ED1GIS1: Global Inclusion and Social Justice for Education

Module code: ED1GIS1

Module provider: Institute of Education

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 1

Module convenor: Mr James Davies, email: james.davies@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module will focus on contemporary issues in global education, using theoretical and pedagogical principles which accommodate a global perspective.  The module will help students to gain an understanding of education for diverse groups of individuals and specifically those with disabilities. Students will gain an increased awareness of international and national contexts and perspectives for addressing the needs of learners with additional needs. At the end of this module students will have key understanding to demonstrate in depth knowledge of inclusive practice and its application within educational contexts, particularly in a primary classroom setting. 

The module explores in detail concepts, theories and dynamics relating to inclusion and identify the different methods used to promote inclusive practice in educational settings. Introduction to concepts of global citizenship and Inclusion, exploring main themes: equity, social justice, what it means to be a ‘good’ citizen and SEND impact on society and educational values. 

Aims: 

• Explore debates in citizenship education on major contemporary issues nationally and globally. 
• Develop critical reflection on education nationally and explore links with and impact on policy and practice. 
• To be able to teach a range of citizenship topics, including climate change and human rights issues in a way that embodies good practice. 
• To explore the concepts behind Fundamental British Values (FBV) and their relevance to society. 
• Develop confidence in handling controversial issues in the classroom. 
• Enable students to research aspects of education and global development of personal and/or professional importance. 
• To familiarise students with historical as well as contemporary national and international legislation and frameworks relating to the social inclusion of all citizens 
• To critically debate historic and contemporary models of disability 
• To understand and discuss factors related to disability and inclusion that impact 1) an individual’s ability to make a contribution to society and 2) the provision needed to support reasonable adjustments and educational attainment 
• To explore the concept of and provision for Special Educational Needs within formal education and society as a whole 
• To consider debates and theories on invisible disabilities through the use of case studies which may include ASD; deafness; mental health. 
• To gain insight into the applications to practice into the subject specialist area.

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Reflect critically and confidently on a range of contemporary debates, policies and issues concerning global citizenship education in the primary classroom, discussing how some subjects adapt teaching to incorporate inclusive practice.
2. Plan a teaching resource to promote a cross-curricular approach to global citizenship with links to the National Curriculum.
3. Propose elements which could address areas of disadvantage for one particular group of disadvantaged individuals within a specific setting and evaluate research articles relating to different aspects of disability and discuss the ethos and impact of these with other students.
4. Debate ethical and moral considerations of disability in relation to the implementation of a culture supporting social justice.

Module content

• An Introduction to the UN sustainable development goals 
• Fundamental British values and Human Givens 
• Education for peace 
• Climate education and sustainability in the classroom 
• How inclusion related to being a good citizen 
• Meeting inclusive needs 
• SEND in the global context 
• Designing inclusive lessons 

The module makes reference to relevant and key aspects of the Primary Phase Curriculum and ITT Core Content Framework (CCF) to inform design. 

Structure

Teaching and learning methods

This module will be delivered in interactive sessions, which include teaching, discussion and practical activities, and which will include blended learning, provided through Blackboard. Some sessions may require some pre-viewing and students should be prepared to work collaboratively for different tasks. 

Study hours

At least 25 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment will be made through ongoing observation of the students’ engagement with sessions. Students are required to evidence their developing subject knowledge in their files. These files will be reviewed periodically by a formative process of peer and tutor assessment.

Reassessment

Additional costs