Summary module description:
«p»Children and Social Inclusion will explore barriers to social inclusion as well as critically reflect on the research that informs this knowledge. The primary aim of this module is to understand the ways that ascribed and prescribed identities such as socio-economic status (class) race and gender impact on and determine children’s life course outcomes. It will focus on education as well as health, crime, families and educational policy. As a blended learning module, it is designed to be flexible, with part of the module delivered through lectures and part delivered via the virtual learning environment (Blackboard). Specific sessions will also be delivered by experienced university staff and Local Authority staff.«/p»

Aims:

To promote in-depth understanding as to the ways that socio-economic status (class), race and gender impact on children’s educational achievement and underachievement

To critically evaluate the impact of social exclusion on particular groups in terms of broader life course outcomes such as health, crime and families

To critically explore the ways that social policy attempts to tackle social and economic exclusion in relation to education.

To critically reflect on the role of research and research methodology in our understanding of social inclusion/exclusion

Assessable learning outcomes:

On successful completion of this module participants will be able to:

Identify some of the common barriers to social inclusion and the relevance of these to particular professional contexts

Identify the impact of social exclusion on quality of life for children and their families

Understand and critically reflect on the role of schools in promoting social inclusion/exclusion

Understand and critically reflect on the ways that education policy attempts to address social exclusion

Independently and critically evaluate research and research methodologies

Additional outcomes:

Students will have developed increased depth to their understanding of a substantial body of knowledge

Students will have increased their ability to communicate complex information in both oral and written communication

Outline content:

Part 1 - Theory and research evidence: this will explore the theoretical concepts and ideas that underpin much of our understanding surrounding current barriers to social inclusion. It will also explore the sometime contradictory research evidence base on which these ideas are founded.

Part 2 - Social exclusion and quality of life: this will explore the current empirical evidence demonstrating the ways that social variables can be observed to impact on quality of life. For example, the impact of socio-economic status on educational attainment and consequently life course outcomes, in terms of poverty, long term health etc. and the link with social exclusion will be examined.

Part 3 - Promoting inclusion: this will explore the ways that theoretical concepts are used by educational policy makers to promote inclusion through programmes such as Sure Start, Extended Schools etc. The effectiveness of these schemes will be considered in light of the theory and evidence explored in part 1 and 2.

Brief description of teaching and learning methods:

Other information on summative assessment:

The written assignment is the equivalent of 6,000 words and is designed to be a small scale research project relevant to the student’s setting. (100%)

Formative assessment methods:

Student will give a presentation of their project

Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Length of examination:

Requirements for a pass:

Requirements for a pass:at least 50%.

Reassessment arrangements:

One resubmission only. Resubmission is negotiated to be no longer than three calendar months of the notification of failure

Additional Costs (specified where applicable):

Last updated: 31 March 2017