This module looks at key political ideas that are fundamental to our world today, but also how those ideas have changed, especially with recent contributions in gender studies, postcolonial research and queer theory. Studying this module introduces students to theory – not as a distant, abstract exercise, but as a reflection of contemporary politics. Have big ideas on sovereignty been fundamental to establishing political order, or a tool to justify colonisation? Is John Locke’s theory of property fit to answer questions about who owns our data? Can the tradition of human rights incorporate non-human species? Is gender performative, and how does this represent the struggles of LGBTQ+ communities? Theory can get us thinking more deeply about empirical events, but empirical events can also get us critiquing theories for falling short.

This module, with its focus on journeys and places, offers an opportunity for students across a variety of undergraduate programmes in the school to explore a range of the key concepts underpinning their studies. This will include interactive lectures attended by all students, as well as an opportunity to apply these to their subject areas within their subject specific workshops and assessments. The themes covered during the module include themes such as journeys, spaces and the concept of welcome; (im)mobilities and journeys through time and space; representation and imaginative geographies; gender and placemaking; belonging and place attachment; journeys, places and identities; as well as themes related to sustainability and UN SDGs.

This module is an introduction to some of the important contemporary debates in Childhood Studies and society. The module will explore and evaluate the construction of childhood, the inequalities which surround childhood, and what it means to be a child in the UK in the 21st century. Drawing on a range of sociological and political conceptualizations of childhood and the many factors that shape our understanding of it, the module will ask students to critically evaluate key issues impacting on childhood and how these issues are reflected in, or sustained by, or challenged by society. Students will therefore be encouraged to contest and interrogate their own thinking and assumptions about children, childhood and society.

There are vivid debates about the health and future of contemporary democracy, which is perceived to be under threat from secular developments in global politics and economics, leading to authoritarianism and declining trust in democratic processes. Different forms of democracy have, however, existed throughout the history of human societies – and democratic governance has been transformed, often in response to social and political crisis and changes in social systems. This module introduces students to the concept of democracy, and examines different forms of democracy, using historical examples to understand the drivers of the expansion and retrenchment of different kinds of democracy. It then considers the contemporary state of democracy, analyses the challenges it faces, and the potential for further democratisation in the 21st century. Students study the potential for the diversification and expansion of democratic processes from the perspective of different theories of democracy, and engage with a variety of contemporary issues, including competing democratic theories, the impact of economic crises, migration and cultural conflict, authoritarian populism and democratic backsliding as well as the impact of new technologies on democracy.

Assessment: portfolio (100%) (oral presentation and written report)

Big ideas in politics matter - but which ones? This module examines key political ideas that shape political realities today, but explores what decolonisation and diversification means for those political ideas. Why Big Ideas Matter takes a unique disruptive approach, by creating conversations between two or three important thinkers, within multiple cultural contexts and perspectives. Have big ideas on sovereignty been fundamental to establishing political order, or a tool to justify colonisation? Is John Locke’s theory of property fit to answer questions about who owns our data? Can the tradition of human rights incorporate non-human species? Is gender performative, and how does this represent the struggles of LGBTQ+ communities? Theory can get us thinking more deeply about empirical events, but empirical events can also get us critiquing theories for falling short.

Assessment: Presentation (40%) and written report (60%).

This module is designed to prepare and support you towards the pursuit of post-degree pathways. It will focus on the specific skills, capabilities and knowledge needed to adapt and flourish in professional environments and contexts. There will be an emphasis on enhancement of core attributes, competencies and transferable skills as well as developing familiarity with the world and politics of work. The module will prepare you for diverse and dynamic working environments beyond university by introducing reflective practices to support your long-term professional development.

You will be introduced to the UN Sustainable Development Goals and invited to engage critically around themes including race, gender, identity, and geopolitical issues, to conceptualize a more equitable society, and environmentally sustainable world, as relevant to your career aspirations.

Workshops will be utilised to gain greater understanding of worlds of work connected to the realm of Politics. You will take part in lectures, seminars, group discussion, independent learning, tutorial support and engagement with your peers.

Supported independent learning activities may include responding to real-world briefs, placements/shadowing, engagement with community projects or initiatives, creating proposals for projects or initiatives in a professional setting. These activities will be tailored to the Politics aspects of your programme.

EDUC2401

This module will explore child development and in particular an individual's social and emotional development. It will examine a range of perspectives which consider how the cognitive, social and emotional realms of individual development are all closely inter-linked and mutually dependent. Drawing and psychological, and socio-political theories and literature, the module will also support the students in exploring and better understanding the causes underpinning different levels of student wellbeing and how the education system is working to support children towards higher levels of wellbeing.

or EDUC2413

This module is concerned with examining how technology has impacted and changed education and learning. We will consider key cultural changes, for example, that we now live in the ‘digital age’; how technological change has impacted on notions of children’s and young people’s media literacy, e-learning, e-safety and social networking, which in turn may affect contemporary notions of time, space and identity. There will also be a consideration of the impact of online learning from the perspective of educators using online learning platforms and the learning experiences of the students. This will be considered from a Global perspective as well as reflecting current impacts on UK education. However, there is a digital divide many students do not have access to technology and the required infrastructure to participate in this type of learning. This in turn can perpetuate inequalities, which will be explored. In addition, there will be a specific focus on how differing technologies can create a more inclusion form of education for neurodiverse students and students with disabilities. Along with a consideration of how technology can create empowering learning opportunities, through gaming, podcasting, wikis and virtual world platforms for all students

or EDUC2433 

This module is based on the principles that everyone can be a musician, that children and adults can always develop and improve musical skills, and that all teachers and intending teachers can offer rich, high quality musical experiences for pupils. Whilst there will be an emphasis on accessible, enjoyable practical musical activity throughout the module, there are no pre-requisites and there will be absolutely no expectations that students have a particular background or expertise within music. However, students will be expected to embrace a range of supportive opportunities within workshops to explore basic voice and classroom instrument work, along with various types of music technology (using computers and other equipment to help pupils make and perform music). Music is a statutory subject within the Key Stages 1 to 3 of the National Curriculum and responsibility for teaching music in the primary school typically rests with generalist class teachers.

This module offers students basic, core practical skills in primary music education, supported by engagement with key contemporary debates regarding UK policy, practice, theory and research into children's musical development. The module will be of particular benefit to those students considering a future career in teaching, since offering basic experience in music can be distinctive within training and job applications. It will also have great relevance to anyone with an interest in the arts, school improvement and ethos, local authority administration, community outreach work, extra-curricular activity or the interface between contemporary UK education policy and practice. The intention throughout will be to create an inclusive 'community of practice' for all. Practical work will be situated within coverage of the changing policy context for primary music education. We will consider the role of music in the lives of young people and ways in which community diversity can be reflected. We will also explore ways in which music can support and enrich the whole curriculum, as well as contribute to whole school ethos and extracurricular activity.

This module critically introduces the approaches and methods that shape the creation of empirical knowledge in politics and international relations. The module advances the significance of the relationship between empirical knowledge and the methods used for investigation. The module provides students with an up-to-date understanding of research methods, and the ways these methods are applied in contemporary politics and international relations research. The module considers the characteristics of quantitative and qualitative approaches, and the comparative strengths and limitations of these approaches. It teaches students practical skills in research methods that can be applied in their future academic and professional work, thereby enhancing their employability.

Assessment: Portfolio (100%).

This module takes a thematic approach to the study of politics across the Americas, offering a political, historical, social, cultural and international focus, which enables students to engage and consider government and the governed from a range of perspectives. In particular it seeks to challenge US-centric perceptions of the continent, by drawing on aspects of trans-continental relations as well as UK relations across the Americas.

From bureaucratic corridors of power to activism and street protests, all levels of political participation are discussed via a theoretical and practical lens.

Students are encouraged to consider different and sometimes conflicting participants in the political process: from national leadership at times of foreign policy crisis, to subregional political coalitions, to grassroots and international activism, this module will engage the study of American politics, broadly conceived, to provide students with useful expertise in international politics, and develop a set of key research and presentation skills that will be applicable in their post-graduation careers.

The module affords students the opportunity to participate in and hear from external research experts, politicians and/or practitioners, for example, via University research seminar series and events.

Assessment: Portfolio (100%) presentation and report.

This module focuses on the growing canon of work around decolonising politics. The module will address legacies of empire and imperialism and their continued impact on politics today. The module draws on and critically examines the contemporary intersections of colonialism and colonial legacy on the experiences of marginalised communities with increasingly diverse societies, and the bodies of theory associated with these often-politicised lived realities, including queer theory, disability theory, black feminisms and intersectionality, and critical race theory.

The module will continue to draw on common themes throughout the programme, such as the centrality of place in the decolonisation of politics through the explicit focus on national case studies and the ways in which these address the lasting impacts of colonialism both inside and outside of the former colonial metropole. The module also problematises notions of decolonising within the frame of current political, social and cultural debates.

Additionally, the module invites students to develop critical understandings of the ways in which colonial legacies impact political representation of minorities and policies around minoritized communities across a range of political settings, both at the structural and interpersonal level.

The module links to DMU initiatives such as Decolonising DMU, EDI groups and the extracurricular student-led anti-racist reading group. The module will afford students the opportunity to speak with leading scholarly experts and practitioners in the field of decolonising politics.

Assessment: Presentation (40%) and Essay (60%).

EDUC3413

This module will enable students to develop a critical understanding of how curricula are decided and designed, and to gain practical skills in developing and improving curricula. During the first half of the module, students will learn about how curricula are controlled, influenced and designed in the UK and elsewhere. They will engage with and critique traditional curriculum design and alternatives, considering questions such as decolonizing, Universal Design for Learning and creativity. In the second half of the module, students will respond to a real-world brief to improve and/or develop an aspect of the BA Education Studies programme, which may then be applied in future years, building skills in collaboration, negotiation and effective inclusive communication. This module is capped at 34 due to the nature of the assignment.

or EDUC3423

The core aim for this module is to promote conceptual reasoning and evaluation through critical reflection on practice. Students will be encouraged to adopt the approach of a reflective practitioner; to really involved in the 'process' of critical reflection, and in so doing use it as a tool for developing and consolidating their knowledge and understanding of the teaching and learning process. Many students will choose to carry out their placements in a school environment, which can provide a valuable opportunity to gain experience to support teacher training applications. However, the students will be asked to undertake a placement in a ‘learning environment’, so as to incorporate a wider spectrum of settings, such as: arts and community projects, gallery education, post-compulsory education, prisons, early years settings, Scout groups, extra-curricular clubs, hospital schools, as well as alternative educational settings, which should support a more inclusive placement experience and support student employability across a variety of sectors and industries.

or EDUC343

The module examines current debates concerning gender and education. It begins with the historically disadvantaged position of girls and women in education and examines the literature on this subject as it has developed over the past 20 years. The notion of equal opportunities is interrogated and the social construction of gender is problematised and examined. Recent debates on gender and achievement and the 'problem of boys' are also considered.

or EDUC3432

This module has been designed by disabled and neurodivergent students and teachers so that the issues important to them are accurately depicted and taught. It explores the big issues in Special Educational Needs (SEND): key theories, disability activism, the neurodiversity movement, current law and policy, and the barriers that disabled students continue to face in education. Students learn to identify and critically assess the academic, professional and lived experience resources that support inclusive, person-centred educational practice. In line with anti-oppressive practice, the module aims to be a safe place where both academic discussion and personal experience are respected. It seeks to promote students’ autonomy over their work and to create a more inclusive learning environment. Students will, therefore, have considerable choice of assignment topic and will have opportunities to submit work forms that showcase their talents and preferred ways of learning.

This module offers a capstone experience, culminating in an individual final year project. It comprises an extended piece of work conventionally seen as a dissertation. Other forms of extended coursework could be applied, for example, a politics or international relations real-life project. Students are encouraged to work with a supervisor to develop, negotiate and agree on an area of focus and project feasibility. This relationship and scoping work develop during Block 3 and culminates in the final project delivery in Block 4. Students wishing to pursue a traditional dissertation are required to undertake a research project, which may form the basis of an extended essay, or include primary research, subject to ethical approval. Other options for real-life learning projects are possible on the module. These also need to be informed by academic literature and evidence. This final module is the culmination of the degree and offers opportunities to support students in their next steps beyond the qualification, for example, further study and/or working in politics and international relations careers.

Assessment: Coursework (10%) and Dissertation (90%).