The modules introduce a variety of approaches, perspectives and theoretical resources for understanding and explaining aspects of Education Policy, Social Diversity and Inclusion. Modules also explore early modern European history c1500-1700, Nineteenth century European History and Holocaust studies.
While the new law formed a part of the widely accepted Post-war consensus agreed to in general by the major parties, one part did generate controversy in the post-war years. Critics on the left attacked grammar schools as elitist because a student had to pass a test at age 11 to get in. Defenders argued that grammar schools allow pupils to obtain a good education through merit rather than through family income. No changes were made. In some areas, notably that of the London County Council, comprehensive schools had been introduced. They had no entrance test and were open to all children living in the school catchment area. However, despite tentative support for 'multilateralism' in secondaries, and a desire to raise the standard of secondary moderns to that of private institutions, from Minister for Education Ellen Wilkinson, the majority of Labour MPs were more concerned with implementing the 1944 Act; her successor George Tomlinson saw this through, although the secondary technicals remained underdeveloped.
In the second year, you have more choice and ownership over your studies, as you pick two Education modules. In general, modules examine topics in more depth and detail, and again, often come from certain perspectives. For example Constructions of Childhood uses a sociological and cultural position, to analyse what it means to be a child in the world; in addition, it asks what childhood means to the world. Whereas Learning in the Early Years examines children, but from a child developmental psychological perspective. Hence, you can pick which ontological position you prefer, or mix and match these contrasting views. There is also a chance to study Harry Potter, which may interest some muggles!
If you are looking for the records of a particular state-funded school you should, in the first instance, contact the nearest local archive. Use the Find an archive tool to find contact details for county and other local archives.
There were disputes about the movement in the early years. The schools were derisively called "Raikes' Ragged School". Critics thought the schools would weaken home-based religious education, that it might be a desecration of the Sabbath (generally to be used as a day of rest), and that Christians should not be employed on the Sabbath. "Sabbatarian disputes" in the 1790s led many Sunday schools to cease their teaching of writing.
This class will explore the plantations that took place in Ulster during the late sixteenth and early seventeenth centuries. Students will examine the emergence of the idea for plantation in Ireland, why Ulster was regarded as suitable for plantation, and the various endeavours by English and Scots to settle in the north of Ireland, whether by private enterprise or by the state. This will culminate in the official Plantation of Ulster, a 'British' project initiated by James VI and I in the early years of his reign as king of England, Ireland and Scotland. Students will also look at a couple of cases studies of individuals who were involved in plantation, enabling a detailed study of the political, social, economic and confessional reasons why they chose to migrate to and settle in Ireland at this time.
The history of education in England can be documented to the Anglo-Saxons' settlement of England. During the Middle Ages, schools were established to teach Latin grammar to the sons of the aristocracy, as part of preparation also for the entry of some into the clergy and religious orders. The church preserved literacy and learning during this period, and education was closely tied to the religious vocation, in order to read the Bible and related documents. Apprenticeship was the main way for youths to enter practical occupations. Two universities were established in affiliation with the church: the University of Oxford, followed by the University of Cambridge, both related closely to training for clergy. A reformed system of "free grammar schools" was established in the reign of Edward VI.
Until the age of fourteen, the education of children was in the hands of their parents, but supervised by the authorities of their calpōlli. Part of this education involved learning a collection of sayings, called huēhuetlàtolli ("sayings of the old"), that embodied the Aztecs' ideals. Judged by their language, most of the huēhuetlàtolli seemed to have evolved over several centuries, predating the Aztecs and most likely adopted from other Nahua cultures.
This module is designed to help students develop a critical approach to the theorisation of Education as a field of undergraduate study. It is intended that the phasing of this module will follow the completion of semester 1 course work and assignment feedback; thus offering formative advice and strategies for improving their reading, writing and theorisation of Educational issues. The module aims to help students make the familiar unfamiliar through further reflection on: their own educational experiences, their reading of key educational texts, and their approach to articulating ideas about education in written and oral form. The module then aims to support students through the anxiety-provoking experience of ‘troublesome knowledge’ while encouraging them to explore and question contested educational ideas.
History and Education is an excellent combination for those with a wider interest in culture, politics and social change. It will involve a broad range of historical and educational approaches and methods, yet will be organised in a way that allows you to develop your understanding in a manageable fashion. Assessments are designed to encourage you to explore the two disciplines together and we will support you as you come to appreciate the significance of both subjects.
Grades are important; however, our offers are not solely based on academic results. We are interested in creative people that demonstrate a strong commitment to their chosen subject area and therefore we welcome applications from individuals from a wide range of backgrounds. To assess student suitability for their chosen course we normally arrange interviews for all applicants at which your skills, achievements and life experience will be considered as well as your qualifications.
The modules listed on our website may occasionally be subject to change. For example, as you will appreciate, key members of staff may leave the University and this might necessitate a review of the modules that are offered. Where a module is no longer available, we will let you know as soon as we can and help you make other choices.
The Advanced Apprenticeship Framework offered clear pathways and outcomes that addressed the issues facing the industry. This system was in place since the 1950s. The system provided young people with an alternative to staying in full-time education post- 16/18 to gain pure academic qualifications without work-based learning. The Advanced Apprenticeship's of the 1950s 60s and 70s provided the necessary preparation towards Engineering Technician. Technician Engineer or Chartered Engineer registration. Apprentices undertook a variety of job roles in numerous technical functions to assist the work of engineers, in the design, development, manufacture and maintenance of production system.
Victoria & Albert Museum of Childhood Contains one of the world’s largest collections of children’s toys, including dolls, teddy bears, toy soldiers and trains. The museum also traces the development of children’s furniture and equipment, costumes and fashions, as well as housing the Renier Book Collection and the Book Trust Collection.
Combining education with other subjects provides opportunities for those who wish to work in professions associated with education, but who don't wish necessarily to become teachers. Please note that this course doesn't allow you to qualify as a teacher, though joint honours Education graduates will be able to explore postgraduate routes into teaching careers (via the PGDE).
Following the Act of Uniformity in 1662, religious dissenters set up academies to educate students of dissenting families, who did not wish to subscribe to the articles of the established Church of England. Some of these 'dissenting academies' still survive, the oldest being Bristol Baptist College. Several Oxford colleges (Harris Manchester, Mansfield, and Regent's Park) are also descendents of this movement.
Education in French controlled West Africa during the late 1800s and early 1900s was different from the nationally uniform compulsory education of France in the 1880s. "Adapted education" was organized in 1903 and used the French curriculum as a basis, replacing information relevant to France with "comparable information drawn from the African context." For example, French lessons of morality were coupled with many references to African history and local folklore. The French language was also taught as an integral part of adapted education.
Within the History modules you will cover a wide range of material, which will provide you with useful historical topics that are part of the school curriculum at both GCSE and A Level. In addition, you may also wish to undertake modules with a more practical focus such as the Community History Project. The course has strong elements of local, national and international history.
We're one of Europe's most vibrant cities. Voted the ‘friendliest city in the world’ in a recent Rough Guide poll, we're also named a must-visit destination in the New York Times, The Guardian and Wanderlust.
Pre-application open days are the best way to discover all you need to know about Durham University. With representatives from all relevant academic and support service departments, and opportunities to explore college options, the open days provide our prospective undergraduates with the full experience of Durham University.
During the second year of study you will undertake a 20-credits module entitled ‘Learning in an Inclusive Environment’. As part of this module, you will have the opportunity for gaining valuable work experience through a work placement. This placement may be in a classroom, museum or other contexts which respond to education in its broadest sense. The work will provide you with an insight into the application of concepts and ideas that surround education. Further it offers an opportunity to gain first-hand experience that will support your future career aspirations. In your second year you will also study a module that explores educational identities in relation to knowledge, power, culture and social relations.
The aim of this class is for to gain an understanding of the key role that disability plays in the study of the historical past. The class will explore the ways in which disability has been defined, treated and experienced. It will place developments in disability policy within wider social, cultural and political contexts. Students will engage with, and think critically about, primary sources ranging from official papers, newspaper articles, and oral testimonies, in addition to relevant secondary source material. The use of oral testimonies in particular will help students to consider the lived experiences of disabled people and the ways in which society sought to define and treat disability.
Note on fees: The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Current Students website. Fees for flexible, modular study are charged pro-rata to the appropriate full-time Master's fee taken in an academic session.
What do you remember about your schooldays? Were they happy ones, or are you old enough to remember getting the belt? Youngsters today seem to have a much more relaxed attitude to school and cannot imagine the strictness and discipline that used to prevail. We at the History of Education Centre are happy to instruct them! A visit to the schoolroom is a rare opportunity for visitors to experience what school was like over one hundred years ago: with our regimented rows of wooden desks, the blackboard and the abacus, the tawse and the finger stocks, the slate pencils and the split nib pens, visitors can get a real feel for education as it was during the Victorian or WWI eras. The classroom is a time-warp stocked with genuine school items that have served generations of children and lessons are provided by a regiment of strict, stern-faced, role-play teachers. Similarly, our museum room is laid out with displays of household items, many of which visitors can handle or use. What happened before electricity, televisions or computers, washing machines, fridges or power showers? What did children do at home? Sit round our original old kitchen range, which originated in a domestic science classroom of a local school, and listen to our volunteers describe what families ate all those years ago. Do you know what to do with cold porridge, or how to make sheep's heid broth, or why the baking tray is half-empty? We welcome visits from schools, clubs and other groups to the History of Education Centre. We can also lend selected items from our Collection, and are engaged in a number of other Projects, such as Doors Open Day. Explore our website to find out more and contact us at firstname.lastname@example.org if you'd like to delve into the history of education.
The major in Ancient History allows students to study a wide range of modules covering not only fascinating figures like Alexander the Great, but also basic aspects of everyday life, such as ancient myths, politics, warfare (both on land and at sea) and the economic and trading networks of Ancient Greece. Students can explore broader questions about how Rome grew into an empire, how Sparta became the legend that it is today and how religion shaped everyday life two thousand years ago. In the first year of study, modules can be taken on a wide range of periods and themes; in the second and third years, the School offers specialised modules on all aspects of Greco-Roman history so that you can gain in-depth knowledge in areas of particular interest to you. Options are also available to study select modules in ancient Chinese History, Classical Archaeology or Theology. The culmination of the degree is the dissertation, where you are free to pursue a topic of your choice in line with the research interests of your tutor. The Education Studies component of this major/minor degree comprises two modules of study per year over the three years of your degree. Modules within the Education Studies part of the degree will cover a range of themes including, for example, the historical development of education, learning cultures and approaches to learning, the philosophy of learning and education, and the legal frameworks within which education operates today. In your first year of study, you will undertake modules that will enable you to explore key educational debates regarding the relations between learning, knowledge, and education in contemporary society; this will provide an overview of the associated aims and values which have underpinned education. During the second year of study you will undertake a 20-credits module entitled ‘Learning in an Inclusive Environment’. As part of this module, you will have the opportunity for gaining valuable work experience through a work placement. This placement may be in a classroom, museum or other contexts which respond to education in its broadest sense. The work will provide you with an insight into the application of concepts and ideas that surround education. Further it offers an opportunity to gain first-hand experience that will support your future career aspirations. In your second year you will also study a module that explores educational identities in relation to knowledge, power, culture and social relations. Finally, in your third year of study you will have the opportunity to either take a 40-credits dissertation that combines elements of your Education Studies with your chosen Humanities subject, or take a 20-credit Independent Project plus a 20-credit Practical Placement. The latter module might involve an observation in a local school, college, organisation or learning/teaching contexts within the community. There is clear emphasis on enhancing your employability through ensuring that the modules enable you to develop a range of transferable skills for the workplace. Indeed, you will have the opportunity to develop such skills via, for example, a compulsory work placement, seminar presentations and a practice-based, work related dissertation. The School is proud of the wide range of assessment methods used on the course, such as essays, presentations, wikis, web pages and reflective reports, so that the assessment reflects the student’s performance as a whole. http://www.tipz9ja.ml This class explores the role that health and medicine has played in the major wars of the twentieth century. In particular, it considers the vital contribution that medicine has made to manpower economy, discipline and morale.
Further Information Within the History modules you will cover a wide range of material, which will provide you with useful historical topics that are part of the school curriculum at both GCSE and A Level. In addition, you may also wish to undertake modules with a more practical focus such as the Community History Project. The course has strong elements of local, national and international history. Students can take the Community History Project, which involves them working to a project brief devised by a real client, undertaking relevant research and feeding back their findings through a display, exhibition, teaching pack, archive guide or town trail. All final year students will undertake a dissertation in either Education or History.
The course has a practical focus on career development and employs a number of teaching and learning methods to help you display a broad knowledge over two disciplines. It is delivered through lectures, seminars, individual tuition and individual and small group research projects.
Typical offer grades are for guidance only, and will depend on the subjects you are combining. Please read the entries for both subjects. Where there is a disparity between the typical offer for Subject A and the typical offer for Subject B, the higher offer should be taken as the usual offer for the combination of the two.
- History has been taught at Newman for over 35 years. During this time, Newman has developed an outstanding collection of resources, including its own local history archive. Our tutors are recognised as experts in their field, who publish frequently, and student feedback comments on how helpful staff are when discussing individual projects.