coursework

This module requires you to submit your work online. You MUST submit your work through MyBeckett using the link set up by the tutor.  Receipt of your work will be recorded.

Your "Turnitin assignments" in MyBeckett can be set up so that you can check your assignment yourself as you submit it. This checking is done by creating a "Similarity Report".  If this report shows that there are some problems with your work, such as un-cited quotations, you should be able to make corrections and re-submit the work again before the due date. More information about Turnitin is available online here: https://libguides.leedsbeckett.ac.uk/it_support/mybeckett/turnitin

Please note: Tutors will follow up any suspected breach of academic integrity found after the submission date as per University policy. Late penalties will apply as per University Regulations. 

Instructions to Students

Please read carefully the assessment and grade/marking descriptors overleaf: 

**Work in the 86-100% band meets and often exceeds the standard for distinction, as described in the 70-85% band, across all the Level 7 domains listed in our LBU assessment taxonomy. This work might be of publishable quality, with only very minor amendments, to a suitable peer reviewed journal. Work is of such good quality that the student might be capable of doctoral research in the discipline and, in principle, could be signposted to opportunities to do this.

Feedback on Your Assessments

Feedback forms a large part of your learning experience and is vital to your personal and professional development.

Whatever your academic level, building on your feedback is vital. Noting and acting on feedback is key to independent learning, continued progress and long-term success.

https://libguides.leedsbeckett.ac.uk/skills-for-learning/building-on-feedback

Understanding Your Assessment Responsibilities

Extenuating Circumstances and Mitigation

If you are experiencing problems which are adversely affecting your ability to study (called `extenuating circumstances`), then you can apply for mitigation.  You can find full details of how to apply for mitigation at: https://www.leedsbeckett.ac.uk/student-information/exams-assessments-and-awards/mitigation-and-extenuating-circumstances/.

The University operates a fit to sit/fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so.  More information is available at the above link and here: https://www.leedsbeckett.ac.uk/student-information/exams-assessments-and-awards/examinations/

Late Submission

Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work.  Full details of the penalties for late submission of course work are available at https://www.leedsbeckett.ac.uk/our-university/public-information/academic-regulations/. 

Academic Integrity

Academic integrity is a fundamental principle within the University and is strongly linked to good academic practice.  All assessments must be submitted with due attention to issues of academic integrity, expression, and good academic practice, including clarity in grammar, semantics and syntax.  

Any suspected breach of academic integrity will be investigated by the University and could have serious consequences on your studies.  Breaches of academic integrity include (but are not limited to) plagiarism, self-plagiarism, collusion and contract cheating.  Definitions and the potential consequences of an admitted or found breach of academic integrity are detailed in the Academic Regulations at: https://www.leedsbeckett.ac.uk/our-university/public-information/academic-regulations/.  

There are a range of resources available to help you understand what is and what is not permitted and how to use other people’s ideas in your assessed work.   These include the LBU Academic Integrity tutorial, which is available on Academic Integrity Tutorial for 2023/24 and the Skills for Learning website which you can access here https://libguides.leedsbeckett.ac.uk/skills-for-learning/. An Academic Integrity Factsheet for Students is available to view at: https://www.leedsbeckett.ac.uk/student-information/academic-skills-and-advice/academic-integrity/. 

Your Feedback on the Module

A mid-module review will be timetabled into your module by week 7.  This is an opportunity to resolve modular issues promptly early on in the module.  In addition, you will have the opportunity to provide feedback formally at the end of your module-.  These comments will be reviewed by your course team and some may be considered via the course monitoring and enhancement process, in which your Course Representative is involved.