QAA (2010, updated 2015) Master’s Degree characteristics (The Framework for Higher Education Qualifications in England, Wales and Northern Ireland )
University of Chester
Acedemic and Professional Programmes Postgraduate MAB
Wednesday 22nd July 2015
The MA Educational Practice (Mathematics) programme is a practice-focused qualification which aims to help teachers and other educational practitioners to extend their professional skills and abilities at Masters level. It aims to develop the capacity to critically engage with practice in order to improve it through systematic enquiry and engagement with research, literature, policy and curriculum frameworks.The programme aims to aims to build on practitioners' previous knowledge and experience through a progressive and personalised professional learning framework.There is an emphasis throughout the modules on the development of pedagogical practice.
The educational aim of the MA Educational Practice (Mathematics) specialist route for teachers is to provide an opportunity to develop skills and knowledge of:
· Engaging and enriching mathematics lessons
· Practical and physical mathematics learning models
· How children learn mental mathematics
· Realistic mathematics learning models
· Misconceptions in mathematics
· Creativity in teaching and learning mathematics
· Developing effective collaborations to improve teaching and learning in mathematics
· Developing expertise in improving your practice through enquiry
Participants will develop and demonstrate professional standards and skills at Masters Level in critical reflection and systematic enquiry. It will enable them to select, critically engage with, evaluate and apply to their practice the research, literature and policy frameworks for pedagogical practice, curriculum development, collaborative working and leadership. Learning activities will include a mix of strategies combining elements such as lectures, group discussions and learning conversations through the use of a virtual learning environment (VLE), action research/work related enquiries, workshops, presentations, practical tasks, individual tutorials and focused work-based practice, as appropriate for each individual module. Learning activities are designed to encourage critical engagement with literature, theory and research and analysis of and reflection on professional practice
Make effectual use of professional learning to assess impact on practice (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
Critically reflect on their own professional practice and make modifications to their practice which are informed by research (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208).
Intellectual and cognitive skills will be developed through subject specific modules and those designed with subject and practice-based content specifically for the programme. Intellectual and cognitive skills will be developed through analysis and reflection on the school-based and school-related learning experiences which are central to the programme. Exemplar learning outcomes include the ability to:
critically analyse the current knowledge base underpinning specific areas of their teaching and, as a consequence of this analysis, demonstrate further development of knowledge relating to their practice (CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059);
critically evaluate approaches, methodologies and practices used in schools and other educational settings and identify how these might be enhanced (CD7033, CD7059, CD7032, CD7208, CD7219, CD7212);
review critically published literature and demonstrate how current working practices might be informed and enhanced by relevant research and/or contemporary developments in evidence-based practice (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7216, CD7217, CD7219, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208).
One of the primary aims of this programme is to enable students to develop and demonstrate their application of a range of transferable professional skills through school-based or school-related learning. Examples include:
The qualifications offered are in line with QAA (2010, updated 2015) Master’s Degree characteristics (The Framework for Higher Education Qualifications in England, Wales and Northern Ireland ) 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 Educational Practice (Mathematics) degree. It has a Postgraduate Certificate (PG Cert) and Postgraduate Diploma (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.
To be eligible for the award of the MA Educational Practice (Mathematics) participants must complete at least one of the following three modules. Additionally they must focus on a relevant area of research in their Research Design and Dissertation modules.
How children learn Mathematics
Engaging and enriching Mathematics education
Embedding Master in Mathematics Education
Exit awards are:
PG Cert in Educational Practice (Mathematics)
PG Diploma in Educational Practice (Mathematics)
To receive the award of Masters in Educational Practice (Mathematics) the student must achieve:180CAT points at Level 7 The University of Chester permits the following interim exit awards: Postgraduate Diploma in Educational Practice : 120 CAT points at Level 7 Postgraduate Certificate in Educational Practice : 60 CAT points at Level 7
For a PG Cert in Educational Practice (Mathematics) participants must complete two of the above modules plus one other 20 credit module from the MA Educational Practice general programme. For a Diploma in Educational Practice (Mathematics) participants must complete three of the above modules plus three other 20 credit modules from the MA in Educational Practice general programme.
The programme is structured to allow flexibility for participants particularly those who will want to import credits from previous study. Each of the following modules is optional except the Dissertation and the Research Design module (CD7032). Each term two options will be available to allow for some flexibility for those bringing in accreditation for prior learning. The majority of the modules carry 20 Level 7 credits with the exception of ED7110 and CD7059 which both carry 40 credits.The Dissertation carries 60 credits and is compulsory.
Typically the delivery structure will be three modules per year.
Term 1 CD7217 How children learn Mathematics
Term 2 CD7216 Engaging and enriching Mathematics education
Term 3 CD7219 Embedding Master in Mathematics Education
Any two modules may be offered that academic year from the from the suite of modules including:
CD7201 Professional Development Review
CD7202 Coaching Principles, Processes and Skills
CD7709 Complex behavioural difficulties:theory and practice
CD7203 Teaching, learning and assessment
CD7204 Curriculum development
CD7205 Inclusive practice
CD7602 Leadership theory into practice
CD7207 Understanding child development and learning
Plus CD7032 Research Design
In Year 3 participants will study and the dissertation module (CD7208).
The majority of students will be able to bring in credits from their PGCE qualifications or other professional qualifications. They may also be able to obtain credit for experiential learning undertaken as part of their professional practice.
Developing HE Teaching Practice for Tutors from Other Educational Sectors
60 credits at Level 7 entitles the student to the exit award of Postgraduate Certificate Educational Practice (Mathematics)
120 credits at Level 7 entitles the student to the exit award of Postgraduate Diploma Educational Practice (Mathematics)
180 credits at Level 7 entitles the student to a Masters degree Educational Practice (Mathematics)
To gain the award of Master of Arts in Educational Practice (Mathematics) students must complete either CD7032 Research Design or CD7033 Practitioner Enquiry. This is a compulsory requirement of the award.
Participants must have a first degree, 2:2 or higher and be working in a school or other learning environment. Applicants with other degree classes will be considered through interview.
For international students: Minimum requirement IELTS level 6.5.
Qualifications at Masters level are awarded to students who have demonstrated:
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;
a comprehensive understanding of techniques applicable to their own research or advanced scholarship;
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;
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:
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;
demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
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 teacher 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;
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.
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;
Procedures for submission of work;
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.
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 the MA Educational Practice (Mathematics) 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.
The programme aims to further improve teacher quality to raise standards in education, narrow gaps in attainment and give children better life chances. The intention to provide masters qualifications to teachers was first identified in 'Being the best for our children' (DCSF, 2008).
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.
Back - to previous page Print - launches the print options panel