BA Honours Education Studies and English Language Degree

Overview & facilities

For our BA Education Studies and English Language degree with honours in London, wecombine work on education with work onEnglish language and language more generally. Combining ideas from a variety of disciplines - sociology, history, psychology and law, students learn to critically evaluate contemporary education policies, practices and philosophies.

BA Education Studies and English Languagelooks at language from three points of view the kinds of knowledge used by speakers and how they come to know it; how this knowledge varies from person to person and context to context, and how to use language effectively in a number of spoken and written styles.

Content & modules

In year one, students look at historical and contemporary approaches to education policy and psychological approaches to learning, develop their understanding of language and how it is used, begin to investigate questions about language for themselves and explore the development and current status of the English language around the world.

Modules in years two and three develop all of these areas, looking systematically at language and education from a psychological and social point of view.

In year three, students work on an independent project investigating a topic of their own choosing and using methods which they select in discussion with a supervisor.

Modules

• Year 1

  Education Policy:Historical and Contemporary Perspectives (30 Credits) - Compulsory

  To achieve an acceptable level of competency appropriate to first year undergraduate studies in the following key skill areas: personal and career development, effective learning, communication, teamwork. Additionally the module will establish a transferable skill base to enable students to succeed in Education Studies. To introduce students to the main educational ideologies prevalent in the last 150 years. To examine a number of contemporary controversial issues in the field of education. To enable students to demonstrate awareness of the underlying principles relevant to Education Studies and to start developing a personal stance drawing on their own experiences. To develop an awareness of the societal and organisational structures of the educational system and possible implications for learners To identify and use relevant sources of information.

  Introducing Language (30 Credits) - Compulsory

  To provide a general overview of topics and techniques in English Language as a preparation for studying them systematically. To compare everyday attitudes and opinions about language with what can be discovered by studying language more systematically. To collect written and spoken texts and carry out analytical and investigative projects based on the texts gathered.

  Psychological Approaches to Learning (30 Credits) - Compulsory

  To extend the students understanding of the development, learning processes and behaviour of children and young people in relation to their families, schools and other educational agencies To explore the influence of parenting and adolescence in relation to learning. To examine the relationship of language development to learning.

  Studying English Language (30 Credits) - Compulsory

  This module looks at the English language from a number of perspectives. Students consider problems with defining English and then explore the historical development of the language, its contemporary, worldwide distribution and its many different varieties. Drawing on this historical and geographical description, the module goes on to consider widely varying attitudes towards English, especially as a global language, and investigates case studies involving conflicting attitudes to particular varieties of English.

• Year 2

  Comparative Education and Related Issues (30 Credits) - Optional

  To develop students knowledge and understanding of models for curriculum design such as ones using subject disciplines, integrated day, Jenaplan, RSA and others To revisit the reasons for the development of the National Curriculum and the subsequent changes that have occurred to its design and content. To consider the Early Years Foundation Stage Curriculum. To widen student s understanding of alternative ideas in education such as the European context and initiatives in the EU. To allow students from a mix of European countries to exchange their experiences of education and to compare processes, policies, practices and philosophies. To explore issues from a variety of countries and to enable students to collaborate in research and presenting seminar papers. To increase students ability to reflect critically on their own experiences of education.

  Curriculum Studies Key Stage 2 and Beyond (30 Credits) - Optional

  To explore past and current influences on the curriculum and their effects Investigate curriculum guidance for Key Stages 1-4 of the of the National Curriculum and the 14-19 curriculum Acquire an in-depth knowledge of the aims, structure and delivery of the NC, in particular for Key Stage 2 and Key Stage 3 Explore how the curriculum is used to encourage learning especially in literacy, numeracy and ICT Explore a range of theoretical curriculum models Study one NC subject or one vocational subject in depth and see how this subject is taught and assessed at a specific key stage Explore the Hidden Curriculum and how it affects learning Explore the transitional experiences of young people when moving between stages, and their effects on learning

  Education and Equality (30 Credits) - Compulsory

  To provide students with an overview of the extent of race, class, sex and SEN inequalities in educational attainment To provide students with an understanding of the main theories that have been advanced such differential outcomes To enable students to come to a balanced evaluation of the efficacy of government policies on equality of opportunity in education.

  Language and Psychology (30 Credits) - Compulsory

  This module considers different types of knowledge involved in understanding acts of communication, and considers how we come to acquire such knowledge. It looks at: general features of research in cognitive, with special focus on the kinds of data typically used and problems associated with interpreting it - specific types of knowledge, including phonology, morphology, syntax, the lexicon and semantics - specific kinds of processing including phoneme recognition and production, accessing and recognising words, recognising linguistic structures parsing , the acquisition and representation of conceptual knowledge, and contextually inferred meaning pragmatics

  Language and Society (30 Credits) - Compulsory

  To build on concepts and terminology fundamental to the study of linguistic variation and change introduced at level one. This will involve both developing understanding of concepts already introduced and introducing and exploring new concepts and terminology. To contrast the linguistic traditions of prescriptivism and descriptivism and consider the development and maintenance of standard languages. To consider education policy with regard to language. To develop students ability to describe types of linguistic difference in terms of grammatical syntactic and morphological , lexical and phonological variation. To critically assess the formulation of concepts such as social class, gender and style in relation to key sociolinguistic theories of variation and change To develop students ability to undertake a small-scale research project relevant to sociolinguistics.

  Special Needs, Disability and Inclusion (30 Credits) - Optional

  To provide students with an understanding of the evolution of policy and practice relating to special educational needs. To provide students with an understanding of the legislative framework within which SEN provision is made. To enable students to consider the various theoretical perspectives and discourses within which the debate about SEN has taken place. To enable students to explore the learning implications of a particular special need for pupils parents and teachers.

  Working and Researching in Organisations 1 (30 Credits) - Optional

  To identify core personal competences related to a student s own learning and change To examine the impact of change in organisations. To prepare students for an optional placement. To introduce undergraduates to a range of research techniques. To enable a student to read and critically evaluate examples of educational research encountered in his/her undergraduate studies. To enable students to undertake small-scale research activities by way of practice. To prepare students for their dissertation

• Year 3

  Children s Literature (30 Credits) - Optional

  To define children s literature, examine its categories, and acquaint students with an historical and international range of works. To critically review, consolidate and extend practical working knowledge of a wide range of literature for children and children s literature criticism. To examine texts closely, testing the value of diverse genres such as picture book arts and theoretical reading strategies. To develop enthusiasm and informed experience. To explore the use of literature in the classroom/library

  Creating and Understanding Meaning (30 Credits) - Optional

  This module looks at how meanings are constructed and understood in linguistic communication with a particular focus on discourse in contemporary media. Relevant theoretical work in the fields of semantics and pragmatics is outlined and critically evaluated, with a particular focus on the processes of decoding and inference through which interpretations are constructed. This work is then applied in looking at how meanings are constructed and understood in a range of contemporary media. Work on media meanings aims to develop a broad description of language use in media communication, and explores features of media communication in terms of speech-event types and discourse genres. Current controversies over media literacy are linked to longstanding debates about orality and literacy, and regulatory issues regarding media language use are discussed in relation to frameworks of freedom of expression.

  Language Research Module (30 Credits) - Optional

  This module enables students to develop their research skills and knowledge by looking at current issues in language research. The module looks at principles governing research on language from three points of view: psychological approaches which look at the linguistic knowledge and processes underlying language use; sociolinguistic approaches which look at language from the point of view of language users; applied work which looks at how research on language and linguistics can be applied in a number of areas, including teaching, writing, communicative practice and policy. At the end of the module, students will have developed a sophisticated understanding of research principles and applications.

  Proposition Module (30 Credits) - Optional

  This module enables students to work independently on a research project formulated on a topic of their own choice which must nevertheless be demonstrably related to topics studied in their programme . The module allows students, in a 5-6,000 word dissertation, to demonstrate an ability to articulate relevant project aims, use suitable investigative methods, and write up results in an appropriately reflective and analytical way.

  Proposition module (30 Credits) - Optional

  To carry out detailed study of an existing field of interest in education or early childhood, principally by means of a literature review and primary research; organise and manage a small scale research study with insight and responsibility; and display critical judgment in relating these to the wider educational and social context.

  Social Exclusion and Young People in Education and Society (30 Credits) - Optional

  To examine the origins and implications of young people s alienation and disaffection in education and society. To gain an understanding of contemporary youth culture and issues that young people are confronted with in school, family and society. To examine the ways young people are dis affected by wider social issues and to explore how the latter impinge on young people s educational attainment. To critically discuss some influential theories that have been advanced in relation to social and educational exclusion. To problematise and critically evaluate the effectiveness and limitations of current approaches and policies regarding inclusion/exclusion of young people.

  The Child in Context (30 Credits) - Optional

  To extend students understanding of the development of the child as influenced by his/her unique social, cultural, educational and familial contexts. Through examination of recent theories and research on issues relating to aspects of children s development and through cross cultural analysis, students will develop an appreciation of the ways in which children s identities and behaviours are socially and culturally negotiated.

  The Social and Emotional Aspects of Teaching and Learning (30 Credits) - Optional

  To examine and critically evaluate the significance of human relationships and interpersonal strategies in childcare / education To explore social and emotional influences on children and adolescents educational experiences To evaluate the effectiveness of programmes and strategies used to support children and adolescent s personal and social development To critically evaluate a range of counselling models and related theories, and their application within educational settings

  Working and Researching in Organisations 2 (30 Credits) - Optional

  1. To plan, negotiate and experience work in an organisational setting; analyse the organisational setting and identify the skills and competences involved in delivering the student s negotiated contribution; analyse and critically reflect on the student s own learning and development through her/his work experiences; and demonstrate insight in developing personal competences identified and explored by the student in EDU2301. 2. To carry out detailed study of an existing field of interest in education or early childhood, principally by means of a literature review and primary research; organise and manage a small scale research study with insight and responsibility; and display critical judgment in relating these to the wider educational and social context.

  Writing Techniques (30 Credits) - Optional

  The module investigates principles of the organisation of writing at many levels, from the phrase to the whole text. Students also practice their own writing and experiment with the different effects achieved by different linguistic decisions. It seeks to enable students to recognise and name the principal components of sentences and texts, and introduces a range of linguistic and discourse-analytic approaches to written discourse. Through a series of practical analyses, the module helps students to understand, and be able to comment critically on, relative strengths and weaknesses of alternative accounts of any given extract of written discourse. More generally, the module demonstrates how at every level there are stylistic choices to be made between alternative wordings, and how different choices are appropriate for different readerships and different communicative purposes.

Entry & applying

We normally make offers between 200-280 UCAS tariff points, plus GCSE English, Maths and Science @ C. BTEC National Diploma/International Baccalaureate/Advanced Progression Diplomas at equivalent tariff. Access to HE - Pass. Applications from candidates without formal qualifications are welcomed. Additionally overseas students whose first language is not English will need a qualification that demonstrates competence in English, eg IELTS 6.0 or TOEFL 550 paper-based or 213 computer based.

Entry requirements

We normally require 200-280 tariff points for entry onto undergraduate courses. However, some degrees may require additional entry requirements, for example a portfolio or an audition.

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Qualifications accepted

For a comprehensive list of qualifications accepted by Middlesex, see further information under entry requirements

English language requirements

You must have competence in English language and we normally require Grade C GCSE or an equivalent qualification.  The most common English Language requirements for international students are IELTS 6.0 or TOEFL (paper based) 550 or TOEFL (internet based) 79 with specified minimum scores for each component.  For details of other equivalent English language requirements that Middlesex accepts see international entry requirements

Entry into year two or three (transfer students)

If you have achieved a qualification such as a foundation degree or HND, or have gained credit at another university, you may be able to enter a Middlesex course in year two or three. For full details of how this works see transfer students

UK/EU applicants with existing higher education qualifications

If you have already been awarded a qualification at the same level as the course you are applying for, you may not be eligible for a tuition fee loan, see fees and funding for more information.

Applying

Applications for UK and EU students should be made to UCAS – the Universities and Colleges Admissions Service. The institution code for Middlesex is M80, and the code name is MIDDX. You also need the code for the course you wish to apply for – this is found in the 'at a glance' box above.

International students from outside the EU can make a direct application.  We have a network of regional offices across the world to assist you with your application.  They have worked with people from your region coming to Middlesex before and can help. Read more on international applications

Careers & placements

Placements

Work placements are proven to increase your success in the job market – as well as being a fantastic experience. We encourage as many students as possible to grasp this opportunity.
We have a dedicated Placements Service [link to student facilities/ careers/ work placements] which helps you find and plan for a placement.