Module manager: Dr Katie Gathercole
Email: K.A.Gathercole@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2024/25
EDUC1015 for BA Education and BA Childhood Studies but EDUC1015 will be retained for BSc Psychology with Education
This module is not approved as a discovery module
This module is designed for all new Y1 UG students on the BA Education and BA Childhood Studies programmes. The module provides a common 20 credit introduction to becoming a learner at university level so that students develop the grounding needed in thinking critically and reflecting on their development as learners, and are practically and philosophically equipped to develop as reflective, autonomous learners throughout their university career. The module will be run during Semester 1 so that students have the early support they need to make the most of Semester 2 and the rest of their university careers. The sessions will be designed so that Y1 BSc Psychology with Education students can attend the first three sessions, in the form of a supernumerary module.
1. to develop students' awareness and understanding of the social nature of learning
2. to develop reflective awareness of students' own learning
3. to develop students' confidence and independence as learners
4. to introduce and start to develop research skills
5. to develop skills in critical reading, writing and analysis using good academic practice
By the end of the module, students will have:
1. increased understanding of the social, material and ethical nature of learning
2. enhanced reflective awareness of their own learning processes and development
3. introductory knowledge of research skills to support their learning
4. enhanced awareness of issues of intellectual property, academic integrity and online behaviour, especially as they influence scholarly progress and identity
Indicative content
Exploration of the social nature of learning through students reflecting on their experiences as learners
Introduction to what it means to think critically
Applying social, material and ethical knowledge lenses to explore perspectives on learning and experience examples of using theoretical frameworks to analyse social phenomena
Academic integrity and ethics in researching and developing learning
Identifying and researching a puzzle about your own learning
Accessing and using the library to support your learning
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 11 | 2 | 22 |
| Private study hours | 178 | ||
| Total Contact hours | 22 | ||
| Total hours (100hr per 10 credits) | 200 | ||
Students will use this time to prepare their assignments and engage in activities set between sessions.
Student progress will be monitored through:
• Assessment and feedback
• Monitoring (during teaching sessions) on student performance of tasks
• Encouraging, and observing the level of, student participation in class discussions
• Monitoring students’ completion of VLE tasks and contributions to VLE discussion threads
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Written Work | 1 x 750 words | 25 |
| Presentation | Individual presentation between 8-10 minutes | 75 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 9/28/2023
Errors, omissions, failed links etc should be notified to the Catalogue Team