LEEDS BECKETT UNIVERSITY

Course Specification MA Education

2018-19 (MAEDC)

www.leedsbeckett.ac.uk

School of Education and Childhood

[all CAT references are to fields in the current template, so may differ for courses not using the current template]

Award and programme title: MA Education

Level of qualification: Level 7

Interim awards available:

PG Dip Education PG Cert Education

Length and status of programme and mode of study

Programme Length (years) Status (FT/PT/SW)

Mode (campus-based / DL or other)

MA Education FT – 12 Months PT – 36 Months DL PT – 36 Months

Headingley Campus/ DL (Part time)

Course Specification

Overview and Aims

Target market: This award offers an educational development programme for teachers and other education professionals and para-professionals. It offers professional development and academic study for teachers and education-related professionals and para-professionals at all levels, to reflect on current practice, and critically evaluate education in its diverse contexts and interpretations. This may include experienced and less experienced practitioners, as well as those with (or aspiring to) leadership and management responsibilities, working in schools, academies, colleges, and other education and education-related environments. It also provides a progression opportunity with accreditation for prior learning for recent PGCE graduates and those who have recently

completed a Newly Qualified Teacher (NQT) module at Leeds Beckett University. Rationale and professional context: This award aims to provide teachers and others in educational settings, and persons qualified and with an interest in education, with a flexible and efficient way of linking programme provision and demand, to their professional responsibilities. The course offers participants a critical perspective on issues of practice in education by critically examining the core ideas underpinning current strategies and policies in education.

Skills & Other Attributes: Intellectual Skills On successful completion of the Postgraduate Certificate, participants will be able to:

Apply theoretical debates to critically evaluate professional practices and vocational contexts

Evaluate the importance of relevant theories, theories, paradigms and concepts

Adopt an autonomous approach to their own learning and continuing professional development

Communicate effectively using appropriate means

Use information and communication technology effectively.

Exercise initiative and personal responsibility. On successful completion of the Postgraduate Diploma, participants will be able to (in addition to the above):

Assess and critically evaluate the literature and other evidence as appropriate, in research and enquiry

On successful completion of the Master’s (in addition to the above):

Challenge theories, paradigms, and concepts and be able to articulate alternative ways of looking at the subject based on recent research or intellectual insights

Be able to select and apply appropriate research techniques and methodologies to enable the successful completion of a major piece of independent research

Operate sensitively within an ethical framework.

Course Learning Outcomes

1 Explore and critique educational theory, research, policy, and practice;

2 Take a critical and reflective approach to diverse problems and issues in education, including (but not limited to) issues of culture, race, gender, and class

3 Develop and articulate their own perspectives on education, informed by a critical evaluation of relevant theoretical and practical perspectives.

4 Make sound judgments and competently communicate or present their conclusions.

5 Demonstrate independence and originality in approaching and undertaking a research task in education and produce an extended critical account of such activity.

Course Structure

PG

Cer

t 6

0C

P

PG

Dip

1

20

CP

MA

1

80

CP

Available Modules (180 credits in total) Educational Provision and the Right to Education: Critical perspectives on theory, policy and practice (40 credit points)

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Educational Perspectives

40CP

Developing the reflective practitioner

20CP

Coaching and mentoring

20CP

Social history of Education

and its Practices

20CP

or or

Reflecting on professional

practice 20CP

Pathway module

40CP 1 of 4

Dissertation 60 CP

or

Independent study 20CP

or Independent

study 40CP

Coaching and Mentoring (20 credit points) Developing the Reflective Practitioner (20 credit points) Reflecting on Professional Practice (NQT module) (20 credit points) Social History of Education and its Practices (20 credit points) Leadership and Management (Pathway module) (40 credit points) Inclusion and Special Education (Pathway module) (40 credit points) Education for Social Change (Pathway module) (40 credit points) Policy and Practice (Pathway module) (40 credit points) Dissertation (60 credit points) Independent Study A (20 credit points) Independent Study B (40 credit points) Learning from Professional Development (40 credit points) Learning from Professional Development (60 credit points) Participants following the course will study modules from the list provided, to obtain the required number of credit points. This can include either ONE 40CP Independent Study or a maximum of TWO 20 CP Independent Studies. Credit points earned from other modules in approval may be used where appropriate. For the Master’s degree, the Dissertation module must be taken and passed. Distinction – the award of a distinction may be made to those students who have demonstrated excellent performance against the attainment of an average of 70% or more in assessments contributing to the final award. Merit – the attainment of an average of 60% or more in assessments contributing to the final award INDICATIVE STRUCTURES:

Year 1 (part-time mode)

Semester 1 (Sept/Oct/Nov/Dec/Jan/Feb/Mar) Core (Y)

Educational Provision and the Right to Education: Critical perspectives on theory, policy and practice (40 credit points)

Semester 2 (April/May/June)

Coaching and Mentoring (20 credit points)

YEAR 2 (part-time mode)

Semester 1 (Sept/Oct/Nov)

Social History of Education and its Practices (20 credit points)

Semester 1/Semester 2 (Jan/Feb/Mar/ April/May)

Pathway module - 40 credit points

YEAR 3 (part-time mode)

Semesters 1 and 2 (September to May)

Dissertation - 60 credit points Y

Full-time mode

Semester 1 (Sept/Oct/Nov/Dec/Jan/Feb/Mar)

Educational Provision and the Right to Education: Critical perspectives on theory, policy and practice (40 credit points)

Semester 1 (Sept/Oct/Nov/Dec)

Coaching and Mentoring (20 credit points)

Semester 1/Semester 2 (Jan/Feb/Mar/Apr/May)

Pathway module - 40 credit points

Semester 2 (Feb/Mar/April)

Social History of Education and its Practices (20 credit points)

Semester 3 (May – December)

Dissertation - 60 credit points Y

Research training, Special Interest Groups and routes through the programme Each Pathway will be associated with a Special Interest Group (SIG), the aim of which is to integrate research and publication into the day-to-day activities of the pathway by having meetings to discuss research, sharing/reading literature, preparing research proposals and grant applications and other activities associated with the creation and dissemination of research. Students will be allocated to the SIG concerned with their pathway but will be free to attend activities in any of the SIGs. From the students’ perspective, the aim is to normalise utilisation and articulation with the literature. From the academics’ perspective, the aims are to centralise into the teaching current and cutting-edge research; to facilitate the creation of an environment whereby teaching and research are symbiotic, mutually dependent, and mutually developed; to encourage collaborative research and writing between experienced writers and those yet emergent; to encourage academics to recognise student work with the potential for publication and to work appropriately with such students to prepare their work for submission to refereed journals and/or to appropriate conferences. Students will be invited to present posters at the proposed annual School of Education and Childhood conference, organised around the SIGs. It is envisaged that there will be monthly SIG research seminars to which all students in the course will be invited to attend. In each module we will emphasise the research methods employed in the creation of articles etc. and use this as an unobtrusive means of teaching critical interrogation of sources and research methods. This combines with the 'spine', as shown above, whereby we will have common guest speaker sessions to link with research. This in turn, combined with students being automatically part of the relevant Special Interest Group (SIG) and being invited to SIG events, serves to underline the research-based underpinning of each Pathway. A separate RM module is therefore largely obviated by the research-based emphasis above. Skills for Learning, and other web-based resources, will also be employed to teach any relevant research methods. The proposal for the dissertation will be informally assessed.

Thumbnail sketches of some possible student routes through the programme: Student A has taken the NQT module and enrols on the MA with interest in Policy. She joins the Policy SIG Student A takes Perspectives and Coaching and Mentoring in her first year. In her second year, as she already has 20CP from the NQT module, she takes the Policy Pathway module. Her third year is devoted to a dissertation on some aspect of Policy. Student A’s dissertation is a high standard and she is invited to submit a proposal for the EdD. Her dissertation supervisor works with her to produce an academic article from the dissertation. Interested in Inclusion, Student B arrives after a PGCE with 60cp and goes straight into the second year of the programme, taking 40cp from the Inclusion column and joining the Inclusion SIG. His second year is devoted to a dissertation on some aspect of Inclusion. Student C already has NPQH and is interested in Leadership and Management as a specialism. She joins the L+M SIG and takes Perspectives and Coaching and Mentoring in her first year. In her second, she applies for, and is granted, RPL on the basis of her NPQH and takes the reflective practitioner module. Her third year is devoted to a dissertation on some aspect of L+M. The retrospective autoethnography which results from her Professional Development module is refined with the help of her tutor and submitted to a journal of educational leadership. Student D applies for the course already equipped with a PGCE that gives him 60CP and having done the NQT module. He enters directly into the second year and takes one 20CP module in Social Change, joining the Social Change SIG, In his next year, he works on a dissertation on some aspect of Social Change. Through joining the relevant Special Interest Group, students are invited to research seminars which are timed to maximise possible attendance. Students are encouraged to think in terms of publishable outputs and SIG leaders and dissertation supervisors work with them to realise this possibility where the student work has been of sufficient standard. Articulation with the Doctorate in Education (EdD) Following achievement of 120 credits, students are able to progress into the final part of the course; namely, the dissertation. For this, they will be allocated a supervisor who will work closely with them, assisting in the selection of the topic and guiding them in the pursuit of their research and the creation of the dissertation. The students who after one semester of dissertation supervision show, in the opinion of the supervisor, sufficient promise in the development of the research project will be invited to apply to transfer to the EdD programme and to do so at the next intake of that programme. In the event that the student finds the EdD programme to be too advanced, they will have the option of reverting back to the MA. Learning and Teaching

Details relating to contact hours and other key information sets (KIS) are available on the course page of our Online Prospectus on our website.

Learning and Teaching Approaches The course supports the University approach to Learning and teaching strategies as set out in the Learning & Teaching Strategy document http://www.leedsbeckett.ac.uk/staff/files/Learning_and_Teaching_Strategy.pdf We are committed to the following values as set out in that document, being: Inspiring: We share our values and ideas with passion, energy and commitment, supporting all to achieve their potential. Creative: We stimulate innovation, imagination and discovery, generating challenging and original ideas. Enterprising: We identify and maximise opportunities using our resources widely and building on our strengths. Purposeful: We are clear as to our shared plan and committed to delivering this efficiently and effectively. Respectful: We are inclusive, supportive and ethical in our behaviours and actions, actively valuing diversity. Professional: We expect and uphold high standards, leading by example with integrity and responsibility Learning and Teaching Values We are committed to: (a) Putting our students at the centre of our activities and providing a flexible and relevant curriculum with excellent teaching and learning. (b) Providing a welcoming, inclusive, supportive and caring environment and preparing our students for employment and life.

(c) Engaging, valuing and developing our diverse community of colleagues.

(d) Ensuring that teaching is informed by research and/or expert professional practice with contributions from our Professors, Readers and expert professionals. The learning and teaching on the MA in Education degree places the student at the centre of the experience by fostering an inclusive, supportive and challenging environment. Through a curriculum which is informed by research and professional practice students will develop the required skills, knowledge and experience. The course will focus on developing sound knowledge of the subject (content) ample opportunities to apply their learning whilst enhancing learning through problem solving approaches. The learning approaches will develop students’ independent learning capability and critical thinking skills as well as prepare them for employment. Learning and teaching approaches will be continually improved using feedback from mid and end of module evaluations, peer review, focus groups, enhancement and development

days and module development days. This will ensure that the students’ learning experience is continually enhanced by supporting the professional development needs of the academic members of staff who will facilitate the learning experience. Students will be engaged through a variety of teaching and learning approaches whilst studying the MA in Education degree. Challenging and authentic tasks will be used to stretch the student’s capabilities in real world learning and assessment resulting in a deeper approach to learning. The following learning and teaching strategies will used across the modules. Students will attend interactive lectures where they will be expected to contribute having done some preparatory reading in advance

Students will participate in tutorials where they will work in small groups to engage with learning activities

Students will work independently to research the relevant literature predominantly using electronic databases and search engines.

Students will complete directed activities/ formative assessments which will inform the content of scheduled sessions, providing opportunities for feedback.

The blend of learning approaches will involve a combination of face-to-face facilitated learning, online learning and self-study which will differ by module and across levels. See course structure and module templates for examples. Learning and Teaching Activities The course supports the University position that an inclusive environment is one that is (i) non-discriminatory, appropriate, and transparent to each student we recruit; (ii) respects and values the perspectives and experiences each individual can offer; (iii) promotes values and practices associated with inclusive attitudes and behaviours in others. The course will normally be normally delivered using small group tutorials, seminars, and lectures, with support from the VLE and from visiting speakers. There are also opportunities for students to participate in peer-led discussions and presentations. In addition, the course leader publishes a monthly e-newsletter. In these ways, the course develops a community in which everybody can choose to be visible, valued and respected for their unique individuality. It encourages and enables students to be curious about others and engage in respectful discussion, debate, collaborative work and research, with other people and to explore their ways of viewing the world. Course materials and activities represent a range of cultural perspectives and/or practices by, for example, including photographs of a diverse population, and avoiding stereotypical views.

We ensure that all students feel welcomed into the course and do we work to ensure that all students feel welcoming towards ‘others’ on the course, by for example, encouraging communication between students using MyBeckett; offering opportunities for students to link with each other to give peer-group learning sets; issuing a monthly newsletter to staff and students involved on the course

We ensure (through such things as the Course and Module handbooks, the monthly newsletter, and through face-to-face contact) that our students know who to ask for specialist help

We take account of different learning preferences, learning styles, and disabilities when designing the way a module/course is delivered by, for example, ensuring that deaf students have a specialist typist; that materials are presented appropriately; that a range of teaching styles are used; that guidance on academic writing and referencing are given; that feedback is supportive.

Our assessments take account of these differences, as opportunities are given for some variation in assessment types, consistent with the demands of students studying such a course.

The scheduling of postgraduate Master’s assessment and postgraduate timetabling consider, for example, the needs of part-time students, students with particular caring responsibilities or their religious calendars. For example, teaching sessions are normally held at weekends, and tutorials are often held in twilight sessions, or at particular times of the week to suit the needs of professionals employed full-time or part-time. Care has also been taken to arrange session so that they do not conflict with other religious occasions. Assessment deadlines are set in consultation with students to ensure that they are sensitive to their employment needs as well as consistent with university requirements. Graduate Attributes (UG only) N/A Use of the Virtual Learning Environment The University has a single Virtual Learning Environment, Blackboard Learn, which is supported by a team consisting of administrators and technical support staff, trainers, and media staff. This is branded as MyBeckett within the University and supports the University's Assessment, Learning & Teaching Strategy in respect of technology enhanced learning. In this course, each module has a site, on which are placed learning resources, links and selected readings. In addition, there is a ‘whole-course’ Group site, to which all students studying on the course, an appropriate academic and other support staff have access. This provides a location for course-wide communication, and for locating documents on, for example, referencing and academic writing, presentation of dissertations, newsletters, and so on.

The course uses the VLE and wider online community to support, enhance & link face to face with online materials and to provide a space for students to communicate with each other and the course team. Students are introduced to the VLE in induction week which includes small group work to ensure they can access and navigate effectively. Personal tutors and module leaders check specific aspects of VLE use and proficiency as part of module delivery and formatively assessed activities. Modules will use the VLE and online delivery in a variety of ways which include:

A repository for teaching materials to support face to face delivery which may include module handbooks, lecture slides, work books, multimedia elements, reusable learning objects, digitised readings, work sheets, past exam papers and placement handbooks

Electronic submission of assignments using the VLE via formative Turn-It-In drafts and summative submissions.

Synchronous and asynchronous interactions online such as FAQs, discussion boards and chat rooms to support student learning outside of the classroom and to enable students to support each other and establish a course ‘community’.

Communicating with students using a selection of electronic media via consistent channels

Requesting submissions from students in a range of formats such as properly-formatted essays/reports, presentations, posters, blogs and other forms

Conducting online formative assessments

Monitoring student engagement through level of engagement in online activities and usage statistics

Providing formative and summative feedback to students on an individual or group level in a selection of formats including electronic and audio feedback

Encouraging students to identify and evaluate other electronic resources from a range of sources internally and externally that may support their studies further

Encouraging staff & students to engage in subject-specific professional networks and professional debate on and offline.

The course will use a blended learning approach across all modules. The approach will involve a combination of face-to-face facilitated learning, online learning and self-study which will differ by module. The remaining hours will then be made up of a mixture of online learning and self-study. It is expected that students would be provided with readings and directed activities to support their learning within the classroom. The blend of these approaches will differ by module. Use of Blended-Learning Delivery is supported by technology, where the VLE is used to support face-to-face delivery. The VLE will be used to support face-to-face delivery as appropriate for the other modes of delivery.

Assessment Strategy

The course will include a varied diet of assessment. Examples include peer feedback; oral presentations; essays; reports and the dissertation. Care has been taken not to overburden the course with assessment types that are problematic for students studying part-time, often at some distance from the university. A full range of summative assessments will be specified on the MATs.

Feedback on Assessed Coursework

Formative feedback to students will be given both orally and in written form. Advice is given on such things as content and developing criticality; thematic structure, referencing and other aspects of academic writing.

Summative feedback will be provided as soon as possible but normally no later than four working weeks after the assessment deadline. Details will be included in Module Handbooks.

Students are given detailed written feedback on the University pro-forma. This includes a section detailing points for development. Tutorials are offered for any student who wishes to have oral feedback and advice, or when this is considered advisable by the module tutor/Course Leader.

In addition, individual and small-group tutorials are held to provide formative and summative feedback.

Module Assessment Methods

Module Titles Co

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3,0

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1,0

00

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Pre

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Pra

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5,0

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3,5

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y

Educational Provision and the Right to Education: Critical perspectives on theory, policy and practice, level 7

40 20 20 20

Coaching and Mentoring, level 7

75 25

Developing the Reflective Practitioner, level 7

100

Reflecting on Professional Practice, level 7

100

Social History of Education and its Practices, level 7

75 25

Leadership and Management, level 7

100

Inclusion and Special Education: Critical Perspectives in International Contexts, level 7

80 20

Education for Social Change: Digital Literacies, level 7

80 20

Policy and Practice, level 7

40 20 20 20

Independent Study A, level 7

100

Independent Study B, level 7

100

Learning from professional development (40 CP)

100

Learning from professional development (60CP)

100

Dissertation, level 7

Y 100

Employability and Professional Context

The course includes opportunities for students to discuss their professional experiences as part of the learning activities and as part of their assessment. Students are provided with opportunities to use appropriate reflective frameworks so that they can incorporate their own experiences into their learning.

Opportunities are built into the course to link to other professional qualifications such as those offered by the National College for Teaching and Leadership (e.g. NPQH), and (on completion of the necessary bridging assignment) for those qualifications to earn credit points at Level 7. Students are encouraged, where they have the potential, to explore further opportunities for study at doctoral level (see F43 below).

The programme is aligned to providing opportunities for those participants undertaking: -

National Professional Qualification for Middle Leadership (NPQML)

National Professional Qualification for Senior Leadership (NPQSL)

National Professional Qualification for Headship (NPQH)

Work-Related Activities

N/A

Placement or Work-Related Activity Level: N/A

Placement or Work-Related Activity Length in Weeks: N/A

Type of Placement or Work-Related Activity: N/A

Reference Points used in course design and delivery

All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses).

We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA website at http://www.qaa.ac.uk/reviews-and-reports

We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the FHEQ (UK),

ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.

Student Support Network

If you have a question or a problem relating to your course, your Course Administrator is there to help you. Course Administrators works closely with academic staff and can make referrals to teaching staff or to specialist professional services as appropriate. They can give you a confirmation of attendance letter, and a transcript. You may also like to contact your Course Rep or the Students’ Union Advice team for additional support with course-related questions.

If you have any questions about life at our University in general, call into or contact the Student Hub on either campus to speak to our Student Experience Team. This team, consisting of recent graduates and permanent staff, are available to support you throughout your time here. They will make sure you have access to and are aware of the support, specialist services, and opportunities our University provides. There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one in Campus Central at Headingley. You can also find the team in the Gateway in the Leslie Silver Building at City Campus. The telephone number is 0113 812 3000, and the e-mail address is StudentHub@leedsbeckett.ac.uk.

Within MyBeckett you will see two tabs (Support and Opportunities) where you can find online information and resources for yourselves. The Support tab gives you access to details of services available to give you academic and personal support. These include Library Services, the Students’ Union, Money advice, Disability advice and support, Wellbeing, International Student Services and Accommodation. There is also an A-Z of Support Services, and access to online appointments/registration.

The Opportunities tab is the place to explore the options you have for jobs, work placements, volunteering, and a wide range of other opportunities. For example, you can find out here how to get help with your CV, prepare for an interview, get a part-time job or voluntary role, take part in an international project, or join societies closer to home.

No. Detail of modification (Provide a brief description of the modification and where the Course Specification has been updated)

Date Effective (Indicate the academic year ofentry and course level(s) to which the modification willapply)

No. Detail of modification (Provide a brief description of the modification and where the Course Specification has been updated)

Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply)

Example Assessment changed from examination to presentation in Module X, see section entitled Module Assessment Methods.

Level 5 from September 2018-19 entry

v2 Distance Learning (PT) delivery; blended delivery and distance mode of study; and additional cohort of Jan 2017 entry added.

From January 2017