STUDY

This module is designed for students to produce a final year project that allows students to exercise their independent judgement and skills in the development and execution of a project or dissertation relevant to their field of study. Under the supervision of an assigned tutor, the module provides students with the opportunity to independently apply the core subject knowledge and skills developed over the course of their degree. Over the course of the year students will undertake independent analysis and research and communicate and present it to high professional standards. 

This module seeks to ask fundamental questions about what education is, and the purpose of education in contemporary societies such as the UK. The module will be an introduction to sociology and sociological analysis of education inequality, examining the ways in which gender, race, and class as well as teacher-pupil interactions impact on children’s schooling experiences and educational achievement. To enable students to develop critical understanding of factors that influence the educational outcomes of children and young people, the module will introduce students to Pierre Bourdieu’s theoretical concepts such as the habitus and cultural, economic, and social capital as well as Basil Bernstein’s language code theory. The link between social class, gender and ethnicity and educational achievement and underachievement will also be explored in the module. 

This module aims to explore the potential of Creative Therapeutic Arts in supporting children’s wellbeing. The module will explore both theoretical and practice-based knowledge in relation to creative arts therapies including ethical principles and goals.  Students will be encouraged to apply underpinning theory and practice in relation to supporting children’s wellbeing in a range of settings. 

The module will also explore the principles and practices of therapeutic play and students will experience a range of non-directive therapeutic play techniques including sand play, puppetry and drama, therapeutic storytelling, working with clay, messy and sensory play, to enable children to tell their stories and make sense of their world.   

A key goal of Level 6 is to work towards the graduate practitioner competencies. This module considers the graduate practitioner competencies and how they are embedded in everyday practice. This module aims and focus are to consider the importance of continued professional development and reflective practice as fundamental to developing as a graduate practitioner.  

The module aims to bring together theories of child development, curriculum, practice, and pedagogy from across previous study and critically apply these to practice settings to demonstrate engagement with critical reflective professional development. This is the first of two practice modules at level 6 which centre on continued professional development and developing as graduate practitioners. 

A key goal of Level 6 is to work towards the graduate practitioner competencies. This module builds directly upon Graduate Practitioner 1 module and further considers the graduate practitioner competencies and how they are embedded in everyday practice. This module aims to consider the importance of continued professional development and reflective practice as fundamental to developing as a graduate practitioner.  

The focus of this module is to build upon graduate practitioner 1 module but with a particular focus on student’s professional development and considering how to enhance areas of their own practice. The content of this module is structured around the graduate practitioner competencies and then theories and rationale to support these areas. This also serves as the end of degree assessment point for the graduate practitioner competencies.   

This module is designed for students to produce a final year project that allows students to exercise their independent judgement and skills in the development and execution of a project or dissertation relevant to their field of study. Under the supervision of an assigned tutor, the module provides students with the opportunity to independently apply the core subject knowledge and skills developed over the course of their degree. Over the course of the year students will undertake independent analysis and research and communicate and present it to high professional standards. 

This module seeks to ask fundamental questions about what education is, and the purpose of education in contemporary societies such as the UK. The module will be an introduction to sociology and sociological analysis of education inequality, examining the ways in which gender, race, and class as well as teacher-pupil interactions impact on children’s schooling experiences and educational achievement. To enable students to develop critical understanding of factors that influence the educational outcomes of children and young people, the module will introduce students to Pierre Bourdieu’s theoretical concepts such as the habitus and cultural, economic, and social capital as well as Basil Bernstein’s language code theory. The link between social class, gender and ethnicity and educational achievement and underachievement will also be explored in the module. 

This module aims to explore the potential of Creative Therapeutic Arts in supporting children’s wellbeing. The module will explore both theoretical and practice-based knowledge in relation to creative arts therapies including ethical principles and goals.  Students will be encouraged to apply underpinning theory and practice in relation to supporting children’s wellbeing in a range of settings. 

The module will also explore the principles and practices of therapeutic play and students will experience a range of non-directive therapeutic play techniques including sand play, puppetry and drama, therapeutic storytelling, working with clay, messy and sensory play, to enable children to tell their stories and make sense of their world.   

A key goal of Level 6 is to work towards the graduate practitioner competencies. This module considers the graduate practitioner competencies and how they are embedded in everyday practice. This module aims and focus are to consider the importance of continued professional development and reflective practice as fundamental to developing as a graduate practitioner.  

The module aims to bring together theories of child development, curriculum, practice, and pedagogy from across previous study and critically apply these to practice settings to demonstrate engagement with critical reflective professional development. This is the first of two practice modules at level 6 which centre on continued professional development and developing as graduate practitioners. 

A key goal of Level 6 is to work towards the graduate practitioner competencies. This module builds directly upon Graduate Practitioner 1 module and further considers the graduate practitioner competencies and how they are embedded in everyday practice. This module aims to consider the importance of continued professional development and reflective practice as fundamental to developing as a graduate practitioner.  

The focus of this module is to build upon graduate practitioner 1 module but with a particular focus on student’s professional development and considering how to enhance areas of their own practice. The content of this module is structured around the graduate practitioner competencies and then theories and rationale to support these areas. This also serves as the end of degree assessment point for the graduate practitioner competencies.