6B078E - Future Generations: Reimagining Education in Wales 01 Sep 2027 - 31 Aug 2028 | Version 0
Associated Module Information
| Module Code: | 6B078E | ||
|---|---|---|---|
| Module Title: | Future Generations: Reimagining Education in Wales | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education | ||
| Faculty Sub Group: | Education | ||
| Module Leader: | Sallyann Seaward | ||
| Module Team: | Wendy-Lee Jones, Sarah Cook, Philippa Watkins | ||
| First Intended Intake: | SEP 2027 | Final Year of Intake: | |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 6 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100459 - education studies | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2027 |
| Valid To | 31 Aug 2028 |
Module Aims
The main aims of the module are:
To critically explore the relationship between education, sustainability, social justice and climate responsibility within Wales and the global contexts.
To develop students’ ability to lead, design and evaluate innovative and educational responses to sustainability and the challenges of Net Zero.
To enable students to synthesise previous learning on leadership, inclusion, global education and childhood studies in order to address complex real-world educational challenges.
Content Summary
This module explores how education can help Wales respond to the challenge of achieving a sustainable and socially just future. Building on previous learning about leadership, global education, inclusion, and childhood studies, you will investigate how schools, communities, and educational policy can contribute to the Net Zero agenda.
Using a challenge-based learning approach, you will engage with real-world sustainability issues including climate justice, eco-anxiety, behaviour change, environmental responsibility, and inclusive practice. You will critically explore Welsh and global perspectives on sustainability, including the Curriculum for Wales, the Sustainable Development Goals, and education for sustainable development.
Throughout the module, you will work collaboratively and creatively to design innovative educational responses to contemporary sustainability challenges. The module encourages critical thinking, leadership, and problem-solving, preparing you to become a reflective and socially responsible educator capable of supporting learners and communities in creating more sustainable futures.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Scheduled learning and teaching | 56 |
| Guided study | 10.5 |
| Assessment-related activity (preparation, production, completion) | 60 |
| Independent self-directed study | 173.5 |
| Apprenticeship hours | 0 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Critically evaluate sustainability, social justice, educational leadership, and policy within Welsh and global contexts. Demonstrate systematic and critical understanding of sustainability education, climate responsibility, inclusion, and educational change |
| LO2 | Synthesise theory, policy, leadership, and practice to design innovative and inclusive responses to sustainability challenges. Demonstrate critical understanding of educational innovation and sustainable futures. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Synchronous Onsite Oral Assessment | Group Presentation (Synchronous Onsite) | The assessment requires students to engage critically with a complex real-world issue and design an innovative educational response that is theoretically informed, evidence-based, and socially responsible. In doing so, the assessment reflects the USW 2030 Curriculum principles by promoting solution-focused inquiry, collaboration, creativity, critical thinking, and student agency. Students are encouraged to exercise choice and autonomy by selecting a sustainable issue of personal and professional relevance. In doing so they evidence agency and develop independent judgement and critical decision making. Students receive formative guidance throughout the module, ensuring that assessment supports learning as an ongoing developmental process than solely evaluating a final performance. | 15 | N/A | 50 | No | 40 |
| Asynchronous Assessment | Self-reflective Assessment | The assessment reflects the challenge-based learning approach embedded across the course by positioning students as active problem-solvers addressing significant societal issues. Rather than reproducing knowledge, students investigate a self-selected sustainability challenge, analyse its implications within educational settings, and develop realistic and innovative responses that could be implemented in practice. | 0 | 3000 | 50 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Group Presentation (Synchronous Onsite) | ✔ | ✔ | |
| Self-reflective Assessment | ✘ | ✔ | |