To equip students with the skills to identify and debate certain key challenges confronting the modern world;

To explore key themes from a variety of academic perspectives, eg sociology, history, philosophy, literature and sociology;

To develop the habit of critical analysis of the presentation of the themes and concepts discussed, eg processes of globalisation, prosperity/poverty, sustainable development, environmental stewardship;

To promote independent learning, library and research skills, critical thinking, constructing evidence-based argument, debating and communication skills.

(LO1) Define and discuss in broad terms the concepts effecting ideas of affecting the modern world, including (but not limited to) education, globalisation, prosperity andindividuality.

(LO2) Use introductory research skills.

(LO3) Speak before an audience with confidence.

(LO4) Reflect on their learning.

(LO5) Show basic understanding of the academic questions surrounding the presentation of large social issues in literature and media.

(S1) Communication, listening and questioning respecting others, contributing to discussions, giving presentations

(S2) Literacy: application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning

(S3) Team (group) working respecting others, co-operating, negotiating, awareness of interdependence with others

(S4) Positive attitude/ self-confidence A 'can-do' approach, a readiness to take part and contribute; openness to new ideas and ways of thinking

Typically, this module will focus on a specific theme each year, from a list including (but not limited to) education, globalisation, prosperity and individuality. The module will draw on issues of current debate, and to reflect this the overarching topic may vary from year to year. A representative theme, would be that of education. Typical sessions would run as follows:

Module Introduction:  In this session the overall theme of education would be introduced, and the scope of the assessment established. A brief example of multi-disciplinary approaches would consider a distinct question: 'Who should be educated?' from different academic disciplines. The lecture would identify key ways of examining the question from historical, psychological, sociological, literary and philosophical perspectives. The session would point out both the differences and similarities between these perspectives, and ways that they might be used to address the subject.

Educati on and the Social Sciences:  A lecture exploring questions of education from the perspectives of sociology, psychology and other aligned disciplines. The lecture will explore the area but introduce ways of thinking about research from these fields.

Education and the Arts and Humanities:  A lecture which will consider questions about education through the disciplines of History, English and Philosophy. A typical session may consider the philosophy behind women’s education in the nineteenth century and its representation in novels;

Class debate and group presentations on a pertinent topic, eg, ‘Do, or should, cultural factors influence education?’

Teaching Method 1 - Lecture
Description: Interactive lectures cover major themes
Attendance Recorded: Yes
Notes: Interactive lectures may incorporate small group work and short tasks, discussions and question and answer formats.

Teaching Method 2 - Group-work
Description: Group-work will be included in summative assessment
Attendance Recorded: Yes
Notes: The final session of the module will be devoted to short group presentations.

Teaching Method 3 - Online Discussions
Description: Online screencasts and mini-preparation assignments will provide consolidation/support, with possible additional mini-lectures and aids to making links between sessions on the module.
Attendance Recorded: Yes
Notes: Virtual classrooms may be established to aid online activity.
Unscheduled Directed Student Hours (time spent away from the timetabled sessions but directed by the teaching staff): 3