Issues in discontinuity in education (P01030)

? Credit Points : 20 ? SCQF Level : 11 ? Acronym : EDU-P-P01030

There are many pupils who experience significant interruptions to their learning in school. Such discontinuity, often related to family life-styles and health issues, places the learner at risk of underachieving in an education system geared largely towards those who attend the local school regularly. As yet, the research and theories on the relationship of discontinuity to academic underachievement do not identify the factors necessary to promote an inclusive educational experience for such pupils. An inclusive school experience must address both educational progress and positive social relationships. While there is national and local guidance on the education of some specific groups of pupils there are many whose needs have not yet been addressed. Current research and policy documents indicate some constructive ways of supporting learners, such as the use of new technologies in maintaining continuity for learners in and out of schools. This module raises awareness of the diversity of such learners' circumstances and draws on flexible and imaginative practice in the UK and abroad.

Entry Requirements

? Pre-requisites : This course is an option within the Education Support cluster of programmes. It may also be accessed from other Masters' level programmes.

Subject Areas

Home subject area

Education, (The Moray House School of Education, Schedule C)

Delivery Information

? Normal year taken : Postgraduate

? Delivery Period : To be arranged/Unknown

? Contact Teaching Time : 3 hour(s) per week for 9 weeks

Summary of Intended Learning Outcomes

On completing the course and related studies, participants will :
1. have developed an understanding of the causes of discontinuity in school education and the implications for the learner;
2. develop awareness of the importance and complexity of social relationship in these circumstances;
3. have reviewed and analysed policy (national and local) and practice with regard to such learners;
4. have acquired knowledge and understanding of partnership approaches to help overcome the barriers in pupils' learning;
5. be able to draw on a range of options to help ensure inclusion of such learners;
6. be able to use relevant research and literature in developing policy and practice.

Assessment Information

A written assignment of 5,000 words drawing on the course content, relevant theories and research evidence, linked to a case study of a school/pupil or group of pupils/education department policy and provision. The topic will be negotiated depending on the student's particular context and professional area of responsibility. Course members are expected to access research and literature beyond the given module reading pack in relation to their chosen assessment topic/focus.