Contents

1.1
1.2
2.1
2.2
3.1
3.1.1
3.1.2
3.2
3.2.1
3.2.2
4.1
4.1.1
4.2
4.2.1
4.2.2
4.3

Module aims
Module learning outcomes
Course outline
Content of lectures and seminars
Assessment requirements
Assessment rationale
Description of assessment for summatively
Assessed components
Marks and feedback
Formative feedback
Summative feedback
Submission deadlines and processes
Late Submission and application for Extenuating
Circumstances
The Marking and moderation process
Marking and moderation
Examination board process
A quick guide to academic misconduct

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1.1 Module aims

This module aims to provide students with a knowledge and understanding of the historical
development of the education system in Britain up to the current day. Students will be
introduced to a wide range of historical primary sources, policy documents and the
theoretical and philosophical bases that have influenced them. Students will be expected to
consider how studying history of education might help them to offer more critical discussion
of current systems and practices. This core module will aim to equip students with a
thorough understanding of key moves and motivations in British education. This will help
students to establish a core knowledge base that will be useful in other modules on the
course.

1.2 Module learning outcomes

On successful completion of this module students will have achieved the following outcomes:
Knowledge and Understanding
1. Demonstrate a broad understanding of the evolution of education provision in Britain
with a knowledge of factors that influenced change in legislation, policy and practice
2. Demonstrate insight into some of the philosophies that have underpinned educational
change and innovation
3. Demonstrate understanding of events leading to the passing of (a) selected
Education Act(s)
Cognitive Skills
4. Demonstrate ability to gather and assimilate information from a range of sources,
including policy documents, curricula and historical accounts

5. Ability to identify and understand bias and strengths and weaknesses in arguments
about educational processes and practices
Personal and Enabling Skills
6. Use good communication skills to identify and present information form a range of
sources and contexts
2.1 COURSE OUTLINE
Date of
lecture and
seminar

Title of Lecture

Lecturer

Seminar

24th Sept

Introduction to module

Paul Tarpey &

Amanda Simon

No seminar this week

Pioneers in Education

Paul Tarpey &

Amanda Simon

Reading and
discussion of different
educational
perspectives and
philosophies

Early Schools, Early Ideas

600-1600

Paul Tarpey &

Amanda Simon

Group research task

Paul Tarpey &

Amanda Simon

Group presentation
based on previous
weeks research

New Schools, New Divisions

1930-1960

Paul Tarpey &

Amanda Simon

Primary Source The

Norwood Report

A Golden Age and a Great

Debate 1960-1980

Paul Tarpey &

Amanda Simon

Primary Sources
Plowden Report;
Ruskin speech, Black
Papers

Race, policy and education

1960s 1980s

Paul Tarpey &

Amanda Simon

The Swan Report

Reform, reform, reform 1980

- 1990

Paul Tarpey &

Amanda Simon

Primary Source
Education Reform Act

1-3pm
1st Oct
1-3pm

8th Oct
1-3pm

And
Enlightenment to Entitlement
1600-1800
15th Oct
1-3pm

New Ideas, New Divisions

1800-1860
And
Education for All 1870-1930

22nd Oct
1-3pm
29th Oct
1-3pm

5th Nov
1-3
12th Nov
1-3

19th Nov
1-3pm
26th Nov
1-3pm
3rd Dec

Education, Education,
Education 1990-2000

Paul Tarpey &

Amanda Simon

Primary Source
National Strategies

A Tight Squeeze? 2000present.

Paul Tarpey &

Amanda Simon

Planning and
preparation for essay

Summary of course and

preparation for assignment

Paul Tarpey &

Amanda Simon

Preparation for
Assignment

There will be opportunities in the seminars to work on drafts and receive formative
feedback. SEMINARS will be with Amanda 3-4pm and Marlene - 3-4pm & 4-5pm

2.2 CONTENT OF LECTURES -

Lecture 1:
This lecture will introduce the module and students will have the opportunity to think about
undertaking historical analysis from different perspectives
Set reading: Aldrich, R (1982) Introduction to the History of Education. London, Hodder &
Stoughton.
Lecture 2:
This week students will be introduced to a history of different theoretical and philosophical
educational perspectives
Set Reading: Pioneers in Education In Ornstein, AC, & Levine, DU (2000) The Foundations
of Education. Boston, Houghton Mifflin.
Lecture 3:
This week students will learn about the earliest schools in England, their primary purposes
and development, as well as changing attitudes in the Enlightenment
Set Reading: Excerpts from Education and British Society In Williams, R (1961) The Long
Revolution. Harmondsworth, Penguin.
Lecture 4:
This lecture concentrates on the arguments around providing State education in England,
the different systems, curricula and political motivations
Set Reading: The Growth of the English Education System In Goodson, IF (1983) School
Subjects and Curriculum Change. London, Croom Helm.
Lecture 5:

This week we concentrate on the development of free secondary education for all following
WW2, the split between primary and secondary schools and the tripartite system
Set Reading: Post War Settlements In Jones, K (2003) Education in Britain: 1944 to the
Present. Cambridge, Polity Press.
Lecture 6:
This lecture focusses on developments in the 1960s and 1970s progressive and radical
teachers, as well as fierce debates around who and what education should be for
Set Reading: A Golden Age? The sixties and early seventies In Lowe, R (2007) The Death
of Progressive Education. London, Routledge.
Lecture 7:
This lecture considers how the education system responded to the arrival of new immigrants
from the Commonwealth during the 1960s 1980s
Set Reading: Grosvenor, I (1997) Assimilating Identities: Racism and Educational Policy in
post 1945 Britain. Lawrence and Wishart, London.
Lecture 8:
This week looks at the 1980s and the development of the Education Reform Act national
curriculum, SATs, Ofsted, opting out, parental choice
Set Reading: Outlines and Histories In Jones, K (1989) Right Turn: The Conservative
Revolution in Education. London, Hutchinson Radius.
Lecture 9:
This lecture concentrates on the policies implemented by New Labour national strategies,
excellence in cities, academy schools, changes to curriculum
Set Reading: Class, comprehensives and continuities: a short history of English education
policy In Ball, SJ (2008) The Education Debate. Bristol, Policy Press.

Lecture 10:
This lecture looks at developments from 2000 to the present day 14-19 curriculum,
escalation of academy schools, free schools, curriculum developments, Ebac
Set Reading: McCulloch, G (2000) Publicising the Educational Past In Crook, D & Aldrich,
R (Eds) History of Education for the 21st Century. London, Bedford Way Press.
Lecture 11:
This session will bring all of the different strands of the module together so that students
have a coherent idea of how to work on their essays. Ideas for planning and drafting the
essay will also be covered.
3.1 Assessment requirements

Assessment
3,000 word essay

Content
Choose ONE of the questions
below

Allocation of Marks
100%

Submission Date: 9th December 2015 by NOON on turnitin

Assignment Questions answer ONE of the following
1. Richard Aldrich argues The study of history is not merely informative; it is also
potentially instructive for it enlarges our human experience. How important is history
of education for current educational policy and practice? Analyse critically how
learning from history might be useful.

2. State education in England has a controversial history. Critically assess why this
might be the case.

3. There are many factors that influence education provision. Discuss critically some of
the different traditions and philosophies that have influenced education in England.

3.1.1 Assessment Rationale

The assessment for this module is designed to allow students to demonstrate their
knowledge understanding of the development of education provision in Britain. The 3,000
word essay will assess all learning outcomes and will allow students the opportunity both to
demonstrate their understanding and to develop their arguments and positions in relation to
the historical events they wish to write about. Students will be assessed on their ability to
gather, synthesise, analyse and interpret information from primary and secondary sources.
Additionally, they will be expected to demonstrate an ability to reflect on how studying
historical events might be able to enlighten debates around current education policy and
practice. An element of the assessment requires students to demonstrate an ability to
investigate a selected Education Act and to show understanding of the events,
circumstances and philosophies that led to its inception. Students will receive written
formative assessment on their work and orally through in-class activities.

3.1.2 Description of assessment criteria for summatively assessed components

In the essay you are expected to show that you understand how our education system has
developed in different ways. You should:

refer to official policy documents and assess any issues or problems that arise with
them
try to locate any developments you discuss into the wider contexts of the time
social changes, political, economic and so on
focus in on one or two key areas of interest, where you will carry out a more in-depth
discussion and assessment of the issues
consider different theoretical and philosophical traditions and their influence on
education provision
build your own arguments dont just describe the various issues you refer to
use relevant academic sources to back up your arguments

3.2 Marks and Feedback

3.2.1 Formative feedback
You are encouraged to use the tutorial system to get formative feedback on your work prior
to submission. This means discussing a draft of the assignment with your module tutor in
good time, so they can make suggestions about how you can improve it before final
submission. Written feedback is not available to first years in this semester you are
expected to make full use of the tutorial system'

Please note, the deadline for formative feedback on assignments for this module is
Thursday 3rd December. This will give you sufficient time to act on your tutors feedback,
proof read your work and check your references before final submission.
3.2.2 Summative feedback (your final grade)
Marks and feedback for Semester 1 summatively assessed components (written
assignments and presentations, where applicable) will be available from Tuesday 2nd
February, 2016 via Grademark on Turnitin available on MyModules.
4.1 Submission deadlines and submission procedures
Submission Date: 9th December 2015 by NOON on turnitin
The coursework essay must be submitted by [insert date] via Turnitin ONLY. Please note
that ALL written coursework (with the exception of dissertations) will be marked
online so you are no longer required to submit your work in hard copy.

It must include a complete reference list, following standard academic conventions,

in alphabetical order of author.

Keep a copy of all submissions.

Plagiarism declaration (by submitting your work to Turnitin you are making the
declaration below:
The work I have submitted, in accordance with University Regulations, is all my own
work and contains no plagiarism from books, articles, the internet or anyone elses
work. Where I have quoted the words of another person, I have surrounded the
quotation with quotation marks and have referred to the source within the text.
Where I have taken ideas more generally from other people (by using secondary
sources by reading books, journals or articles but not specifically referring to them in
the text), I have acknowledged such use by making a named reference to the author
in the coursework. I have included a full reference list as required.
4.1.1 Late Submission and application for Extenuating Circumstances
What do I do if I think that I am likely to miss a coursework deadline?
If you think that youre likely to submit coursework work late, you must complete the
Universitys Extenuating Circumstances form (available from your Programme Administrator
or Registry) which must be submitted for consideration to your Programme Administrator
directly with supporting evidence.
What do I do if I miss a coursework deadline?
If you miss a coursework deadline you will be notified by your Programme Administrator. If
you wish to apply for a removal of penalty you must complete the Universitys Extenuating
Circumstances form which must be submitted with supporting evidence and the completed
coursework for consideration to your programme administrator within 10 working days of
the original deadline.
After 10 working days, any extenuating circumstances submitted for consideration should be
submitted to the University Exams Office directly with supporting evidence.
For further details, please see the School Extenuating Circumstances Procedure in the
programme handbook.
4.2. The Marking and Moderation process
4.2.1 Marking and Moderation
How is my work marked?
After you submit your work, it is marked by at least one tutor. All written exams or coursework
in the University are required to be marked anonymously, i.e. your identity will not be known
to your tutor as he or she marks the assignment. Your tutor should only be able to identify

you by your regnum. Anonymous marking helps the University to ensure that the marking
process is objective and avoids bias.
Not all assessment, such as presentations, can be marked anonymously due to the nature of
the tasks.
In this module, essays will be marked anonymously.
Your work may then be subject to a process known as moderation. Moderation will generally
involve a second marker checking a sample of work, along with the first markers marks and
comments, to verify the overall standard of marking and the use of the marking criteria.
Normally a sample of at least 10% of the written work for this module will be moderated and
this will include a range of marks from the top, middle and bottom of the marking scale. All
firsts, fails and borderline fails will be moderated.
The purpose of moderation is to provide an internal check on the marking to ensure that the
marking criteria are applied in a fair and consistent manner and that marking within this
module and between modules is consistent.
The marks of the first marker generally will stand unless the moderation highlights significant
differences between the two markers. If there are significant differences, further action will be
then be taken with the approval of the Programme Director.
Methods that can be used to resolve disagreements include the first marker reviewing the
marks following feedback from the second marker, all assignments being second marked by
the second marker or third marking of the sample by another tutor.
Where there is significant disagreement in terms of the general consistency of marking, for
instance if the first marker has marked too harshly or too generously, the two markers can
negotiate to adjust the marks accordingly for all students and not just those in the sample.
Marks for individual students will not be changed after moderation, except in cases of
mathematical errors, when marking criteria have not been correctly applied or when all
assignments have been second marked. This ensures that all students are treated fairly and
equitably. If marks for individual students in the sample are changed, those students could
benefit or be disadvantaged by being included in the sample of work that was moderated or
second marked.
What happens next?
After your assignment is marked by your tutors, it is then subject to external moderation by
an external examiner. The use of external examiners is standard practice across the
university sector in the UK. Each programme at the University College has at least one
external examiner, who is often a tutor in the same subject area from another university.

Why is this important to you? External examiners provide an additional check on the marking
carried out by your tutors. External examiners help to ensure that marking within modules
and across the entire programme is consistent and that our regulations and procedures have
been applied appropriately. External examiners are also responsible for ensuring that the
standards of this programme are comparable with equivalent programmes at their university
and other universities that they have worked or examined at.
External examiners will not see all assignments. They will agree a sample with your tutors in
advance. However, external examiners do have the right to see all assignments if they wish.
The agreed sample should contain those assignments that have been moderated or second
marked and a range from the top, middle and bottom of the marking scale and first class or
distinction marks, fail marks and borderline pass/fail marks.
External examiners do not act as another marker. They check the sample to see whether the
marking is appropriate and consistent. If the external examiner suggests changes to the
marks, as with internal moderation and second marking, the marks for all students on the
module (not just those sampled) will be changed accordingly.
4.2.2 Examination Board Process
Once your assignments for this module have been marked and checked internally and by the
external examiner(s), the marks are then approved by the Programme Examination Board,
which meets at the end of each semester or assessment period.
In relation to this module, the Programme Examination Board is specifically tasked with
approving:
1) The mark for each individual assessment for each student;
2) The overall module mark (percentage and grade) for each student;
3) Internal module compensation (see below) for students who are eligible.
Internal Module Compensation
Internal module compensation can be applied if you achieve the pass mark for the module
but have not passed each individual assessment. This would mean that you would not be
required to resubmit the failed assessment.
The Academic Regulations allow internal module compensation in the following situations:
1) For substantive assessments (those which contribute 35% or more to the overall
module mark), you must achieve a mark of at least 30% at undergraduate level or at
least 40% at postgraduate level, and a pass mark for the module overall;

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2) For non-substantive assessments (those which contribute less than 35% to the
overall module mark), internal compensation is allowed regardless of the mark
achieved provided that you achieve a pass mark for the module overall.
More details on the Examination Board process can be found in the Programme Handbook.
4.3 A Guide to Academic Conduct
Your learning during your time at St Marys University is a journey of discovery as you
progress through your programme. Whilst being supported and guided by the
tutorial/supervisory team, you will also undertake your own research, preparation and
planning as you construct your assessment tasks. This is a vital element of your learning,
and it is important to remember that the assessments are an integral part of that learning
not simply a way of testing what you have learned.
That learning process only has meaning and value if you present your own thoughts, your
analysis your work.
That is the standard of academic conduct that we expect, and hope, our students attain
however, we do have procedures in place to address any apparent instances of academic
misconduct.
Academic Misconduct is taken very seriously by the University, and students should be
aware that the consequences of such misconduct can be serious.
Examples of behaviours considered to constitute academic misconduct are as follows:

copying work from reference sources or other students (plagiarism);

using elements of your own work more than once and without referencing the
original (auto-plagiarism);
working too closely together with other students to produce very similar
submissions (collusion);
allowing another student(s) to copy their work (unfair advantage)
fabricating results or other outcomes that form part of the work (falsification of
data);
bringing unauthorised materials/electronic devices into an examination room,
and/or behaving in other ways that could bring an unfair advantage (examination
cheating).

Academic Misconduct Guidelines for Students

The above represent the most common forms of academic misconduct, however, students
should refer to the Academic Misconduct Guidelines for Students on MyModules in order

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to familiarise themselves with the more detailed information about the types of academic
misconduct.
These Guidelines also explain the process that will be followed when a student is suspected
of academic misconduct; and the types and levels of sanctions that will be applied when
cases are proven.
Non-Academic Misconduct
Students should please note that Academic Misconduct and other forms of Student
Misconduct are addressed via different processes.
Allegations of Misconduct which are not categorised as academic will be investigated and
progressed by the Head of School or Service (or nominee) according to Section 4 of the
Student Disciplinary Procedures.

YOU MUST KEEP A COPY OF YOUR WORK, both in hard copy and electronic format,
until you have graduated.
ADDITIONAL READING SUGGESTIONS: A list of additional reading, useful websites and
relevant journals can be found on MyModules for this module

Dyslexia and essay writing support

Please contact:
Christopher Tuck
Dyslexia and Disability Co-ordinator
Student Services
Room J Building, 2nd floor
Email: christopher.tuck@stmarys.ac.uk

Support with essay writing and coursework assignments is also available and you can find out
how to access these services by going to http://simmspace.stmarys.ac.uk/servicesstudents/learning-support/Pages/default.aspx

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APPENDIX 1:
Criteria for Written Work Level 4
1st Class 80% +
Demonstrates substantial intellectual self-confidence and independent judgement. Shows a
rigorous understanding of the topic and can apply concepts and principles of the area(s) of
study. Incisive argument is sustained throughout. Organises material imaginatively and
systematically. Makes critical use of a wide range of general and scholarly texts. Shows
impressive qualitative and/or quantitative ability where appropriate. Writing is polished,
accurate and fluent. Presentation uses appropriate scholarly conventions.
1st Class 70-79%
Demonstrates intellectual self-confidence and independent judgement. Shows a rigorous
understanding of the topic and can apply concepts and principles of the area(s) of study.
Incisive argument is sustained throughout. Organises material imaginatively and
systematically. Makes critical use of a range of general and scholarly texts. Shows
impressive qualitative and quantitative ability where appropriate. Writing is polished, accurate
and fluent. Presentation uses appropriate scholarly conventions.
Upper-Second Class 60-69%
Demonstrates a rigorous understanding of the topic. Understands and applies concepts and
principles associated with the area(s) of study. Argument is sustained, focussing consistently
on the title / question throughout. Organises material systematically, based around the
argument presented. Makes critical use of appropriate general texts and scholarly literature.
Shows qualitative and quantitative ability where appropriate. Writing is accurate and fluent.
Presentation uses appropriate scholarly conventions.
Lower-Second Class 50-59%
Demonstrates a good understanding of the topic. Understands and applies concepts and
principles associated with the area(s) of study. Argument is sustained, but could be
developed further in places. Organises material effectively in relation to the set title /
question. Makes critical use of appropriate general texts and scholarly literature. Shows
qualitative and quantitative ability where appropriate. Writing is generally accurate, but
shows occasional errors of grammar, syntax and spelling.

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Third Class 40-49%

Demonstrates an understanding of the topic. Shows knowledge of the concepts and
principles associated with the area(s) of study. Shows acquisition of coherent and relevant
knowledge. Argument is presented, but lacks depth, rigour and complexity. Engages with
appropriate general texts and scholarly literature. Shows reasonable qualitative and
quantitative ability where appropriate. Writing often lacks fluency, clarity and precision and is
sometimes marred by errors of grammar, syntax and spelling.
Fail 30-39%
Misunderstands or is confused about many aspects of the topic. Presents some appropriate
knowledge and evidence base, but handles these superficially. Argument is present, but is
too often insufficient or incoherent. No sustained engagement with the set title / question.
Has used some appropriate texts, but does not use a sufficient range of scholarly literature at
this level. Writing is marred by continual errors of grammar, syntax and spelling. Presentation
is poor and ignores appropriate scholarly conventions.
Poor Fail 0-29%
Misunderstands or is confused about most aspects of the topic. Presents some appropriate
knowledge and evidence base, but handles these very superficially. No sustained argument
is presented. Written work may be very brief and / or unfinished. Very little engagement with
the set title / question. Has used inappropriate texts for certificate level work. Writing is
marred by constant errors of grammar, syntax and spelling. Presentation is poor and ignores
appropriate scholarly conventions

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