University of Chester

Programme Specification
Education MA
2016 - 2017

Master of Arts

Education

Education

University of Chester

University of Chester

University of Chester campuses;  educational and professional settings

Continuing Professional Development

Part-time

Classroom / Laboratory,

6 years

6 Years

Variable - Variable

X370

No

17a. Faculty

17b. Department

Education & Children's Services Academic and Professional Programmes

National Framework for Higher Education Qualifications

University of Chester

Continuing Professional Development

Tuesday 22nd July 2008

To secure professional learning consistent with a Masters level philosophy, the programme aims to:

1. promote scholarship.

2. cultivate original thinking.

3. facilitate critical reflection.

4. stimulate research and enquiry.

5. influence impact and change.

 


 
· Critically engage with theoretical frameworks and literature
· Harness insights into subject knowledge
· Critically review the ways in which research methodology supports professional enquiry
· Apply critical considerations when undertaking research
· Make effectual use of professional learning to assess impact on practice 


















· Make critical use of research evidence
· Formulate valid conclusions that link theory to practice
· Think independently about essential issues, concepts and ideas

Practical Skills
· Refine the kinaesthetic skills required of, for example, music, drama, D&T and art

Application of Number
· Select and use appropriate research methodology, methods and applications for data handling
Information Literacy and Technology
· Use the university’s VLE to access information
· Use electronic research skills
· Access data bases for research and information
· Use the University’s e portfolio to maintain a professional learning journal
Improving own learning and performance
· Critically reflect on professional practice
· Develop new pedagogical and leadership skills
· Use initiative and manage own learning
· Make independent use of supervision
Working with others
· Engage in group presentations and disseminations
· Work with professional colleagues to share ideas, research and good practice
Problem solving
· Generate and apply new knowledge
· Analyse complex concepts


· Write to academic standards required at M level
· Engage in meaningful debate and critical discussion
· Read critically
· Synthesise written and oral information

The qualifications offered are in line with QAA (2001) The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) and are compliant with the Integrated Qualifications Framework for the Schools Workforce.

The programme is at Level 7 of the FHEQ and the IQF and leads to a Master of Arts (Education) degree. It has Postgraduate Certificates (PG Cert) and Postgraduate Diplomas (PG Dip) as exit points. Participants may exit with credit for single modules. Modules are at 20 Credit Accumulation Transfer (CAT) points and 10 European Credit Transfer (ECT) points or 40 CAT points and 20 ECT points; the dissertation is at 60 CAT and 30 ECT points.

Central CPD courses are held at the University or at a location central to participants. The Central provision includes taught, Fixed Content modules, Independent Study modules and supervision for students studying for a dissertation.

Most taught Central modules earn 20 CAT points and attract eighteen hours of tutor contact time through lectures, workshops and seminars. Participants may take up to two Independent Study modules at 20 CAT points each during their programme of study. These may be components of a PG Cert or a PG Dip and may also contribute to a named award. Independent Study modules attract two hours of individual tutor time, which can be face-to-face, or online.

Students have three years to complete a PG Cert, four years for a PG Dip and six years to complete an MA. They may follow a named Pathway or combine modules from any Pathway to achieve a generic award.

Named Pathways

The MA (Education) is the generic award and there are two additional named pathways:

· MA (Education) Inclusive Practice

· MA (Education) Leadership and Management

Credit accumulation for a named award

In order to gain a named award students must successfully complete two thirds of the required credit of the award, in that subject.

· For an MA (named), 120 CAT points in the subject, 60 of which must be through a dissertation which takes the subject area as its focus.

· For a PG Dip (named), 80 CAT points in the subject area.

· For a PG Cert (named), 40 CAT points in the subject area.

Academic credits gained in modules, not in the subject of the Pathway, may contribute to the named award if the topic of the assignment is subject focused. In this case, both the assignment title and the assignment content MUST indicate the subject focus.

In the case of a PG Cert, where 40 CAT points have been completed in one subject area, the award can be named - for example, Postgraduate Certificate (Education) Subject Leadership; Postgraduate Certificate (Education) Mathematics or Postgraduate Certificate (Education) Science.

Mod-Code Level Title Credit Single
CD7023 7 Professional Induction 20 Optional
CD7031 7 Critical practice 40 Optional
CD7032 7 Research design 20 Optional
CD7033 7 Practitioner enquiry 20 Optional
CD7034 7 Dissertation 60 Optional
CD7035 7 Dissertation 80 80 Optional

In order to gain a named award students must successfully complete two thirds of the required credit of the award, in that subject.
· For an MA (named), 120 CAT points in the subject, 60 of which must be through a dissertation which takes the subject area as its focus.
· For a PG Dip (named), 80 CAT points in the subject area.
· For a PG Cert (named), 40 CAT points in the subject area.
Academic credits gained in modules, not in the subject of the Pathway, may contribute to the named award if the topic of the assignment is subject focused. In this case, both the assignment title and the assignment content MUST indicate the subject focus.
In the case of a PG Cert, where 40 CAT points have been completed in one subject area, the award can be named - for example, Postgraduate Certificate (Education) Subject Leadership; Postgraduate Certificate (Education) Mathematics or Postgraduate Certificate (Education) Science.

The programme is open to both graduates who hold a good degree and non-graduates with professional experience. Non-graduates may be admitted to the award-bearing aspects of the programme by virtue of a professional qualification and a compulsory interview with the Programme Leader. 

The Programme operates within the parameters set by the  Department for Education (DfE) supporting teachers to deliver national requirements. There are no QAA benchmark statements for postgraduate study in Education.

Qualifications at Masters level are awarded to students who have demonstrated:

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

II. a comprehensive understanding of techniques applicable to their own research or advanced scholarship;

III. originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in their discipline;

IV. conceptual understanding that enables the student:

to evaluate critically current research and advanced scholarship in the discipline and

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

Typically, holders of the qualification will be able to:

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

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

c) continue to advance their knowledge and understanding, and to develop new skills to a high level;

and will have the qualities and transferable skills necessary for employment requiring:

the exercise of initiative and responsibility;

decision –making in complex and unpredictable situations; and

the independent learning ability required for continuing professional development.

 

The programme adheres to the central University Learning and Teaching Strategy. From this, the Faculty of Education and Children’s Services have developed a local level response in the form of the Faculty Learning, Teaching, Assessment Improvement and Development Plan. This commits to pedagogical principles which include:     

  • Promoting professional engagement and reflective practice;      
  • Encouraging independent and autonomous learning;         
  • Supporting continuing professional development;     
  • Valuing students' professional experience and prior learning;        
  • Supporting diversity and personalised learning;       
  • Encouraging dynamic and participative learning;
  • Promoting collaborative learning;
  • Encouraging Internet and Web-based approaches;         
  • Supporting reflective and Practitioner enquiry.

For further details, please access:

https://portal.chester.ac.uk/lti/Documents/UOCLearningandTeachingStrategy.pdf

The programme includes a range of approaches to learning and teaching:

  • University-based Modules- These modules are held at the University in technology rich environments. A range of methodologies are employed which take account of best practice and maximise active learning, sensitive to the learning styles and needs of students. These methodologies include lectures, seminars, group work, directed tasks, independent research and individual, group tutorials and blended learning.
  • Independent Learning -Independent Learning is a philosophy of education which students are encouraged to adopt. It includes the opportunity to work with a supervising tutor who offers support as students work towards completing assessment tasks but is fundamentally a more over-arching concept about an autonomous approach to work.
  • Electronic Support Materials - The Virtual Learning Environment (VLE) is an essential feature of the Programme. Each module has a dedicated module site where key information about the module and a range of materials and interactive elements to support learning and assessment, is available.
  • Electronic Tutorial Support – Students are able to contact their module tutor or module supervisor by email whenever they wish. Tutors will endeavour to respond to student queries within 3-5 days but often sooner. Tutorial support includes face-to-face tutorial support meetings and the opportunity for students to engage with online tutorial support. Individual tutorials can also be offered using a range of technologies such as Skype and Facetime.  This is an important feature of the Programme as it enables students who may not live in close proximity to the University to access tutorial support remotely.

The programme strives to maintain a diverse assessment palette and rigorous, consistent assessment practices which aims to enable students to demonstrate their skills, knowledge and understanding in a variety of ways.

Handbooks

All modules have a handbook that complies with University and Faculty Guidelines. All handbooks are available to students on the dedicated module space on Moodle (The University's VLE).

The module handbook includes:       

  • Module aims and learning outcomes;       
  • Outline content;       
  • Assessment method;       
  • Procedures for submission of work;        
  • Recommended reading;
  • Appropriate grading criteria;
  • Links to relevant documentation and University Policy eg. The Diversity and Equality Policy, The Disability, Gender and Race Equality Scheme, guidance on regulations governing the assessment of students.

Marking

All assessed work is graded according to a percentage scale 0-100 using the University's grading criteria linked to the appropriate QAA requirements All marking procedures comply with the central University Assessment Policies. Feedback to students is available electronically using the Turnitin and Grademark systems. Feedback on the work is intended to identify strengths and points of development. Assignments are not pre-marked.  Students may receive formative, verbal feedback on plans or on a specified amount of work identified by the tutor.

Assessment criteria are communicated to students through Programme and Module handbooks with specific assignment guidance explaining the important features of each assignment.

 

 

Students who engage in Chester’s CPD masters programme will become reflective practitioners and critical thinkers who can articulate their views with confidence and conviction. They will have expert knowledge of the political arena of education. They will have read widely and engaged with theoretical frameworks which have challenged their values, beliefs and understanding. They will have become confident researchers, finding solutions to challenges in their professional setting and practice. Their professional integrity will have been affirmed and they will have become sufficiently professionally secure to confront and manage change and to lead others, should they choose.

Based on previous trends, graduates from the CPD programme might expect to take one or more of the following routes:

1. Remain in teaching.

2. Gain promotion within teaching.

3. Move to an LA's advisory service.

4. Move to work in Higher Education - either part or full time.

5. Move to work in situations other than teaching – for example, social work, research, childcare, bookshops, libraries, publishing, theatre

The University of Chester is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.

 

Each negotiated, school-based and independent, module is approved by the CPD (Education) Approval Panel operating on behalf of the Faculty of Education and Children’s Services Board of Studies.

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