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The University of Southampton

EDUC1062 Independent Study and Synoptic Reflection

Module Overview

This module offers students opportunity to track and reflect on their understanding of the major themes featured in other modules within their degree with a view to indicating through the submission of an assessed piece of writing evidence that demonstrates how their understanding of the theme(s) has developed over time.

Aims and Objectives

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • LO1: To be able to connect concepts and evidence together in a coherent manner in the education field and within related disciplines
Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

  • LO2: To be able to draw on, link and apply learning and new knowledge that has and is taking place across your degree programme
Transferable and Generic Skills

Having successfully completed this module you will be able to:

  • LO3: To develop independent learning skills in terms of self-management and research
  • LO4. To organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary.


- What does it mean to study independently - Definition of ‘synoptic’ within education - Making connections and establishing linkages between modules - Ways to apply ‘knowledge’ within the educational context - Appraising personal and professional development within the degree - Models of academic reflection - Writing reflectively - Acting as a critical reviewer: - Techniques for drafting and re-drafting writing (self and others)

Learning and Teaching

Teaching and learning methods

This module is taught through a mix of interactive lectures and small group seminars along with directed reading and suggested additional research material

Independent Study134
Total study time150

Resources & Reading list

De Vita, G. (2004). Integration and independent learning in a business synoptic module for international credit entry students. Teaching in Higher Education. ,9 , pp. 70-81.

Dochy, F., Segars, M., and Sluijsmans, D. (1999). The use of self-, peer and coassessment in higher education: A review. Studies in Higher Education. ,24 , pp. 331-350.

McGuire, L., Lacy, K., and Peters, J (2009). Pedagogy of reflective writing in professional education. Journal of the Scholarship of Teaching and Learning. ,9 , pp. 93-107.

Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J. and Watkins, S. (2013). Connected learning: an agenda for research and design. 

Ryan, M (2011). Improving reflective writing in higher education: a social semiotic perspective. Teaching in Higher Education. ,16 , pp. 99-111.

Synoptic assessment: Report for QCA. (Patrick, H).

Southall, J. and Wason, H. (2016). Evaluating the use of synoptic assessment to engage and develop lower level Higher Education students within a Further Education setting. Practitioner Research in Higher Education. ,10 , pp. 192-202.

Hockings, C., Thomas, L., Ottaway, J., and Jones, R (2018). Independent learning – what we do when you’re not there. Teaching in Higher Education. Teaching in Higher Education. ,23 , pp. 145-161.

Gibbs G. (1990). Improving student learning: surface and deep approaches to learning. 

Lau, K. (2017). The most important thing is to learn the way to learn’: Evaluating the effectiveness of independent learning by perceptual changes. Assessment & Evaluation in Higher Education. ,42 , pp. 415-430.



Class discussions


MethodPercentage contribution
Essay  (3000 words) 100%


MethodPercentage contribution
Essay  (3000 words) 100%


MethodPercentage contribution
Essay  (3000 words) 100%

Repeat Information

Repeat type: Internal

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