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Faculty of Education

Postgraduate Professional Development Programme

Programme Specification Volume II

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

CONTENTS PAGE

Final awards

MA Pages

Autism Spectrum Conditions 4

Early Childhood Studies 5

Drama Education (Suspended for 15/16) 6

Education 7,8

Inclusive Education and Special Educational Needs 9,10,11

Language Education 12,13

Professional Studies 15

Specific Learning Difficulties 16,17

Teaching 18

Teaching and Learning 19,20

MSc

Educational Leadership and Management 22,23

Science, Technology, Engineering and Maths (STEM) 24,25

Post Graduate Diploma

Mentoring and Coaching 26

Specific Learning Difficulties (FE/HE) 27,28

Post Graduate Certificate

Education Leadership and Management1 29

Inclusive Education and Special Educational Needs (Assistive Technology)2

30

Science Technology Engineering and Mathematics3 31

Teaching and Learning (Vocational Training)4 32

The National Award for Special Educational Needs Coordination5 33

Teaching Computer Science 34

Education (SCITT) 35

Exit awards only

Post Graduate Certificate Developing the Role of the SENCo 37

Post Graduate Cert / Dip Teaching Bilingual Learners 38

Post Graduate Cert / Dip Teaching of Reading 39

Post Graduate Diploma S.E.N. (Interim Award) 40

For Existing Students only enrolled prior to Sept 13 but not yet completed award at Sept 15:

Postgraduate Diploma/Certificate Autism Spectrum Conditions 42

Postgraduate Diploma/Certificate Specific Learning Difficulties 43,44

Postgraduate Diploma/Certificate Teaching and Learning 45,46

Postgraduate Certificate Education (Primary Literacy) 47

1 Collaborative Provision with Bury Children’s Services (terminated April 2014) 2 Validated Provision with ACE Centre 3 Collaborative Provision with Liverpool Hope University only 4 Award for implementation programme :Technical and Vocational Training Corporation Kingdom of Saudi Arabia 5 Collaborative Provision with Local Authorities (Manchester, Bolton, Stockport, Tameside, Oldham, Trafford, Bury, Salford, Rochdale, Wirral (new from Sept 13)

Following a minor modification (approved 08/04 2011 by Chair’s Action), the following units will be Core option units for all of the awards within the Postgraduate Professional Development Programme: Accreditation of Prior Learning (Certified) Accreditation of Prior Learning (Experiential) January 2012: In response to University agreement to enable students to enrol on a single unit rather than an Award an additional Programme Code has been set up entitled "Unit Registration". Under this programme code, a student can enrol on a single unit of study with the permission of the Award Leader. On successful completion of this unit a student may continue onto named Award with permission of the Award Leader and if the unit is recognised as meeting the requirements of the Award. The student may choose not to progress to a named award and may request a transcript of study on the completion of the 30 credit unit.

Note following Major Modification April 2013:

The following units are offered as Core or Core options across a range of awards. For management and administrative purposes and so that award cohorts can be individually identified, these units have been allocated more than one unit code in the MIS. However, they are the same validated unit shown once only in Vol 3 Programme Specification -Units

Unit title Unit codes Award related to

Dissertation

22M00001/83M00001 MA Autism Spectrum Conditions

22M50001 MA Early Childhood Studies

22MB0001/83M40001 MA Education

22M30001

MA Inclusive Education and Special Educational Needs

225D0001 MA Language Education

22MF0001/83MF0001 MA Professional Studies

225G0001/835G0001 MA Specific Learning Difficulties

22MK0001/83MK0001 MA Teaching

22MM0001/83MM0001 MSc Educational Leadership and Management

225H0001

MSc Science Engineering Mathematics and Technology

8375M010 MSc Education Business Management (for currently enrolled students only)

Curriculum Project

22M70004 Inclusive Education and Special Educational Needs

22MM0003/83MM0003 Educational Leadership and Management

Tutored Study 22M00002 Autism Spectrum Conditions

22M50002 MA Early Childhood Studies

22M70003 Inclusive Education and Special Educational Needs

22MM0002/83MM0002 Educational Leadership and Management

225H0002 Science Engineering Technology and Mathematics

Unit 30

Credits

Unit 30

Credits

DIS

SE

RT

AT

ION

(6

0 C

red

its)

Unit 30

Credits

Unit 30

Credits

Unit 30

Credits

Unit 30

Credits

APL/APEL/EAS

60 Credits

Unit 30

Credits

NQT Unit 30

Credits

APL/APEL/EAS

60 Credits

Entry onto named award



*

†

†

†

* Exit with PgCert in named award

† Exit with PgDip in named award ‡ As agreed by Programme Leader. Must be recognised CATs from a recognised HEI. APL - Advanced Prior Learning APEL - Advanced Experiential Learning EAS – Entry with Advanced Standing

Notes: Hyperlink ‘Entry onto Named Award’ to PGT Course List. Have alt text over APL/APEL/ESC blocks with their meaning and possible examples.

EAS

120 Credits


‡

Award EAS APL APEL

MA Autism Spectrum Conditions

60 Credits

at Level 7†

OR 60 Credits at Level

7†

MA Childhood Studies

P.G.C.E Up to 120

Credits† OR 30 Credits†

MA Drama Education (suspended for 15/16)

MA Education

P.G.C.E PG Certificate Personal, Social and Health Education and Citizenship PG Certificate Information and Communication Technology PG Certificate /PG Diploma Religious Education PG Certificate /PG Diploma Education (Secondary) PG Certificate /PG Diploma Education (Secondary) PG Certificate /PG Diploma Urban Education PG Certificate /PG Diploma Leading and Managing in Children’s Services. PG Certificate Managing Pupil Behaviour PG Certificate Music Education PG Certificate Creative Arts Education

60 Credits at Level

7† OR

60 Credits at Level 7†

MA Inclusive Education and Special Educational Needs

P.G.C.E, PG Cert ASC, PgCert SpLD, PgCert NASENCO

60 Credits at Level

7† OR


MA Language Education

P.G.C.E 60 Credits

at Level 7†


7†

MA Professional Studies

60 Credits at Level

7† OR

An assessed portfolio

MA Specific Learning Difficulties

Up to 60 Credits of

a BDA accredited courses at ATS/AMDA Level

MA Teaching P.G.C.E 60 Credits

at Level 7†

OR An assessed

portfolio

MA Teaching and Learning

P.G.C.E 60 Credits

at Level 7†


7†

MSc Educational Leadership and

P.G.C.E, PgCert/PgDip Leading and Managing in

60 Credits at Level


7†

2

Management Children’s Services. 7†

MSc Science Technology Engineering and Mathematics

P.G.C.E

60 Credits at Level

7† OR


PG Diploma Specific Learning Difficulties (FE/HE)

P.G.C.E.*

Up to 60 Credits of

a BDA accredited courses at ATS/AMDA Level

National Award Special Education Needs Coordinator

30

Credits†

PG Diploma Teaching of Reading

P.G.C.E. OR 60 Credits

at Level 7†


7†

Pg Diploma Teaching Bilingual Learners

P.G.C.E. OR 60 Credits

at Level 7†


7†

*Provided the qualification has an explicit focus on Specific Learning Difficulties † With agreement from the Programme Leader that maps to Programme Learning Outcomes of the course.

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session.

3

Final Awards Only

4

Award title: MA Autism Spectrum Conditions

Award Code: (AOS) Manchester 221F [PT] new code from Sept 13

Crewe 83M0

Brief details: This is a postgraduate award for teachers, therapists, and others involved in the education and care of children young people and adults with autism spectrum conditions. It offers an opportunity to explore different issues and perspectives within the field as well as the chance for participants to undertake a practitioner research project in their own setting.

Credits 180 credits at M Level (Level 7)

Restrictions and constraints 120 credits must be undertaken BEFORE the final (Dissertation) stage. Applicants should have experience of working with or living with young people or adults with ASC

Entry with Advanced Standing (EAS) up to 60 credits

None

Accreditation of Prior Certificated Learning (APL) up to 60 credits

Masters level (Level 7) credits awarded within 5 years of application in a relevant subject area (evidence required) and with the agreement of the Programme Leader

Accreditation of Prior Experiential Learning (APEL) up to 60 credits

Experience based on attendance on autism-specific or autism-relevant courses with certification and with the agreement of the Programme Leader may be recognised in accordance with standard APEL procedures

Exit Awards PG Certificate in Autism Spectrum Conditions : 2 x 30 credit units : “Understanding Autism Spectrum Conditions”; “Approaches to working with and including young people with autism spectrum conditions” only PG Diploma in Autism Spectrum Conditions: “Understanding Autism Spectrum Conditions”; “Approaches to working with and including young people with autism spectrum conditions, “Autism Spectrum Conditions: Issues and Perspectives” and “Tutored Study” only

Unit Structure:

Core Units

Code Title No of credits

22M00001/83M00001 Dissertation 60

22CO0001/83CO0001 Understanding Autism Spectrum Conditions 30

22CO0002/83CO0002 Approaches to working with and including young people with autism spectrum conditions.

30

22DO0001/83DO0001 Autism Spectrum Conditions: Issues and Perspectives

30

22M00002/83M00002 Tutored Study 30

5

Award title: MA Early Childhood Studies

Award Code: (AOS) Manchester – PT -221G (new code from Sept 13)

Crewe - PT 833G (new code from Sept 13)

Brief details: FT – 22M6


Restrictions and constraints 120 credits must be undertaken BEFORE final (Dissertation) stage. Normally, a maximum of 90 credits from previous learning will be recognised for admission into this award.


60 credits from an M level Postgraduate Certificate in Education (PGCE), Early Years Professional (EYP) or Early Years Teacher (EYT) if gained within 5 years of application (evidence required).


Up to 120 credits Masters level (Level 7) in subjects related to Childhood Studies, awarded within 5 years of application (evidence required).


Masters level (level 7) 30 credits

Exit Awards PG Certificate in Childhood Studies and Practice any 60 credits below excluding Dissertation PG Diploma in Childhood Studies and Practice any 120 credits below excluding dissertation NB: New titles from September 15: PG Certificate in Early Childhood Studies PG Diploma in Early Childhood Studies

Unit Structure:

Core Units


22M50001/835G0001 Dissertation 60

Optional Units


22D60001 The Health and Wellbeing of Children 30

22G20001/83G20001 Inter-professional working and Safeguarding children 30

22G20002/83G20002 Becoming an Early Years Professional 30

22G20003/83G20003 Contemporary Issues of Early Childhood 30

22D60002 Researching Early Years Practice 30

22G20004/83G20004 International Constructions of Childhood 30

22G20005/83G20005 Exploring Childhood in Film, Literature, Music and Information Communication Technology

30

22G20006/83G20006 Diversity Equality and Childhood: A Multi-professional Reflection on the Rights of the child

30

83PD0013 Professional identities in Children’s Services. 30

83PD0010 Creativity versus conformity in Children’s Services, 30

22M50002 Tutored Study 30

6

Award title: MA Drama Education (suspended for 15/16)

Award Code: (AOS) Manchester - 220C Crewe

Brief details: This is a Master’s degree for qualified teachers and lecturers in schools and colleges, and, in particular, qualified overseas teachers and lecturers. It offers an opportunity to explore the issues and controversies within the field of drama education, to explore the wider field of ‘creative teaching and learning’ and drama’s efficacy in a range of applied contexts. It will also challenge participants to relate their learning to their own educational/work context.


Restrictions and constraints 120 credits must be undertaken BEFORE final (Dissertation) stage. Applicants must have Qualified Teacher Status in their home country.


None


There is no APL/APEL offered for this award.


There is no APL/APEL offered for this award.

Exit Awards PG Certificate in Drama Education any 60 credits below excluding Dissertation. PG Diploma in Drama Education any 120 credits below excluding Dissertation.

Unit Structure:

Core Units


22PD0001 Dissertation 60

Optional Units


227A0002 Using Drama and Role Play 30

227A0001 Creative Teaching and Learning 30

Practitioners and Issues in Drama Education 30

Applied Theatre 30

See Appendix II for additional information about this award

7

Award title: MA Education

Award Code: (AOS) Manchester - PT- 221H (new code from Sept 13)

Crewe PT – 833K (new code from Sept 13)

Brief details: The MA Education offers a flexible and supportive route which is equally capable of accommodating practitioners with a specific thematic focus, and those with a more general (but unfocused) interest in postgraduate study. The programme allows a large degree of negotiation in both its substance and content, and the focus of assessment that students produce. As such, it offers a structure that is easily tailored to individual study patterns, professional priorities and personal interests. It is founded on a core respect for the intellectual business of teaching, and a view that practice and provision is enhanced through academic practice.


Restrictions and constraints 120 credits must be undertaken BEFORE final (Dissertation) stage. Normally, a maximum of 90 credits from previous learning will be recognised for admission into this award. This may be from any of the following:


from an M level PGCE if gained within 5 years of application (evidence required). This also includes students entering having successfully completed the following awards which have since been discontinued: PG Certificate Personal, Social and Health Education and Citizenship PG Certificate Information and Communication Technology PG Certificate /PG Diploma Religious Education PG Certificate /PG Diploma Education (Secondary) PG Certificate /PG Diploma Education (Secondary) PG Certificate /PG Diploma Urban Education PG Certificate /PG Diploma Leading and Managing in Children’s Services. PG Certificate Managing Pupil Behaviour PG Certificate Music Education PG Certificate Creative Arts Education


Masters level (Level 7) credits awarded within 5 years of application (evidence required).


Students may choose to submit an assessed portfolio based around prior experiential learning in an area of their practice/professional development. This includes NPQH qualifications from the past five years.

Exit Awards PG Certificate in Education: any 60 credits below excluding dissertation. PG Diploma in Education: any 120 credits below excluding dissertation.

8

Unit Structure:

Core Units


22MB0001/83M40001 Dissertation (MA Education) 60

Optional Units


22PD0003/83PD0003 Current Issues in Education 30

83PD0004/22PD0004 Critical Questions in Education 30

83PD0011 Creativity versus Conformity in Education

83PD0014 Professional identities in Education 30

22PD0002/83PD0002 Tutored Study 30

22PD0007/83PD0007 Innovating Curriculum 30

22C50002/83C50002 Professional Practice Project 30

22DP0001/83DP0001 Reflective Practitioner 30

Any validated unit from Post Graduate Professional Development Programme

30

9

Award title: MA Inclusive Education and Special Educational Needs

Award Code: (AOS) Manchester 22M7 FT 22IJ PT (new code from Sept 13)

Brief details: This course offers an outstanding experience of academic study of inclusive education and special educational needs. It is led by highly qualified tutors with substantial experience as educational psychologists or in senior school or local authority advisory roles. The course is informed by current research and is enriched by links with our highly successful Education and Social Research Institute. It is aimed at teachers and other professionals working in educational settings, offering an outstanding experience of professional development in inclusive education and special educational needs There are Core Units in ‘Understanding Inclusive Education’ and ‘Researching Inclusive Education’. The MA can be completed by ‘Dissertation’ (60 credits) or by ‘Research Project’ (30 credits). Guidance is available from the Programme Leader on study pathways and Unit choices. Option Units focusing on aspects of special educational needs may vary annually and will be subject to sustainable recruitment levels. Timetabling includes evening and weekend sessions during University term times to accommodate part-time students. Overseas or EU students require IELTS Academic Test 6.5 with a minimum of 6.0 in reading and writing. Equivalent qualifications can be accepted including successful completion of MMU Pre-Sessional English Courses. Engagement with additional Academic English courses is a requirement for non-native English speakers with IELTS of less than 7.5; courses are provided free of charge by MMU English Language Service for International Students. Students are responsible for arranging voluntary or research placements in schools or other educational settings in the UK or their home country; advice and guidance is available. DBS checks are normally required for access to schools in England, EU and overseas students should bring appropriate documentation from their local police or government agency.


Restrictions and constraints

120 credits must be undertaken BEFORE final (Dissertation or Research Project) stage, including ‘Research for inclusive education’, for which a ‘condoned pass’ is not sufficient. Normally, a maximum of 90 credits from previous learning will be recognised for admission into this award. This may be from any of the following: EAS, APL, APEL.


With Masters level credits in a relevant area with appropriate evidence and with the agreement of the Programme Leader, for example:

an M level PGCE if gained within 5 years of application (evidence required);

PGCert (NASENCO);

10

PGCert (SpLD)

PGCert (ASC)

This list is not exhaustive, other relevant qualifications can be considered.


Masters level (Level 7) credits in a relevant area awarded within 5 years of application and with appropriate evidence, with the agreement of the Programme Leader. For example:

22CV0011 or 22CV0010 where the assessment has a clear focus on inclusive education or special educational needs


NPQH award gained in last 5 years may form part of an APEL claim for 60 credits

Exit Awards PG Certificate (Inclusive Education and Special Educational Needs): 60 credits including one Core and one Option Unit listed below. PG Diploma (Inclusive Education and Special Educational Needs): 120 credits including at least one Core Unit and up to three Option Units listed below.

Unit Structure:

Core Units


22G00001 Understanding Inclusive Education 30

22D50001 Research for Inclusive Education 30

EITHER:

22M30001 Dissertation 60

OR:

22M30002 Research Project 30

Optional Units


22D50006 Developing Inclusive Practice in the Classroom for NQTs

30

NEW CODE 22G00005 22G00003

New title: ‘Social, Emotional & Mental Health Needs’ (SEMH): Developing Inclusive Practice’ (was ‘Behavioural Emotional and Social Difficulties: developing inclusive practice’)

30

22D50005 Leading inclusive learning: critical perspectives on equity, diversity and achievement

30

22CDM001 Specific Learning Difficulties: Nature, Assessment and Intervention

30

22CDM002 Specific Learning Difficulties: Intervention & Practice of Teaching

30

22CO0001 Understanding Autism Spectrum Conditions 30

22CO0002 Approaches to working with and including young people with autism spectrum conditions

30

22BU0005 National Award for SEN Coordination 30

11

Leading and Supporting Teaching and Learning (old title)

22BU0006 National Award for SEN Coordination Coordinating and Developing Provision: Strategic Leadership and Partnership Working (old title)

30

New code from Sept 14: 22BU0008/83BU0008 (old code 22BU0005/83BU0005)

National Award for SEN Coordination Professional Knowledge and Understanding (new title from Sept 14)

30


National Award for SEN Coordination Leading and Coordinating Provision (new title from Sept 14)

30

22CC0002 Inclusive teaching for bilingual learners 30

22COM001 Introduction to the Nature and Assessment of SpLD in FE/HE

30

22COM002 Multisensory Teaching Project for FE/HE 30

22M70003 Tutored Study 30

22M70004 Curriculum Project 30

The following are available for Part time route only

22CW0001 Access and Control of Technology for Communication and Learning*

30

22CW0002 Assistive technology to support communication and learning for people with physical and/or communication difficulties *

30

22CW0003 Developing communication using assistive technology for individuals with complex communication difficulties*

30

22CW0004 Developing Recording Through Technology for Individuals with Physical and Additional Difficulties*

30

Any validated unit from Post Graduate Professional Development Programme.

30

*Specific units for collaborative partnership with ACE Centre

12

Award title: MA Language Education

Award Code: (AOS) Manchester - PT – 221K (new code from Sept 13)

Brief details: This course is for teachers already working in a range of language related fields in primary and secondary education, who wish to develop their expertise in areas such as; teaching bilingual learners, English as first language and modern foreign languages.


Restrictions and constraints 120 credits must be undertaken BEFORE final (Dissertation) stage. Normally, a maximum of 90 credits from previous learning will be recognised for admission into this award. This may be from any of the following:


from an M level PGCE if gained within 5 years of application (evidence required).





Exit Awards PG Certificate in Language Education 60 credits which must include Language Development below excluding dissertation PG Certificate in Teaching Bilingual Learners, 60 credits which must comprise of : Language Development and Issues in Language Teaching and Learning PG Certificate in Teaching of Reading, 60 credits which must comprise of Language Development and Principles and Practice in Early Reading PG Diploma in Language Education 120 credits which must include Language Development excluding dissertation PG Diploma in Teaching Bilingual Learners, 60 credits which must comprise of : Language Development and Issues in Language Teaching and Learning, where the student enters the course with 60 credits of advanced standing excluding dissertation. PG Diploma in Teaching of Reading, 60 credits which must comprise of Language Development and Principles and Practice in Early Reading, where the student enters the course with 60 credits of advanced standing excluding dissertation.

13

Unit Structure:

Core Units


225D0001 Dissertation 60

22CC0001 Language Development 30

Optional Units


Students must have completed at least one of the following to be eligible for these awards:

22CC0003 New code???

Issues in Language Teaching and Learning (change of title from Issues in MFL Teaching and Learning)

30

225T0002 Principles and Practice in Early Reading 30

22CC0004 Modern Foreign Language in the Primary School ` 30

Options open only to students on MA Language Education routes :



14

Award title: MA Professional Studies

Award Code: (AOS) Manchester 22MF Crewe 83MF

Brief details: The MA Professional Studies offers a flexible and supportive route tailored for those without QTS, which is equally capable of accommodating practitioners with a specific thematic focus, and those with a more general (but unfocused) interest in postgraduate study. The programme allows a large degree of negotiation in both its substance and content, and the focus of assessment that students produce. As such, it offers a structure that is easily tailored to individual study patterns, professional priorities and personal interests. It is founded on a core respect for the intellectual business of teaching, and a view that practice and provision is enhanced through academic practice.




None Appropriate




Students may choose to submit an assessed portfolio based around prior experiential learning in an area of their practice/professional development.

Exit Awards PG Certificate in Professional Studies: any 60 credits below excluding dissertation. PG Diploma in Professional Studies: any 120 credits below excluding dissertation.

Unit Structure:

Core Units


22MF0001 /83MF0001 Dissertation (MA Professional Studies) 60

Optional Units




22PD0002/83PD0002 Tutored Study 30

22PD0007/83PD0007 Innovating Curriculum 30


30

15

Award title: MA Specific Learning Difficulties

Award Code: (AOS) Manchester - PT - 221L (new code from Sept 13)

Crewe 835G

Brief details: This is a postgraduate award for teachers and other professionals involved in the education of young people and adults with Specific Learning Difficulties. It leads to accreditation with the British Dyslexia Association. It offers an opportunity to explore the issues and dilemmas involved in the field as well as a chance for participants to develop specialist assessment and teaching skills. In line with the requirements of the British Dyslexia Association accreditation, there is a particular emphasis on the use of systematic multisensory intervention programmes for developing literacy and learning skills


Restrictions and constraints 120 credits must be undertaken BEFORE final (Dissertation) stage.



Masters level (Level 7) credits awarded within 5 years of application (evidence required) for courses carrying BDA accreditation at ATS or AMBDA level.


Exit Awards PG Certificate in Specific Learning Difficulties any 60 credits below excluding all of the following : Dissertation Introduction to the Nature and Assessment of SpLD in FE/HE. Multisensory Teaching Project for FE/HE Psychometric Assessment of SpLD PG Diploma in Specific Learning Difficulties any 120 credits below excluding all of the following: Dissertation Introduction to the Nature and Assessment of SpLD in FE/HE. Multisensory Teaching Project for FE/HE Psychometric Assessment of SpLD

Unit Structure:

Core Units


225G0001/835G0001 Dissertation 60

Optional Units


The following 4 units

22CDM001/ 83CDM001 SpLD: Nature, Assessment and Intervention 30

22CDM002/ 83CDM002 SpLD: Intervention and the Practice of Teaching 30

16

22DCM001/ 83DCM001 Support for Learning: Management of SpLD from Early Years to GCSE

30

22DCM002/ 83DCM002 SpLD: Legal Issues and Consultancy 30

OR the following 4 units

22COM001/83COM001 Introduction to the Nature and Assessment of SpLD in FE/HE

22COM002/83COM002 Multisensory Teaching Project for FE/HE 30

22D7M001/83D7M001 Psychometric Assessment of SpLD 30

22D7M002/ 83D7M002 Consultancy and Co-Morbidity 30

17

Award title: MA Teaching

Award Code: (AOS) Manchester – PT - 22N1 (new code from Sept 13)

Crewe 83MK

Brief details: The MA in Teaching is a long established and highly successful programme aimed at developing the practice of teachers in the early stages of their careers. It has the unique characteristic of beginning with teachers' own classroom and school experiences and developing appropriately rigorous analysis around these in ways that connect to relevant academic theory and research. It is a campus-based programme, taking place over around twenty evening sessions per year.









Exit Awards PG Certificate in Teaching any 60 credits below excluding dissertation. PG Diploma in Teaching any 120 credits below excluding dissertation.

Unit Structure:

Core Units


22MK0001 / 83MK0001

Dissertation (MA Teaching) 60

Optional Units


Students must have completed at least one of the following to be eligible for these awards:

22CV0002/83CV0002 Understanding Pupil Achievements 30

22DP0001/83DP0001 Reflective Practitioner 30

22DP0002/83DP0002 Practitioners as Change Agents 30

22CV0010/83CV0010 Professional Development for New Teachers in the Primary Sector

30

22CV0011/83CV0011 Professional Development for New Teachers in the Secondary /Post Compulsory Sector

30

They may also complete units from the following:




30

18

Award title:

MA Teaching and Learning

Award Code: (AOS) Manchester - PT – 221M (new code from Sept 13)

Crewe 83MS

Brief details: This award is part of the Teaching & Learning practice based Programme. It is aimed at both new and experienced teachers in schools and colleges. The Post Graduate PDP contains a number of different Awards, both of a more generic and flexible nature and those that are specialist to career roles and student groups. The individual Awards are led and managed within an overarching Programme framework that ensures coherence and consistency. This Programme will follow a different delivery model but in all other ways will follow the PPD Programme model.

The MA in Teaching and Learning adds a further offer for students – to take a complementary practice based route. The structure and the progression routes are consistent with other Awards in the Programme.

Credits 180

Restrictions and constraints 120 credits must be undertaken BEFORE final stage. Normally, a maximum of 90 credits from previous learning will be recognised for admission into this award.







Exit Awards PG Certificate in Teaching and Learning any 60 credits below excluding dissertation. PG Diploma in Teaching and Learning any 120 credits below excluding dissertation.

Unit Structure:

Core Units


22MS0007 Professional Enquiry - 1(Dissertation) 30

22MS0008 Professional Enquiry – 2 (Dissertation) 30

Optional Units


83C50002 / 22C50002 Professional Practice Project 30

22TLM001 Managing Higher education in Further Education 30

22TLM002 Teaching Higher Education in Further Education 30

22TLM003 Teaching, Learning and Assessment 30

22TLM004 Collaboration and Leadership 30

22TLM005 Curriculum Development 30

22TLM006 Inclusive Practice 30

22G60001 Developing Mentoring/Coaching Skills in Context 30

19

New code 22G60003/ 83C60003

(New title ‘Mentoring for Professional Development’)

22CB0002/83CB0002 Leading Change in Learning Organisations 30

20

Award title: MSc Educational Leadership and Management

Award Code: (AOS) Manchester – PT – 222M (new code from Sept 13)

Crewe - PT - 832M (new code from Sept 13) 83ML (FT)

Brief details: This programme provides an award for educational professionals who are either engaged in meeting the challenges of educational leadership and management, or wish to broaden their understandings in this area. The overall aim is to provide all educational professionals with the knowledge and skills to improve the effectiveness of provision in educational institutions and enhance the achievements of those learning within them. It is open to teachers, lecturers, leaders and other professionals working in an educational context. The Educational Leadership and Management programme is taught, subject to the recruitment of viable groups, at the Crewe (Cheshire) and Manchester campuses and at outreach venues.


Restrictions and constraints 120 credits must be undertaken BEFORE final (Dissertation) stage.


from an M level PGCE if gained within 5 years of application (evidence required) or students entering with PG Certificate /PG Diploma Leading and Managing in Children’s Services, which has since been discontinued. In addition, as per the UCET agreement with the National College for School Leadership applicants with National Professional awards (such as NPQH) will be granted ‘advanced standing’ to the programme dependent upon the nature of the award and upon a written reflection on the learning undertaken.


APL/APEL will be acceptable as per the programme Programme Specification.


NPQH award (or its equivalent) gained within the last 5 years may form part of an APEL claim for 60 credits

Exit Awards PG Certificate in Educational Leadership and Management any 60 credits excluding dissertation. PG Diploma in Educational Leadership and Management any 120 credits excluding dissertation.

Unit Structure:

Core Units


22MM0001/83MM0001 Dissertation (MSc Educational Leadership and Management)

60

Optional Units

21


22CB0001/83CB0001 Resource Management in Educational settings 30

22CB0002/83CB0002 Leading Change in Learning Organisations 30

22CB0003/83CB0003 Skills for Middle Leaders 30

22DF0001/83DF0001 Effectiveness and Improvement in Educational Settings

30

22DF0002/83DF0002 The Consultancy Project 30

2275M001/8375M001 Educational Context, Policy and Organisation in Education

30

2275M002/8375M002 Practitioner Research Methodology 30

22MM0002 (Need to create Crewe Code)

Tutored Study (MSc Educational Leadership and Management)

30

22MM0003 Curriculum Project (MSc Educational Leadership and Management)

30

22G60002 Effective Coaching and Mentoring 30

83PD0015 Professional Identities in Educational Leadership

83PD0012 Creativity Versus Conformity in Educational Leadership

221N0001 Investigating Co-operatives, Values and Education


22

Award title: MSc Science Technology Engineering and Mathematics

Award Code: (AOS) Manchester – PT - 221P (new code from Sept 13)

Crewe

Brief details: This award allows students to have the opportunity to follow units, which are related to the subjects of Science, Maths, or technology. In all the taught units, there is an opportunity to focus on individual interests and professional areas related to individual schools’ needs.









Exit Awards PG Certificate in STEM education any 60 credits below excluding dissertation. PG Diploma in STEM education any 120 credits below excluding dissertation.

Unit Structure:

Core Units


225H0001 Dissertation in S.T.E.M 60

Optional Units


225H0002 Tutored Study (S.T.E.M) 30

225L0002 The Pedagogy of Basic Astronomy 30

225L0001 Plant Science in the Primary Curriculum 30

225L0003 Supporting Maths NQT in the Induction Year 30

225L0004 Misconceptions in Advanced Level Mathematics 30

225L0006 Developing Mathematics Learning and Teaching in the Early Years and Primary Settings

30

225R0001 Developing Teacher Pedagogy in Science 30

225R0003 Exploring Mathematics Teaching 30

225R0004 Managing Mathematics for the Primary Specialist teacher

30

225R0005 Supporting the Design and Technology NQT in the Induction Year

30

225R0006 Supporting the NQTs in S.T.E.M. 30

22PD0005 Curriculum Project 30

22PD949P Mathematics for the Primary Specialist Teacher 30

225R0009 Leading Mathematics as a specialist in the Primary School

23

225R0008 Becoming a Specialist in Mathematics in the Primary School


30

24

Award title: Post Graduate Certificate in Mentoring and Coaching Post Graduate Diploma in Mentoring and Coaching

Award Code: Manchester 22DU Crewe 83DU

Brief details: This award recognises that mentors and coaches in schools, who support colleagues either when they are training, new to a school, becoming established in a school or undertaking further academic awards. The award recognises the need for mentors and coaches to have specific interpersonal skills as well as a background knowledge in the theory of mentoring and coaching.


Restrictions: This can be awarded as a PG Diploma where the student enters the course with 60 credits of advanced standing e.g. PGCE.

Accreditation of Prior Experiential Learning (up to 30 credits)

Subject to tutor discretion, previous training and experience students may apply for the APEL Route – Mentoring for Professional Development – 22G60010 - which runs alongside the taught unit 22G60002/83C60003

Exit Awards None

Unit Structure:

Core Units


22G60003/83C60003 22G60010

Mentoring for Professional Development Mentoring for Professional Development (APEL Route)

30 30

22G60002/ 83C60002 Effective Mentoring and Coaching 30

25

Award title: Postgraduate Diploma in Specific Learning Difficulties (FE/HE)

Award Code: Manchester 22D7 Crewe 83D7

Brief details: This is a postgraduate award for teachers and other professionals involved in the education of young people and adults with Specific Learning Difficulties. It leads to accreditation with the British Dyslexia Association. It offers an opportunity to explore the issues and dilemmas involved in the field as well as a chance for participants to develop specialist assessment and teaching skills.


Restrictions: Applicants must hold a recognised teaching qualification and have experience of working with students with dyslexia. Applicants may not, normally, use an Initial Teaching Qualification (e.g. B Ed., CertEd (FAHE), Professional Graduate Certificate in Education (PGCE) or similar award for exemption claims as this is the normal entry requirement for the Programme. However, if an Initial Teaching Qualification contains a subject specialism in Specific Learning Difficulties, then exemption claims can be considered for any components that were additional to the normal requirements of the Initial Teaching Qualification (e.g. specialist dyslexia teaching) and were assessed at the required level.


APEL is not available in this phase of the award. APL may be awarded, usually only for applicants who have completed BDA accredited courses

Exit Awards PgCert in Specific Learning Difficulties any 60 credits below excluding: Psychometric Assessment of SpLD and Consultancy and Co-Morbidity.

Assessment Notes: The Specific Learning Difficulties Programme contains awards that have to conform to criteria laid down by a professional association, the programme is, therefore, expected to meet both the relevant NCTL (formerly TDA) or QAA criteria and the specific professional criteria laid down by the association (the British Dyslexia Association) for ALSA (Accredited Learning Support Assistant), ATS (Approved Teacher Status) and AMBDA (Associate Membership of the British Dyslexia Association). Attendance normally for the Postgraduate Certificate in Specific Learning Difficulties (schools and FE/HE) is 90% in order to enable the students to meet the professional requirements for BDA accreditation .

Miscellaneous Notes: General Admissions Policy I. The Specific Learning Difficulties programmes,

which have a linear, specialist nature, will have only a single intake each year.

II. All applicants seeking admission as individuals will normally be interviewed. The interview provides an opportunity to discuss the applicant’s professional development needs and ensure that they are in a position to undertake all the programme related tasks including the practice of teaching.

III. In the case of programmes which are requested by

26

LEA, schools or services (and Partnerships), where selection may, in the first instance, be made by the LEA, school, services or Partner, Programme Leaders must be satisfied that all participants meet the admissions requirements.

A group meeting with all potential participants will be held prior to registration, replacing individual interviews, but serving the purposes of • introducing the importance of ‘needs assessment’ within the programme • clarifying programme requirements. (Individual interviews will be available on request) Applicants will normally need to:

have a first degree (or appropriate experience and professional qualifications)

have Qualified Teacher Status (QTS)

have a minimum of two year’s teaching experience

satisfy at interview that they are able to undertake all the programme related tasks

Unit Structure:

Core Units


22COM001/83COM001 Introduction to the Nature and Assessment of SpLD in FE/HE

30

22COM002/83COM002 Multisensory Teaching Project for FE/HE 30

22D7M001/83D7M001 Psychometric Assessment of SpLD 30

22D7M002/ 83D7M002 Consultancy and Co-Morbidity 30

27

Award title: Postgraduate Certificate Education Leadership and Management

Award Code: Manchester 22CB 22E6 - (new code from Sept 13)

Crewe

Brief details: This programme for middle managers in integrated Children’s Services, is based on the recommendations and principles outlined in the National Framework for Children’s Services. This programme provides an award for educational professionals who are either engaged in meeting the challenges of educational leadership and management, or wish to broaden their understandings in this area. The overall aim is to provide all educational professionals with the knowledge and skills to improve the effectiveness of provision in educational institutions and enhance the achievements of those learning within them. It is open to teachers, lecturers, leaders and other professionals working in an educational context e.g. Children’s Services or school business managers.


Restrictions: As part of a collaborative programme only


None

Exit Awards None

Unit Structure:

Core/Option Units


22CB0001 Resource Management in Educational settings 30

22CB0002 Leading Change in Learning Organisations 30

22CB0003/83CB0003 Skills in Middle Leaders 30

2275M001 Educational Context Policy and Organisation in Education

30

2275M002 Practitioner Research 30

28

Award title: Postgraduate Certificate Inclusive Education and Special Educational Needs (Assistive Technology)

Award Code: Manchester 22E5 Crewe

Brief details: This is a specialist postgraduate award made to teachers and other professionals working with people who have complex physical and communication difficulties. The course provides training in the assessment, provision and use of assistive technology which is essential in giving the client group a voice.


Restrictions: This is a validated programme and delivered only by Ace Centre.


None

Exit Awards None

Optional Units


22CW0001 Access and control of technology for communication and learning.

30

22CW0002 Assistive technology to support communication and learning for people with physical and/or communication difficulties

30

22CW0003 Developing communication using assistive technology for individuals with complex communication difficulties.

30

22CW0004 Developing recording through technology for individuals with physical and additional difficulties

30

29

Award title: Postgraduate Certificate Science Technology Engineering and Mathematics

Award Code: Manchester 22G9 Crewe

Brief details: These units are linked to a national programme Maths Advanced Skills Teacher ( MaST) that was funded by DfE. The units of study are designed to meet the external body requirements.


Restrictions: None


None

Exit Awards None

Core units


225R0004 Managing Mathematics for the Primary Specialist 30

22PD949P Mathematics for the Primary Specialist Teacher 30

30

Award title: Post Graduate Certificate Teaching & Learning (Vocational Training)

Award Code: (AOS) Manchester Crewe

Brief details: This is a postgraduate award open only to students who have been accepted into the university as a result of a contractual agreement between MMU and Technical and Vocational Training Corporation Kingdom of Saudi Arabia to provide a bespoke qualification in design deliver and assess training programmes. This award will be delivered over an approx 12 week period (fulltime)


Restrictions and constraints Open only to students as part of “implementation programme”


None


None


None

Exit Awards N/A

Unit Structure:

Core Units


new Introduction to the principles of teaching learning and assessment in training contexts

30

new Teaching learning and assessment in training contexts

30

31

Award title: Postgraduate Certificate The National Award for Special Educational Needs Coordinator

Award Code: Manchester: 22GD/22GE Crewe: 83GD/83GE

Brief details: The National Award will be assessed by two Level 7 Unit assignments (30 Credits each) that will also evidence 55 identified NCTL (formerly TDA) Learning Outcomes. There will also be a 30 credit Practice Credit Unit comprised of specific activities generated in the taught sessions, assessed by pass or fail that meet specified NCTL Learning Outcomes. These NCTL specified Learning Outcomes, are listed in the attached Appendix 1.


Restrictions: Campus- QTS, over two years of teaching experience, agreement of school to work in collaboration with the SENCo on matters of SEN NCTL funded- QTS, new to the role of SENCo after September 1st 2008

Accreditation of Prior Learning (up to 30 credits)

With Masters level credits in a relevant area with appropriate evidence and with the agreement of the Programme Leader, for example an assignment which strongly contributes to meeting the learning outcomes of the course.

Exit Awards There is an interim exit award for students enrolled on the National Award for SEN Coordination who have successfully completed the two level 7 assignments but who have failed to complete the 30 credit Practice Credit Unit. This award is ‘PG Cert: Developing the Role of the SENCo’

Unit Structure:

Core Units




30



30

22BU0007/83BU0007 National Award for S.E.N. Coordination Practice Credit Unit

30 Practice credits

32

Award title: Post Graduate Certificate in Teaching Computer Science

Award Code: (AOS) Manchester 22GH

Crewe

Brief details: This award has been developed in response to the government policy to introduce Computer Science into the National Curriculum in schools from 2014. It is intended to be delivered as a standalone award as well as a providing a progression route into a range of Masters awards within the PG Professional Development Programme


Restrictions and constraints Applicants must be teaching or preparing to teach Computer Science in school or other learning settings. They must have opportunity to plan, teach and assess within this subject area during the time they are studying on. Applicants are not required to hold Qualified Teacher Status


N/A


N/A

Accreditation of Prior Experiential Learning (APEL) 30 credits

APEL is permitted for unit “Developing Computer Science knowledge for teaching” based on prior learning on identified non accredited programmes eg Post ITT SKE. Students may also apply for APEL if they can meet all the learning outcomes of this unit through presentation of alternative evidence in accordance with university APL policy

Exit Awards No Exit Award

Unit Structure:

Core Units


22GH0001 Developing Computer Science Knowledge for Teaching

30

22PD0005 Curriculum Project

30

33

AWARD: PG Certificate in Education (SCITT)

AWARD CODE: CREWE

MANCHESTER 22GJ

BRIEF DETAILS: This award is only open to students participating in a training programme with named SCITT providers. The award complements and enhances the professional training leading towards Qualified Teacher Status. The award consists of two 30 credit units that draws on the professional experience of the teachers in their school setting.

TARGET AUDIENCE Closed programme for participants working towards gaining QTS through School Centred ITT

REGISTRATION AUTUMN SPRING SUMMER

ASSOCIATED AWARDS: None

LOCATION CREWE MANCHESTER OFF SITE

NAME PHONE EMAIL

PROGRAMME LEADER Ruth Hubbard [email protected]

ADMISSIONS OFFICER

COURSE UNITS [C=CORE / CO=CORE OPTION/ E=ELECTIVE]


22GJ0001 Pedagogy in Practice 30

22PD0003 Current Issues in Education 30

ASSESSMENT NOTES

APL/APEL NOTES

RESTRICTIONS Open only to participants of SCITT provision with providers as agreed on annual basis by Faculty

MISCELLANEOUS NOTES

34

EXIT AWARDS ONLY

35

Award title: Postgraduate Certificate: Developing the Role of the SENCo

Award Code: Manchester: 22GD/22GE Crewe: 83GD/83GE

Brief details: This Award is and interim exit award for students enrolled on the National Award for SEN Coordination who have successfully completed the two level 7 assignments but who have failed to complete the 30 credit Practice Credit Unit. Two Pathways: campus-based CPD; and TA-funded partner and non-partner authorities. Two 30 credit Units. The National Award will be assessed by two Level 7 Unit assignments (30 Credits each) that will also evidence 55 identified NCTL (formerly TDA) Learning Outcomes. There will also be a Practice Credit Unit comprised of specific activities generated in the taught sessions, assessed by pass or fail that meet specified NCTL Learning Outcomes.


Restrictions: Campus- QTS, over one year of teaching experience, agreement of school to work in collaboration with the SENCo on matters of SEN NCTL funded- QTS, new to the role of SENCo after September 1st 2008


With Masters level credits in a relevant area with appropriate evidence and with the agreement of the Programme Leader, for example an assignment which strongly contributes to meeting the learning outcomes of the course.

Exit Awards None

Unit Structure:

Core Units




30



30

36

Award title: Postgraduate Certificate/Postgraduate Diploma Teaching Bilingual Learners

Award Code:

Brief details: This postgraduate award is only awarded where the student has not progressed to complete the dissertation to the award MA Language Education but have completed the units below. This course is for teachers already working in a range of language related fields in primary and secondary education, who wish to develop their expertise in teaching bilingual learners.

Credits 60/120 Credits at M Level (Level 7)

Restrictions: A Postgraduate Diploma can only be awarded when the student enters the course with 60 credits of advanced standing excluding dissertation.



Exit Awards None

Unit Structure:

Core Units



22CC0003 New code??

Issues in Language Teaching and Learning (change of title from Issues in MFL Teaching and Learning

30

37

Award title: Postgraduate Certificate/Postgraduate Diploma Teaching of Reading

Award Code:

Brief details: This postgraduate award is only awarded where the student has not progressed to complete the dissertation to the award MA Language Education but have completed the units below. The course is for teachers already working in a range of language related fields in primary and secondary education, who wish to develop their expertise in English as a first language

Credits 60/120 Credits at M Level (Level 7)

Restrictions: A Postgraduate Diploma can only be awarded when the student enters the course with 60 credits of advanced standing excluding dissertation.



Exit Awards None

Unit Structure:

Core Units



225T0002 Principles and Practice in Early Reading 30

38

Award title: Postgraduate Diploma Special Educational Needs (interim exit award only)

Award Code: Manchester: Crewe:

Brief details: An interim exit award available for students who have completed the Post Graduate Certificate (National Award for SEN Coordination) and the Postgraduate Certificate (Specific Learning Difficulties). May be awarded where these students elect to enrol for MA (Inclusive Education and Special Educational Needs) but fail to complete this award.

Credits 120 Credits at Level 7

Restrictions: Interim exit award only, for those students who have completed the PG Cert: the National Award for SENCO and the PG Cert Specific Learning Difficulties


None

Exit Awards None

Unit Structure:

Core Units




30



30

22CDM001 Specific Learning Difficulties: Nature, Assessment and Intervention

30

22CDM002 Specific Learning Difficulties: Intervention & Practice of Teaching

30

39

Awards For Existing Students only enrolled prior to Sept 13 but not yet

completed award at Sept 15

40

AWARD: Postgraduate Certificate and Postgraduate Diploma in Autism

Spectrum Conditions

AWARD CODE: CREWE – 83D0 MANCHESTER – 22D0

BRIEF DETAILS: This is a postgraduate award for teachers and other professionals involved in the education of children and young people with autism spectrum conditions. It offers an opportunity to explore the issues and dilemmas involved in the field as well as a chance for participants to undertake a practitioner research project in their own place of work.

TARGET AUDIENCE Teachers and professionals see RESTRICTIONS


ASSOCIATED AWARDS: PG CERT ASC

MA ASC

LOCATION CREWE MANCHESTER

OFF SITE

NAME PHONE EMAIL

PROGRAMME LEADER STEVE TYLER [email protected]

ADMISSIONS OFFICER

COURSE TUTOR

COURSE TUTOR

COURSE UNITS

[C=CORE / CE=CORE/ E= ELECTIVE / DISSERTATION]

PG CERT PG DIP MA/MSc Understanding Autism

Spectrum Conditions [C][30 Credits]

Autism Spectrum Conditions:

Issues and Perspectives [C][30 Credits]

Approaches to working with and including young people with autism spectrum conditions

[C][30 Credits]

Tutored Study [C][30 Credits]

ASSESSMENT NOTES

APL/APEL NOTES APL/APEL is not available in this phase of the award.

RESTRICTIONS Applicants must have experience of working with children and young people with ASC

MISCELLANEOUS NOTES

41

AWARD: Postgraduate Certificate and Postgraduate Diploma in Specific

Learning Difficulties

AWARD CODE: CREWE MANCHESTER

BRIEF DETAILS: This is a postgraduate award for teachers and other professionals involved in the education of young people and adults with Specific Learning Difficulties. It leads to accreditation with the British Dyslexia Association. It offers an opportunity to explore the issues and dilemmas involved in the field as well as a chance for participants to develop specialist assessment and teaching skills

TARGET AUDIENCE Teachers and professionals see RESTRICTIONS


ASSOCIATED AWARDS:

PG Cert SpLD MA SpLD


OFF SITE

NAME PHONE EMAIL

PROGRAMME LEADER Kath Kelly [email protected]

ADMISSIONS OFFICER


PG CERT PG DIP MA/MSc

SpLD: Nature, Assessment and Intervention [C] (30 credits)

Support for Learning: Management of SpLD from

Early Years to GCSE [C] (30 credits)

SpLD: Intervention and the Practice of Teaching [C] (30 credits)

SpLD: Legal Issues and

Consultancy [C] (30 credits)

ASSESSMENT NOTES The Specific Learning Difficulties Programme contains awards that have to conform to criteria laid down by a professional association, the programme is, therefore, expected to meet both the relevant NCTL (formerly TDA) or QAA criteria and the specific professional criteria laid down by the association (the British Dyslexia Association) for ALSA (Accredited Learning Support Assistant), ATS (Approved Teacher Status) and AMBDA (Associate Membership of the British Dyslexia Association). Attendance normally for the Postgraduate Certificate in Specific Learning Difficulties (schools and FE/HE) is 90% in order to enable the students to meet the professional requirements for BDA accreditation.

mailto:[email protected]

42

APL/APEL NOTES APEL is not available in this phase of the award. APL may be awarded, usually only for applicants who have completed BDA accredited courses

RESTRICTIONS Applicants must hold a recognised teaching qualification and have experience of working with students with dyslexia. Applicants may not, normally, use an Initial Teaching Qualification (e.g. B Ed., CertEd (FAHE), Professional Graduate Certificate in Education (PGCE) or similar award for exemption claims as this is the normal entry requirement for the Programme. However, if an Initial Teaching Qualification contains a subject specialism in Specific Learning Difficulties, then exemption claims can be considered for any components that were additional to the normal requirements of the Initial Teaching Qualification (e.g. specialist dyslexia teaching) and were assessed at the required level.

MISCELLANEOUS NOTES

General Admissions Policy i The Specific Learning Difficulties programmes, which

have a linear, specialist nature, will have only a single intake each year.

ii All applicants seeking admission as individuals will normally be interviewed. The interview provides an opportunity to discuss the applicant’s professional development needs and ensure that they are in a position to undertake all the programme related tasks including the practice of teaching.

iii In the case of programmes which are requested by LEA, schools or services (and Partnerships), where selection may, in the first instance, be made by the LEA, school, services or Partner, Programme Leaders must be satisfied that all participants meet the admissions requirements.

A group meeting with all potential participants will be held prior to registration, replacing individual interviews, but serving the purposes of • introducing the importance of ‘needs assessment’

within the programme • clarifying programme requirements.

(Individual interviews will be available on request) Applicants will normally need to:

have a first degree (or appropriate experience and professional qualifications)

have Qualified Teacher Status (QTS)

have a minimum of two year’s teaching experience

satisfy at interview that they are able to undertake all the programme related tasks

43

AWARD: Postgraduate certificate and Postgraduate Diploma in Teaching & Learning

AWARD CODE: CREWE MANCHESTER

BRIEF DETAILS: This award is part of the Teaching & Learning practice based Programme. . It is aimed at both new and experienced teachers in schools and colleges. Students who already hold 60 M level credits are eligible for this Award. Students may enter this stage with Advanced Standing (60 M credits) from a PGCE.

TARGET AUDIENCE Teachers in partnership schools and others in a range of settings who may be involved in teaching and learning.


ASSOCIATED AWARDS:

PG Cert in T&L MA in T&L


OFF SITE

NAME PHONE EMAIL

PROGRAMME LEADER

Rowena Smith

2123 [email protected]

ADMISSIONS OFFICER


PG Cert PG Diploma – all units are 30 credits MA New Teacher in School CO New Teacher in School CO Curriculum Development CO Teaching and Learning and Assessment CO

Inclusive Practice CO Curriculum Development CO Collaboration and Leadership CO

Inclusive Practice CO

Teaching and Learning and Assessment CO

Collaboration and Leadership CO

Mentoring for Professional Development (previous title was ‘Developing Mentoring/Coaching Skills in Context’ ) CO

Mentoring for Professional Development (previous title was ‘Developing Mentoring/Coaching Skills in Context’ ) CO

Effective Coaching & Mentoring CO

Effective Coaching & Mentoring CO

Professional Practice Project CO

Professional Practice Project CO

Teaching Higher Education in Further Education CO

Teaching Higher Education in Further Education CO

Managing Higher Education in Further Education CO

Managing Higher Education in Further Education CO

ASSESSMENT NOTES

APL/APEL NOTES Possible to negotiate accreditation of APL/APEL

RESTRICTIONS Effective Coaching and Mentoring – co/pre requisite is Developing Mentoring and Coaching Skills in Context (new

44

title ‘Mentoring for Professional Development’) .

MISCELLANEOUS NOTES

This programme is delivered through a blended approach where some teaching and support will be on MMU site but the learning will be based in practice settings with some off site tutorial support

45

Award title: Postgraduate Certificate Education (Primary Literacy)

Award Code: Manchester 22GF Crewe

Brief details: Route defined by the collaborative agreement between MMU and Literacy Matters Ltd. It is open only to students accessing the programme through this route.


Restrictions: Applicants must have Qualified Teacher Status [QTS]


None

Exit Awards None

Unit Structure:

Core Units


22PD870P Improving Primary English 20

22PD0006 Personal Learning Project

10

22C50002 Professional Practice Project

30

Post Graduate Certificate

National Award for Special Educational Needs Coordination

Learning Outcomes Framework 2014

This document is a record of your progress towards the Award.

Please keep the record as up to date as possible as you proceed through the Award

Name

Student Number

School

Local Authority

Start Date

National Award for Special Educational Needs Coordination

Learning Outcome Framework

Appendix I- Additional Information for PG Cert: The National Award for SENCO

47

MMU’s main objective of national SENCO training is to increase the participation of pupils with SEN and/or disabilities and raise their achievement, through developing SENCOs' professional attributes and improving their knowledge, understanding and skills.

There are four sections to this record of your progress through to the Award:-

Part A - UNIT 1 22 BU 0005 Professional Knowledge and Understanding (30 CATS)

Part B - UNIT 2 - 22 BU 0006 Leading and Coordinating Provision (30 CATS)

Part C - Personal Qualities.

Part D - Unit 3 – 22 BU0007 Practice Credit Unit

48

Part A - UNIT 1 22 BU 0005 Professional Knowledge and Understanding (30 Credits)

The Award should enable SENCOs to know and understand the implications of:

1. The statutory and regulatory context for SEN and disability equality and the implications for practice in their school or work setting

Learning Outcome Code

Learning Outcome Source of Evidence Assignment/Learning Outcome Activity, APL

Verified- Initial and date Tutor, Coordinator, Marker, Mentor or agreed other person.

A.1.1 Guidance within the SEN Code of Practice and how it is interpreted locally

Assignment 1

A.1.2 The policy and legislative context for health and social care, including safeguarding and the health and well-being agenda

Assignment 1

A.1.3 The Local Offer Learning Outcome Activity

A.1.4 OfSTED Frameworks relevant to their school or work setting Learning Outcome Activity

A.1.5 Relevant guidance on data protection and confidentiality, health and safety, including governor accountabilities.

Learning Outcome Activity

A.1.6 Mediation and the SEND Tribunal Learning Outcome Activity

2. The principles and practice of leadership in different contexts



Verified - Initial and date Tutor, Coordinator, Marker, Mentor or agreed other person.

A.2.1 The role of leadership and professional challenge in supporting and promoting a culture of continuous professional development linked to improvement


A.2.2 The characteristics of highly effective leadership Learning Outcome Activity

A.2.3 The professional qualities of effective team leadership. Learning Outcome Activity

A.2.4 Leadership and management processes and tools that support change in schools


A.2.5 Their own leadership, including strengths and areas for development Learning Outcome Activity

49

3. How SEN and disabilities affect pupils’ participation and learning




A.3.1 High incidence SEN and their implications for teaching and learning and inclusive practice

Assignment 1

A.3.2 Identify pupils(s) who may have SEN and/or disabilities Learning Outcome Activity

A.3.3 The breadth and complexity of the causes of under achievement Assignment1

A.3.4 How children’s development is affected by SEN and/or disabilities, including mental health needs, and the quality of teaching they receive

Assignment 1

A.3.5 Theories of learning as the basis upon which to design effective interventions


C.1.3 The voice of children and young people with SEN and/or disabilities is heard and influences the decisions that are made about their learning and well-being

School based practice

4. Strategies for improving outcomes for pupils with SEN and/or disabilities




A.4.1 Relevant theory, research and inspection evidence about effective practice in including pupils with SEN and/or disabilities.

Assignment 2

A.4.2 Removing barriers to participation and learning for children and young people with SEN and/or disabilities

Assignment 1

A.4.3 Planning provision for children and young people with more severe and complex SEN.

Assignment 1

A.4.4 The potential of new technologies to support communication, teaching and learning for children and young people with SEN and/or disabilities


50

Unit 1 Assignment (Equivalent to 5000 words)

Overcoming Barriers to Learning

A critical, reflective review of the barriers to learning experienced by an individual or group of individuals and how these barriers might effectively be overcome within

your school setting.

This will include the following sections:

1. Setting the Context (equivalent to approx. 1,000 words)

Identify an individual or group of pupils who may experience barriers to learning.

Reflect critically on the development of provision within your school context to address these barriers.

2. Reviewing Evidence Informed Practice (equivalent to approx. 3,000 words)

A critical review of the underpinning statutory, theoretical and research background

Reflect critically on the nature of the barriers to learning experienced by pupils(s)

Review the evidence to support current practices and alternative approaches to address them

Critically evaluate strategies that could be implemented to effectively remove these barriers.

3. Developing Provision (equivalent to approx.1,000 words)

Reflect critically on the significance of your findings for your own practice.

Develop a set of recommendations for your school to implement in response to your findings.

This assignment will provide evidence for achievement of specified National College for Teaching and Leadership Learning Outcomes identified in this Framework.

Your assignment will also be assessed in relation to the Masters-level criteria of the Faculty of Education at Manchester Metropolitan University.

Please ensure you refer to the guidance given in the Unit Handbook, Moodle site and course meetings.

Important reminder Please ensure you keep a copy of all submitted work

51

Part B - UNIT 2 - 22 BU 0006 Leading and Coordinating Provision (30 Credits)

The Award should enable SENCOs to:

5. Work strategically with senior colleagues and governors




B.5.1 Promote a whole school culture of high expectations and best practice in teaching and learning to improve outcomes for children and young people with SEN and/or disabilities

Assignment 1

B.5.2 Advise on and influence the strategic development of a person-centred and inclusive ethos, policies, priorities and practices


B.5.3 Ensure that the school’s SEN policy is embedded within the school’s performance management, self-evaluation and improvement planning


C.1.2 Person-centred approaches build upon and extend the experiences, interests, skills and knowledge of children and young people with SEN and/or disabilities


52

6. Lead, develop and, where necessary, challenge senior leaders, colleagues and governors




B.6.1 Understand and meet their statutory responsibilities towards children and young people with SEN and/or disabilities

Assignment 1

B.6.2 Addressing discrimination, stereotyping and bullying related to SEN and disability


B.6.3 Deploy and manage staff effectively to ensure the most efficient use of resources to improve progress of children and young people with SEN and/or disabilities

Assignment 2

B.6.4 Lead the professional development of staff so that all staff improve their practice and take responsibility for removing barriers to participation and learning


B.6.5 Promote improvement in teaching and learning to identify, assess and meet the needs of children and young people with SEN and/or disabilities, within a person-centred approach


B.6.6 Model effective practice, coach and mentor colleagues Learning Outcome Activity

B.6.7 Commission, secure and deploy appropriate resources to reinforce the teaching of children and young people with SEN and/or disabilities, and evaluate and report upon their impact on progress, outcomes and cost-effectiveness.

Assignment 2

B.6.8 New funding models, including the right to personal budgets Assignment 2

53

7. Critically evaluate evidence about learning, teaching and assessment in relation to pupils with SEN to inform practice and enable senior leaders

and teachers




B.7.1 Select, use and adapt approaches, strategies and resources for assessment to personalise provision for children and young people with SEN and/or disabilities


B.7.2 Establish systems to collect, analyse and interpret data, including Raise On-line, to inform policy and practice, raise expectations and set challenging targets for children and young people with SEN and/or disabilities


B.7.3 Draw upon relevant research and inspection evidence about teaching and learning in relation to pupils with SEN and/or disabilities to improve practice

Assignment 1

B.7.4 Undertake small-scale practitioner enquiry to identify, develop and rigorously evaluate effective practice in teaching pupils with SEN and/or disabilities

Assignment 1

54

8. Develop, implement, monitor and evaluate systems




B.9.1 Record and review the progress of children and young people with SEN and/or disabilities


B.9.2 Make effective use of data to evaluate and report upon the effectiveness of provision and its impact on progress and outcomes for pupils with SEN and/or disabilities


B.9.3 Plan and intervene to meet the needs of children and young people with SEN and/or disabilities

Assignment 2

B.9.4 Set challenging targets for children and young people with SEN and/or disabilities


B.9.5 Inform all staff about the learning needs, emotional, social and mental health needs and achievement of children and young people with SEN and/or disabilities


B.9.6 Ensure appropriate arrangements are put in place for children and young people sitting national tests and examinations or undertaking other forms of accreditation


C.1.1 There are high expectations for all children and young people with SEN and/or disabilities


55

9. Draw on external sources of support and expertise




B.8.1 Promote, facilitate and support effective multi-agency working for all children and young people with SEN, through, e.g. person-centred planning, ‘team around a child or family’, the Common Assessment Framework and the Education, Health and Care Plan

Assignment 2

B.8.2 Engage with the Local Offer to develop effective working partnerships with professionals in other services and agencies, including voluntary organisations, to support a coherent, coordinated and effective approach to supporting children and young people with SEN and/or disabilities

Assignment 2

B.8.3 Interpret specialist information from other professionals and agencies and demonstrate how it has been used to improve teaching and learning and outcomes for children and young people with SEN and/or disabilities


B.8.4 Ensure continuity of support and progression at key transition points for children and young people with SEN and/or disabilities

Assignment 2

C.1.4 Family leadership is encouraged and parents and carers are equal partners in securing their child’s achievement, progress and well-being


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Unit 2 Assignment (Equivalent to 5000 words)

Strategic Planning

Write a critical, reflective review based on one of the following three themes:

1. Developing the role of support staff

2. Working in partnership with pupils, families and other professionals.

3. Developing inclusive pedagogy to support progress for children with SEN/D.

This will include the following sections:

Evaluating Provision (equivalent to approx. 1,000 words)

A critical reflection on current practices within your school in relation to this theme

Reviewing Evidence Informed Practice (equivalent to approx. 3,000 words)

A critical review of the underpinning statutory, theoretical and research background

Review the evidence to support current practices and alternative approaches

Critically evaluate strategies that could be implemented to develop provision in this area

Strategic Plan (equivalent to approx. 1,000 words)

Produce an action plan for your school implementing the findings of your research

Demonstrate effective use of budgets and resourcing

This assignment will provide evidence for achievement of specified National College for Teaching and Leadership Learning Outcomes identified in this Framework.

Your assignment will also be assessed in relation to the Masters-level criteria of the Faculty of Education at Manchester Metropolitan University.

Please ensure you refer to the guidance given in the Unit Handbook, Moodle site and course meetings.

Important reminder Please ensure you keep a copy of all submitted work

Part C Personal Qualities. These Learning Outcomes appear in the main framework.

The Award should enable SENCOs to develop and demonstrate the personal and professional qualities and leadership they need to shape an ethos and culture

based upon person-centred, inclusive, practice in which the interests and needs of children and young people pupils with SEN and/or disabilities are at the heart of all

that takes place. This is evident when

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Learning Outcome Source of Evidence

C.1.1 There are high expectations for all children and young people with SEN and/or disabilities


C.1.2 Person-centred approaches build upon and extend the experiences, interests, skills and knowledge of children and young people with SEN and/or disabilities


C.1.3 The voice of children and young people with SEN and/or disabilities is heard and influences the decisions that are made about their learning and well-being


C.1.4 Family leadership is encouraged and parents and carers are equal partners in securing their child’s achievement, progress and well-being


Part D Unit 3 - Practice Credit Unit

The Practice Credit Unit comprises of completion of Learning Outcome Activities the codes for which are identified in the Learning Outcome Framework. These

Outcomes are met by students carrying out Learning Outcome Activities from Part A (Unit 1), Part B (Unit 2) and Part C (Personal Qualities).

Each Outcome will be assessed as pass or fail. The Learning Outcome Activities are directed and assessed through the taught sessions in each Unit. Learning

Outcome Activities will each require a piece of evidence which should be stored in A Portfolio for presentation to the External Examiner on request.

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Appendix II - Additional Information for MA Drama Education (suspended for 15/16)

Market research and market intelligence. A significant amount of research has been done prior to submission of the documents. This has identified that there are no existing courses in the UK at present but that there is a market for continuing professional development in this area. In the curriculum context it is important to note the value of the “Dorothy Heathcote archive” held by the Faculty of Education. This is a key resource for recruiting in the International market where this key contributor to the field of Drama Education is held in high regard. The archive forms a unique and key resource in the field and will be exploited as part of the marketing and delivery of the award. Discussions have taken place with organisations such as ISTA (International School’s Theatre Association), BSME (British Schools Middle East), Hong Kong University and The Hong Kong Institute of Education and Nebula i-Learner (Private Language School) in Hong Kong which provides CPD in HK, Macau and Mainland China all of whom have expressed an interest and have made enquiries.

Specific Admission Requirements This programme will be subject to the admission requirements of the programme See Page 1, Section 1.1 of the Programme Specification (Volume I) - Entry requirements. Specifically for entry to MA Drama Education (suspended for 15/16):

Applicants must normally have been a serving teacher for at least 2 years in an education community

Must be able to demonstrate English Language skills to at least IELTS Level 6.5

Teaching Learning & Assessment strategies Please refer to Section 25 of the Programme Specification (Volume I) that fully outlines the strategy for all awards in this programme.

Quality management of any placements In light of further discussions and feedback from the Panel the programme will not now require a placement element in order to complete the award requirements. Units of study and assessment tasks in particular have been revised accordingly and will be submitted for validation

Programme Management and student support arrangements Please refer to Section 4 Page 14 of Programme Specification (Volume I) for overall programme management arrangements. This new award will be part of the overall programme management. An Award coordinator will be appointed who will be responsible for the operational elements of the programme management and quality assurance; and be a member of the Programme Committee. Student support arrangements (See Section 4 of Programme Specification (Volume I)) will be in line with arrangements already in place on this programme for Full time students on awards (MA Inclusive Ed and SEN and MSc Education Leadership & Management). As well as a personal/ academic tutor the students will also have full access to Student Support Services and a named Student Experience Tutor. For International students access to all additional support facilities will be made available (including English Language support)

Engagement with Employers This will not be a requisite part of the award; however some students may have continuing links with previous employment and it would be wise for students to draw on these links to enhance their experience and potentially to engage in assessment activities that relate to this. It is anticipated that students may return to their home countries and renew links with

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previous employers.

Table mapping unit learning outcomes to programme learning outcomes See attached document: learning outcomes

Structure of Programme; Sequence of Unit Delivery for coherence and progression Term 1: Autumn Term Practitioners and Issues in Drama Education 30 credits Drama and Role-Play 30 credits Term 2: Spring Term Creativity in Teaching and learning 30 credits Applied Theatre 30 credits Preparation for Dissertation study Term 3: Summer Term with submission in September Dissertation 60 credits

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Postgraduate Professional Development Programme: Mapping of Programme Learning Outcomes to units of MA Drama Education (suspended for 15/16)

PLO Programme Learning Outcome ( from Programme Specification validated 2010) Unit title: Practitioners and Issues in Drama Education 30 credits

Unit title: Drama and Role-Play 30 credits

Unit title: Creativity in Teaching and Learning 30 credits

Unit title: Applied Theatre 30 credits

Unit title: Dissertation 60 credits

1 articulate the implications of their learning for their future professional development and practice noting how it will allow them to exercise initiative, personal responsibility and decision-making in complex and unpredictable situations

2 articulate their professional development as reflective practitioners as a result of investigating their own practice and professional interests, and demonstrate the independent learning ability required for continuing professional development.

3 continue to advance their knowledge and understanding, and to develop new skills to a high level.

4 deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences

5 demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice

6 demonstrate knowledge of a specialised area and accommodation of it within their professional practice, where appropriate.

7 demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

8 demonstrate skills of critical analysis related to an area of current concern;

9 evaluate critically current research and advanced scholarship in the discipline

10 evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

11 evidence a comprehensive understanding of techniques applicable to their own research or advanced scholarship

12 evidence the ability, when working autonomously, to synthesise and classify principles and ideas in contemporary information sources and situations to professional standards within their sphere of practice.

13 indicate how their professional learning affects their own practice and that of others;

14 show evidence of collaboration with peers in undertaking systematic enquiry into practice;

15 articulate their professional development as reflective practitioners as a result of investigating their own practice and professional interests, and demonstrate the independent learning ability required for continuing professional development.

16 show understanding of the need to act as an ethical researcher

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NB: - yellow highlighting indicates where that Programme Learning Outcome has been addressed

Mapping of unit learning outcomes to programme learning outcomes Unit title: Practitioners and Issues in Drama Education Unit learning outcomes

PO. 1

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

1.Summarise key issues and controversies in the field over the last 50 years. 2. Critically evaluate the contribution of selected practitioners to contemporary practice in drama education. 3. Draw connections and critically apply to their own context and practice.

articulate the implications of their learning for their future professional development and practice noting how it will allow them to exercise initiative, personal responsibility and decision-making in complex and unpredictable situations

articulate their professional development as reflective practitioners as a result of investigating their own practice and professional interests, and demonstrate the independent learning ability required for continuing professional development.

continue to advance their knowledge and understanding, and to develop new skills to a high level.

deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences

demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice

demonstrate knowledge of a specialised area and accommodation of it within their professional practice, where appropriate.

demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

demonstrate skills of critical analysis related to an area of current concern;

evaluate critically current research and advanced scholarship in the discipline

evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

evidence a comprehensive understanding of techniques applicable to their own research or advanced scholarship

evidence the ability, when working autonomously, to synthesise and classify principles and ideas in contemporary information sources and situations to professional standards within their sphere of practice.

indicate how their professional learning affects their own practice and that of others;

show evidence of collaboration with peers in undertaking systematic enquiry into practice;


show understanding of the need to act as an ethical researcher

Unit title: Drama and Role-Play

Unit learning outcomes PO. 1

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

1.Critically analyse drama as a learning methodology as well as subject in its own right. 2.Critically evaluate drama as a pedagogical tool and the purposes of using drama in a range of contexts. 3.Reflect on the contribution of drama-in-education to broader issues in education and society. 4.Critically reflect on how this learning could be developed for further personal study in the field. 5. Critically present the process of planning, implementing and evaluating drama activities/workshops.

















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Unit title: Creativity in Teaching and Learning

Unit learning outcome

PO. 1

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

1.Knowledge and understanding of what is meant by creativity 2.Understanding of the place of creativity within current policy documentation 3.Reflect on the contribution of drama-in-education to broader issues in education and society. 4.Critically reflect on how this learning could be developed for further personal study in the field. 5. Critically present the process of planning, implementing and evaluating drama activities/workshops.

















Unit title: Applied Theatre

Unit learning outcomes

PO. 1

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

1.Explore applied drama methodologies in a range of contexts 2.Discuss drama as a pedagogical tool and the purposes of using drama in a range of contexts 3. Reflect on the contribution of the applied theatre movement to broader issues in education and society 4. Critically reflect on how this learning could be developed for further personal study in this field















articulate their professional investigating their own practice and professional interests, and demonstrate the independent development as reflective practitioners as a result of learning ability required for continuing professional development.


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Unit title: Dissertation Unit learning outcomes

PO. 1

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

1.Demonstrate they have acted as an ethical researcher 2.Critically analyse a body of literature pertinent to the field they are researching 3.Plan and undertake a practical research project gathering trustworthy data rigorously and analysing it accurately. 3.Evaluate the research project objectively and critically 4.Explain what they have learnt as researcher

















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