BA Primary Teaching with English Literature Programme Specification from the Faculty of Education Version: 2013/4.1

Last updated: July 2012

Programme / Pathway Specification: BA Primary Teaching with English Literature

BA Primary Teaching (Honours)/Primary Education

English Literature

Basic pathway description for the BA Primary Teaching (Honours)/Primary Education

1. Programme / Pathway title BA Hons with QTS Primary Teaching

2. Study mode(s) and max. period of registration

Full-time minimum duration 4 years Full-time maximum duration 7 years

3. Awarding body Liverpool Hope University

4. Teaching location(s) Hope Park

5. Final award(s), including any interim awards

Certificate of Higher Education Diploma of Higher Education BA Primary Education with (minor pathway) BA (Hons) with QTS Primary Teaching with (minor pathway)

6. NQF level(s) Certificate (C)/Level 4 Intermediate (I)/Level 5 Honours (H)/Level 6 Honours (H)/Level 6 & Masters (M)/Level 7

7. Sponsoring Faculty Faculty of Education

8. Date of initial validation July 2011

9. Date of last Programme / Pathway Review (if applicable)

July 2009 (validation) / 2010 (Re-structure to embed Masters level learning and Level C approved)

10. Date of first intake September 2011

11. Frequency of Intake Annually in September

12. Additional Costs to Students (£estimate)

Recommended purchase of key texts

(approximately £200)

Travel to placements (discretionary)

Resources for Professional Placement

Learning (PPL)

Cost of application for Enhanced Disclosure from Criminal Records Bureau (CRB) (currently £44)

13. Name of Programme / Pathway Co-ordinator

Mrs Deirdre Hewitt

14. Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval

Training and Development Agency for Schools (TDA)

Office for Standards in Education (Ofsted)

Section B: Programme / Pathway Details

1 Programme/Pathway Aims The BA Hons with QTS Primary Teaching programme will enable students to:

1. develop the knowledge, understanding and skills to become enthusiastic, innovative, flexible and research driven teacher practitioners: proactive, creative and reflective teachers as opposed to National Curriculum technicians acting as positive role models for children

2. meet all the QTS standards in current TDA regulations 3. develop a personal and professional set of values

which underpins their teaching and enable them to be responsible and accountable for the learning of children

4. develop the skills to reflect critically upon their own practice and manage their own development to improve performance

5. develop understanding of education as an academic discipline, and be enabled to reflect critically upon current educational policy and practice

6. develop the knowledge, understanding and skills to work effectively with other professionals, agencies and adults in meeting the learning and other needs of children as the role of the teacher develops into the future

7. develop the knowledge and skills to lead and manage others and work collaboratively within university, school and community contexts and aspire to be future leaders and managers for primary schools

8. deal with complex issues solved through the synergy of theory and practice, to be self-directed, and to engage in problem solving developing knowledge skills and understanding

9. to consider teacher education in the wider context of education related to their education studies courses in Levels I-H (see basic pathway description for BA Education)

10. to enable students to develop knowledge, skills and understanding related to their minor pathway in Levels C-I

2 Programme/Pathway Learning Outcomes

*Italicized below are the QTS standards linked outcomes. Certificate Level/Level 4:

At the end of Level C, BA Hons with QTS Primary Teaching Year 1 students will be able to:

1. demonstrate an understanding of the relationship

between educational theory and practice. 2. demonstrate skills of reflective practice, and the ability

to set appropriate targets for their own development in all aspects of their professional life on the BA Hons with QTS Primary Teaching

3. demonstrate knowledge and understanding of children’s development, how children learn and the barriers to their learning

4. demonstrate skills of observation and the ability to draw conclusions as a result of observing children during their placements

5. demonstrate a basic knowledge and understanding of their minor pathway in terms of the key concepts and to make obvious connections between them.

Intermediate Level/Level 5 At the end of Level I/Level 5 BA Hons with QTS Primary Teaching, Year 2 students will be able to:

1. demonstrate knowledge and understanding of how to

create an effective learning environment 2. demonstrate knowledge of behaviour management

theories and an understanding of how to put these in practice

3. demonstrate knowledge and understanding of key theories, concepts and principles and methods underpinning the planning, teaching and learning of primary curriculum subjects and areas of learning in the foundation stage

4. demonstrate a good knowledge and understanding of their minor pathway. At this ‘multi-structural/relational level’ students are able to articulate the connections between key concepts and to appreciate the significance of each in respect of the whole.

Honours Level/Level 6 At the end of Level Ha/Level 6 BA Hons with QTS Primary Teaching, Year 3 students will be able to:

1. demonstrate the ability to reflect critically upon current

educational policy and practice 2. *demonstrate subject knowledge for teaching to

support children’s learning within the primary age range (QTS standard)

3. demonstrate theoretical understanding of the different

methodologies and strategies involved in teaching the primary curriculum from foundation stage to key stage 2 and an ability to critically analyse these methods in order to begin to evaluate the relative merits of different approaches.

4. *demonstrate the skills of critical reflection and evaluation of experience gained through school based learning as a way of identifying good practice

5. demonstrate a critical knowledge and understanding of their minor pathway. At this ‘extended abstract level’, the students are able to make connections not only within the given subject area, but also beyond it, able to generalize and transfer principles and ideas underlying specific issues.

Honours Level (Level 6)/Masters Level (Level 7) At the end of Level Hb BA Hons with QTS Primary Teaching, Year 4 students will be able to:

1. demonstrate a comprehensive knowledge and critical

understanding of the key issues in Primary education and how these issues are influenced by the educational setting and contexts

2. demonstrate comprehensive knowledge of the key influences in education/family/society which affect children such as gender, class, sexuality, disability and race

3. *demonstrate knowledge and understanding of key educational legislation and policy in England and a critical understanding of the implications for managers and practitioners in educational settings

4. *demonstrate an ability to design and teach the curriculum to meet the needs of children, including the effective delivery of national curriculum and other statutory requirements

5. *demonstrate the knowledge, understanding and skills to monitor, evaluate and assess children’s progress in learning and know when to apply these and how to record them

6. *demonstrate the knowledge, understanding and skills to work effectively with other professionals, agencies and adults in meeting the learning and other needs of children

7. *demonstrate the knowledge and skills to lead and manage others and work collaboratively within the University, School and Community contexts

8. *demonstrate when assessed all QTS standards in current TDA regulations

9. to exploit existing research opportunities at previous levels to embed skills of enquiry and critical reflection in university and professional placement learning

10. demonstrate an increasingly integrated and critically informed conceptualisation of pedagogy; one in which relations between key elements are specified: the teacher, the "classroom" or other context, content, the

view of learning, and learning about learning.

3 Development of other Key Generic and Subject- Specific Skills

BA Hons with QTS Primary Teaching students will have acquired the following skills:

Subject-Specific Skills for BA Hons with QTS Primary Teaching

The ability to:

1. relate theoretical knowledge and concepts of the age

groups 3-7 or 5-11 to workplace practice 2. work alongside adult practitioners working with

children in educational settings in order to recognise and begin to identify the necessary skills for multidisciplinary working.

3. identify appropriate stages of development in relation to particular children in the age range 3-7 or 5-11

4. undertake professional learning through action research, demonstrating a critical awareness of the issues , limitations and ethical implications of the research

5. demonstrate, when assessed, all QTS standards in current TDA regulations and set targets for individual future development

Key Generic Skills for BA Hons with QTS Primary Teaching

The ability to:

1. read widely and access relevant sources to develop knowledge and understanding of Primary Education

2. critically analyse and evaluate such knowledge and understanding

3. reflect on their own value systems and experiences in order to re-consider and evaluate conceptual understandings

4. present information effectively in written and oral forms demonstrating a high level of literacy, oral capability, organisation and understanding

5. use appropriate ICT skills to access materials, communicate with others and enhance their own personal and professional development. This will include making effective use of on-line materials within the programme

6. organise and manage their own time effectively contribute effectively with support

4 Teaching /Learning and Assessment Methods

Teaching/Learning Methods Students will engage with a wide variety of teaching and learning contexts including:

lectures

workshops

dialogic seminars

tutorials

profiling

collaborative learning

problem-based style learning

professional placement learning

structured self-directed tasks

presentations

personal research & study

on-line learning/virtual learning environments

independent study

peer review and assessment Assessment Methods Students will be assessed both formatively and summatively through a wide range of assessment tools, which are fit for purpose, both academically and for Professional Standards (QTS). Assessment tools to be used will include:

written reports,

critical, reflective statements

critiques/synopses

analyses of case studies with written responses,

individual and group/collaborative presentations,

essays

planning documents

portfolios

personal and professional reflection through the

‘Profile’ and the activity of profiling (as a process and final assessment)

professional teaching files

dialogic seminars

workshops

‘hot-house’ presentation with tutorials

timed examination

analysis of qualitative and quantitative data (linked to school and degree based research)

viva

examinations Throughout the BA Primary Teaching programme emphasis is placed on formative, diagnostic feedback (involving self, peer and tutor) and use of developmental activities as mechanisms for enriching the purposes of assessment.

5 Curriculum Diagram The BA Hons with QTS Primary Teaching comprises:

180 credits of Initial Professional Development (60 credits at Level Ha/Level 6, 120 credits at Level Hb/Level 6 or 60 credits at Level Hb/Level 6 and 60 credits at Level M/Level 7)

180 credits of BA Education study (60 credits at

Level C/Level 4, 60 credits at Level I and 60 credits at Level Ha)

150 credits of Minor Pathway study (60 credits at Level C/Level 4, 60 credits at Level I/Level 5).

Level C/Level 4 (Year 1)

BA Education 60 credits (see basic pathway description below) plus professional learning linked to QTS

Minor Pathway 60 credits

Level I/Level 5 (Year 2)

BA Education 60 credits (see basic pathway description below) plus professional learning linked to QTS

Minor Pathway 60 credits

Level Ha /Level 6 (Year 3)

BA Education 60 credits (see basic pathway description below)

BA Primary Teaching

Citizenship in Practice (PRTH003) 30 credits

Curriculum Development (PRTH004) 30 credits including professional placement

Level Hb/M Level 6/7 (Year 4)

BA Primary Teaching

Preparing for Research Level H (PRTH006) 30 credits OR Preparing for Research Level M (PRTM001) 30 credits

Evidence-based Practice Level H (PRTH007)

30 credits including professional placement OR Evidence-based Practice Level M (PRTM002) 30 credits including professional placement

Curriculum Enhancement (PRTH005) 60 credits

6 Entrance Requirements Full details of the entry requirements for this course can be found at www.hope.ac.uk/undergraduate/undergraduatecourses/primaryteaching

7 Special Features Professional Placement Learning (PPL)

Learning opportunities in non-school settings

Opportunity to undertake the Catholic Certificate in Religious Studies (CCRS) or the Church Colleges’ Certificate in Church School Studies (CCCCSS).

Opportunity to undertake an international experience.

Participate in In-Service Learning.

Opportunities to work with high-quality staff with a range of expertise and skills across the children’s workforce.

To engage with Masters level learning, linked to an innovative undergraduate journal for Teacher Education

8 Relationship with Subject Benchmark Statement

Professional Standards for Teachers in England (see Section B4, item 4.3) Descriptors for a higher education qualification at levels 4-7: Master’s degree (England, Wales and Northern Ireland)

Programme Specification: BA Education

Section A: Basic Pathway Specification (PS/1)

1. Pathway title BA Education

Separate documents exists for the following programmes:

BA Education (Childhood Studies) BA Education (Early Childhood) BA Education and Mathematical Studies BA Education (Special Educational Needs) BA Primary Teaching

2. Study mode(s) and max. period of registration

Part Time: 6 Years Full Time : 3 Years

3. Awarding body Liverpool Hope University (LHU)

4. Teaching location(s) Hope Park

5. Final award(s), including any interim awards

BA Education and X Honours degree – 360 credits Diploma HE – 240 credits Certificate HE – 120 credits

6. NQF level(s) Certificate (Level 4) Intermediate (Level 5) Honours (Level 6)

7. Sponsoring Faculty Education

8. Faculty Education

9. Date of initial validation 7 June 2011

10. Date of last Programme / Pathway Review (if applicable)

N/A

11. Date of first intake September 2011

12. Frequency of Intake Annually in September

13. Additional Costs to Students (estimate)

Books- £200 (approx)

14. Name of Programme / Pathway Director

Dr Anthony Edwards

15. Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval

N/A

Section B: Programme Details

1 Programme/Pathway Aims

The pathway aims to:-

a. Study key disciplines, which have been used to explore and explain a range of

educational processes and issues in different settings and contexts. b. Become familiar with key educational philosophers, psychologists, sociologist,

historian and other influential thinkers throughout time. c. Inculcate in students the values underpinning the Faculty and the University, which

honour scholarship, education and service and are driven by a view of education as a means of humanising society.

d. Develop students who have a love for learning in themselves and others and as such develop the potential to be future educators.

e. Provide students with a broad and balanced knowledge and understanding of the principal features of education in a wide range of contexts, both formal and non- formal.

f. Encourage students to engage with fundamental questions concerning the aims and values of education and its relationship to societies.

g. Provide opportunities for students to appreciate the challenging nature of educational theory, policy and practice.

h. Encourage the interrogation of educational processes in a wide variety of contexts. i. Develop in students the ability to construct and sustain a reasoned argument about

educational issues in a clear, lucid and coherent manner. j. Promote a range of qualities in students including intellectual independence and

critical engagement with evidence.

2 Programme/Pathway Learning Outcomes Students on the pathway will: -

a. Demonstrate a secure knowledge of the four constituent disciplines of Education,

namely the philosophy, psychology, sociology and history of education, with particular expertise in one discipline.

b. Be familiar with the writings of key educational philosophers, psychologists, sociologist,

historian and other influential thinkers throughout time. c. Develop a critical understanding of the theoretical and conceptual underpinnings of

learning and educational processes.

d. Have knowledge of national and global issues in education and be able to reflect on a

range of international perspectives. e. Be able to explore the issues, challenges and constraints of educational theory, policy

and practice. f. Have a critical understanding of pedagogical approaches to explain learning and

educational processes, drawing on the four constituent disciplines.

g. Develop the skills, knowledge and understanding to apply research and the academic study of education to multidisciplinary practice.

h. Be able to undertake meaningful, ethical and relevant research in the area of Education.

A student successfully completing Level C of the BA Education will:

1. Demonstrate knowledge and understanding of key theoretical approaches to the study of education.

3 Begin to develop a personal stance as an educator in relation to global citizenship

within a community of learners.

4 Show an awareness of the role of research in the production and revision of theories and the value of evidence.

5 Reflect on their own educational experiences, value systems and those of the

wider educational context.

6 Begin to analyse and apply a range of theoretical concepts and policies to developing an understanding of the practice of education.

7 Identify and draw on relevant primary and secondary sources, including theoretical

and research based evidence to extend their knowledge and understanding of education.

8 Demonstrate individually and/or cooperatively a range of problem-solving and

reasoning skills, ethics, synthesis, communication and presentation of information relevant to the four constituent disciplines.

A student successfully completing Level I of the BA Education will:

1 Demonstrate a developing identity as an educator, active researcher and as

member of a community of learner, utilising effectively assets they bring to the learning process, including those developed at Level C.

2 Develop further their research skills and ethical thinking and an understanding of

how to apply them.

3 Show criticality and enquiry to two of the four constituent disciplines of Education.

4 Make use of a range of key theoretical perspectives which have been used to explain education, particularly to two of the four constituent disciplines of Education.

5 Be able to apply a range of educational theories to a variety of educational contexts

including examples from overseas, particularly to two of the four constituent disciplines of Education.

6 To examine ideas and issues about the purposes, processes and practices of

learning and teaching in the UK and other countries, particularly to two of the four constituent disciplines of Education.

7 Demonstrate further their academic competencies and learner practices

appropriate for higher education. A student successfully completing Level H of the BA Education will:

1 Be confident educators, critical advocates and members of a community of

learners, utilising effectively assets they and their peers bring to the learning process.

2 Be able to ethically and effectively apply research skills and knowledge to a real

context.

3 Demonstrate criticality and enquiry applied to one of the four constituent disciplines of Education.

4 Creatively apply a range of educational theories to a variety of educational contexts

in the UK and overseas from one or more of the four constituent disciplines.

5 Critically engage with and debate ideas and issues relevant to leadership and management of education in the UK and other countries, to one of the four constituent disciplines of Education.

6 Apply effectively their academic competencies and learner practices appropriate for

higher education.

3 Development of other Key Generic and Subject-Specific Skills Subject-specific skills (these have been informed by the Education Studies Benchmark statements)

In general, a BA Education graduate will:

Demonstrate the ability to evaluate competing positions in relation to education by

different subject disciplines, societal agents and time, place and culture.

Demonstrate relevant research skills and methodologies appropriate to the study of Education.

Be able to formulate research questions and carry out an independent research study.

Be able to communicate a social and ethical awareness of educational practice, drawing on the Faculty’s values.

Demonstrate the ability to critically explore, examine and evaluate the significance of the Philosophy, Sociology, History and Psychology of Education.

Be able to apply the thinking of seminal writers on education to different educational contexts.

Key generic skills

In general, a BA Education graduate will:

present information to others in appropriate forms

approach problem solving in a systematic way

listen carefully to others and to reflect upon one’s own and others' skills and views

use a range of sources of information, including regular use of journal material

use the communication skills necessary to converse, debate, negotiate, persuade and challenge the ideas of others

be aware of contextual and interpersonal factors in groups and teams

have insight and confidence in leading and working collaboratively with others

communicate effectively for different purposes and audiences

use ICT appropriately as part of the learning process in a range of contexts, including regular use of e-books and on-line journals

be capable of undertaking self-directed study and learning activities

recognise the need to assess one’s own skills and to harness them for future learning.

demonstrate the ability to act as an advocate for learners (children and adults) and families

develop inter-personal skills and the ability to be an effective team member and leader

become co-dependent thinkers and learners

4 Teaching /Learning and Assessment Methods The teaching, learning and assessment methods are designed within the context of a holistic pedagogic framework enabling students to achieve the three goals of the University’s learning, teaching and assessment strategy (LTA). As a specific feature of the programme, the approach promotes the development of a powerful learning environment creating communities of learners regardless of how they are constituted and in addition, a co-dependent learning culture to help to facilitate students to become confident learners and active enquirers. This permits students to adopt multiple perspectives and encourages them to challenge their existing beliefs and values in respect of the constituent disciplines of Education, leading to new ways of understanding the educational world.

Teaching & Learning

The BA Education draws on a model of learning which suggests that there is a dynamic and integral relationship between:

The content of the curriculum, and “success” within this

The disposition to learning – a love for learning

The relationships created in the educational setting

The emotional and spiritual space in which learning takes place.

Students are encouraged to take a critical and evaluative stance to the theories, research findings and theoretical approaches that comprise the discipline. In terms of teaching and learning, this typically involves a gradual change from initially supported and guided study to more independent and self-directed study. Throughout, there is an emphasis on active learning and the acquisition of both generic and subject-specific skills and abilities, through a variety of learning and teaching strategies.

There are many different forms of teaching and learning, including workshops, lectures, seminars, VLE’s (such as ‘Moodle) individual tutorials, guided reading, independent study, online forum discussion groups, student groups, distance learning, individual project

supervision, research projects and opportunities to reflect on practice. These categories are not mutually exclusive. Lectures may for instance, involve student activities and opportunities for dialogue.

Assessment

The assessment strategy is driven by the nature of the four constituent disciplines and the focus on rigorous, academic study.

The pathway incorporates a variety of assessment methods and strategies that reflect the aims and overall learning outcomes for the pathway as a whole.

Assessment methods are chosen to complement and support the learning and teaching methods. Assessment methods will reflect the theoretical and practical nature of the of the constituent disciplines based in appropriate tasks which require a deep approach to learning, facilitating students in the forming and reforming of knowledge situated in the context of education including UK and overseas examples. The range of assessment methods available may include essay assignments, examinations, poster creation and presentations and reflective journals. Within each course, a varied range and breadth of assessments will encourage and enhance the development of generic and subject specific skills.

A variety of strategies to support students in developing the skills required for the different types of assessment will be introduced, especially during the first year of study. Assessment criteria are explicit and contain clear expectations that develop progressively.

Term : 1,2,& 3

Level I: Disciplines

Students will take 2 of the 4 courses

THE HISTORY OF EDUCATION (Learning & Teaching)

PHILOSOPHY OF EDUCATION: (Learning & Teaching)

SOCIOLOGY OF EDUCATION (Learning & Teaching)

PSYCHOLOGY OF EDUCATION (Learning & Teaching)

Level I: Research 30 credits each

RESEARCH METHODS in EDUCATION

5. Curriculum diagram for BA Education

Term : 1,2,& 3

Level C

60 credits Disciplines and Issues in Education

Term : 1,2 & 3

Level H: Discipline s 30 credits each, one of these four options

THE HISTORY OF EDUCATION (Leadership and

Management)

PHILOSOPHY OF EDUCATION: (Leadership and Management)

SOCIOLOGY OF EDUCATION(Leadership and

Management)

PSYCHOLOGY OF EDUCATION (Leadership and Management)

Level H: 30 credits

RESEARCH PROJECT in EDUCATION

6

Entrance Requirements Full details of the entry requirements for this course can be found at www.hope.ac.uk/undergraduate/undergraduatecourses/primaryteaching

7 Special Features

The BA Education is unique in England in that it focuses on the four constituent disciplines of Education, namely the sociology, history, philosophy and psychology of Education.

The BA Education is a compulsory pathway for all undergraduate degrees offered in the Faculty of Education. A feature of this is that students on different degree programmes and pathways will study alongside one another providing opportunities for interdisciplinary debate and exchange of ideas. This is a deliberate policy rather than a consequence of the University’s combined degree structure.

The BA Education will draw on the Faculty’s five research centres giving undergraduate students access to active researchers and internationally recognised scholarship.

The BA Education is underpinned by the Faculty’s and University’s values with a commitment to education as a means of humanising society.

Students on the BA Education will be part of an active community of learners and educators of different hues and persuasions.

The BA Education has a strong international dimension to it with a focus on global citizenship. Students will have access to a range of international opportunities within both the Faculty and the University.

8 Relationship with Subject Benchmark Statement The 2007 QAA Education Studies benchmarks are phrased in terms of what knowledge and skills a graduate at each level would be expected to be able to demonstrate. They have informed the development of the curriculum.

Specification last modified on:

Modified by:

PROGRAMME SPECIFICATION for English Literature

Part 1 Brief Description

15. Study mode(s) and period of

registration Full-time or part-time Minimum 3 years maximum 6 years (full-time) Minimum 6 years maximum 10 years (part-time)

2. Frequency of Intake Annually in September

3. Awarding body Liverpool Hope University

4 Teaching location(s) Hope Park

5 Final award(s), including any interim awards

BA English Literature and XXX; Diploma HE (240 credits, achieved by successfully completing two full years of study); Certificate HE (120 credits, achieved by successfully completing one full year of study)1

Part 2 Details

Aims

We aim to provide students with

1. a broad and balanced curriculum within English that is intellectually stimulating; that promotes an awareness of the continuing social, political and cultural importance of English Literature; and that develops and enhances students’ knowledge and understanding of English Literature, and its social, cultural, political and historical contexts.

2. the opportunity to develop as independent, self-reflective thinkers with key intellectual skills, including the ability to undertake close and analytical readings of complex and sophisticated literary and/or non-literary texts, and deepen their knowledge of linguistic processes and issues, and how these relate to society.

3. a range of transferable skills, including high-order conceptual, analytic and communication skills of value in graduate employment.

4. a strong basis for undergraduates to progress to postgraduate study in English Literature, or related disciplines and/or professional training as teachers of English Literature.

Learning Outcomes

By the end of this year students should be able to:

Year One

examine a range of literary texts and apply critical and theoretical approaches to reading

and analysing them;

1

Note that interim awards are only given if for some reason students end their studies after one or two years.

gather, organize and deploy ideas and information in order to formulate arguments and

express them in written and oral terms;

evince an awareness of the structural, formal and stylistic elements of different literary

genres;

use an appropriate academic register in both written and spoken work and display an

acceptable standard of basic literacy in written assignments;

illustrate an awareness of the history of English literature.

Year Two

Demonstrate an awareness of key intellectual debates and social issues in relation to the

way in which these are represented within the literature under study. Demonstrate an ability to compare and contrast the treatment of particular ideas and issues

within different texts from a particular historical period. Explain the historical circumstances and intellectual influences upon texts from a particular

period. Demonstrate an understanding of important literary movements of the nineteenth century

and earlier as exemplified by key writers of the period

Demonstrate knowledge of relevant textual and contextual criticism and show an ability to

apply this to texts of the period under study. Depending on their choices students may also be able to demonstrate their ability to:

Analyse the language, form and structure of early modern literature.

Reflect upon how texts from the Age of Shakespeare are adapted for modern audiences. Engage with a range of key American literary texts from the nineteenth and early twentieth

century. Year Three (Honours)

Demonstrate the ability to evaluate contextual aspects of selected texts and to place the texts within the discourse associated with particular literary movements.

Demonstrate an awareness of important critical issues and debates relating to the study of

both canonical and popular literature and an ability to engage with these. Demonstrate the ways in which knowledge of other disciplines can contribute to a deeper

understanding of literature. Depending on their choices students may also be able to demonstrate their ability to plan,

research, and write a supervised project or dissertation.

Development of Key Generic (transferable) and Subject-specific skills

On successful completion of this programme students will have:

An awareness of the shaping power of generic conventions, formal linguistic structures, and reader expectations as well as a sensitivity to the affective power of language and to the ways in which different social and cultural contexts, norms and assumptions affect the production and reception of literature.

Critical skills in close reading and the capacity to analyse diverse texts, transferring and applying a range of critical methodologies to a variety of literary productions while reflecting on the implications and assessing the significance and/or appropriateness of the resulting interpretations.

Effective communication skills, both oral and written, including a command of critical terminology and an ability to present sustained and persuasive arguments cogently and coherently, drafting and redrafting texts to achieve clarity of expression and an appropriate style.

The ability to plan and execute projects requiring bibliographic methodologies, IT based competencies, and research skills involving the acquisition, assimilation, and structuring of substantial quantities of complex information.

The ability to plan and work with and in relation to others, presenting and reflecting on ideas and information and discussing and negotiating collective solutions.

The ability to critically reflect on one’s own critical practice, assumptions and views and to analyse the implications of positions arrived at both in relation to others and through independent enquiry.

Teaching /Learning and Assessment Methods

The teaching/learning methods used within this programme will include lectures, seminars, workshops, tutorials, online learning, group work and supervised independent study. The strategies adopted are intended to help students to develop as increasingly independent, proactive learners.

In Year One students follow a structured programme of lectures and seminars/workshops; these are intended to help students make the transition from A-level study to degree-level work, explaining the expectations associated with University-level study. The teaching and assessment strategy at this level helps students to develop their skills in close reading and analysis while providing structured exercises designed to help them improve their writing skills. The level C programme is also designed to engage students with their subject while giving them an overview of the genres of poetry, drama, and narrative and introducing them to a range of critical approaches and to the terminology associated with these.

In Year Two students are given more in-depth coverage of particular historical periods. At this level, the programme is designed to help students to discover the ways in which knowledge of the literary, cultural, and intellectual history of a period can enrich one’s understanding of the work of particular authors and texts. The teaching strategies at level I help students to develop the research and project- planning skills needed for longer and more complex academic projects.

Year Three (honours) students are expected to engage with contemporary research and to develop their skills of critical and evaluative thinking more fully. Teaching and assessment strategies such as problem-based learning and assessed participation ensure that students at this level engage very immediately with the theoretical issues raised by the material covered. At this level the focus is on transcultural generic traditions and on transnational cultural and literary movements. Students at this level may apply to pursue sustained, supervised independent study in the form of a dissertation.

Assessment methods on the programme include on-line quizzes, short writing exercises, commentaries based on close reading, learning diaries, essays, oral presentations (sometimes as part of a group), graded participation, portfolios, class tests, examinations (which may use both seen and unseen questions), online exercises, and structured creative exercises with a reflective element.

Curriculum diagram

In Year One students take courses covering foundational aspects of English literature, including Prose, Poetry and Drama, alongside a second subject which they may choose from an approved list.

In Year Two students study two equally-weighted topics:

Nineteenth Century Literature (core) and one chosen from:

American Classics The Age of Shakespeare Eighteenth Century Literature Major Authors

In Year Three (Honours) students again study two equally-weighted topics

Modernism (core) and one chosen from

Honours Seminar: Text and Critic Honours Seminar: Text and Context Post 1945 Literature Independent Study: Dissertation

Entrance Requirements

Full details of the entry requirements for this course can be found at www.hope.ac.uk/undergraduate/undergraduatecourses/primaryteaching

Part 3 Further information

1. Relationship with Subject

Benchmark Statement The benchmarks for English (the national expectations of what a good degree in this subject should contain) has been fully used in the development of this provision.

2 FHEQ level(s) 4, 5 6 (Year One, Two and Three at University)

3 Sponsoring Faculty Arts and Humanities

4 Department English

5 Date of initial validation April 2006(as Single Honours Programme)

6 Date of first intake September 2006

7 Date of last Review (if applicable) Spring 2009 (Departmental Review)

8 Additional Costs to Students (£estimate)

Purchase of some key texts – circa £200 per annum

9 Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval

n/a

10 Name of Co-ordinator Dr Bill Blazek

This specification last updated: August 2012

Updated by: Dr Bill Blazek