University of Chester

Programme Specification
Education in Society MA
2016 - 2017

Master of Arts

Education in Society

Education in Society

University of Chester

University of Chester

University of Chester Riverside Campus

Postgraduate (Taught)

Full-time and Part-time

Classroom / Laboratory, Distance,

3 years

6 Years

Triannual - January - May - September

N/A

L433

No

17a. Faculty

17b. Department

Education & Children's Services Academic and Professional Programmes

QAA (2015) Master's degree characteristics

Faculty of Education and Children's Services Academic and Professional Programmes Postgraduate Module Assessment Board

Friday 17th June 2016

The MA Education in Society provides students with the critical tools to research and develop a specialist focus on specific areas of interest, whilst at the same time making them aware of the importance of the broad range of contexts, with an emphasis on understanding the contexts within which they are situated, that have a significant impact on the implementation and ramifications of any educational agenda and practice.

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

  1. Promote scholarship of practitioners around current knowledge and to develop a critical understanding of education in different contexts;       
  2. Cultivate original thinking of practitioners relating to contemporary debates around education and the development of an educated society;        
  3. Facilitate critical reflection of professional practice linking to theory and policy at different levels;       
  4. Stimulate research and enquiry into education in a wide range of contexts;        
  5. Influence change in educational provision in line with the changes driven by contemporary issues.

 

All modules on this Programme are designed to enable students to develop skills to:

  • Critically engage with theoretical frameworks and literature
  • Harness insights into subject knowledge  
  • Critically reflect on 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 

All modules on this Programme are designed to enable students to develop skills to:

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

All modules on this Programme are designed to enable students to develop skills to:

  • Select and use appropriate research methodology, methods and applications for data handling
  • Use ICT to support their academic development
  • Use the university’s VLE to access information

All modules on this Programme are designed to enable students to develop skills to:

  • Work academically and professionally with others
  • Engage in group presentations and disseminations
  • 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 National Framework for Higher Education Qualifications (2015).

The programme is at Level 7 of the FHEQ. It has a Postgraduate Certificate (PG Cert) and a 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, and at 40 Credit Accumulation Transfer (CAT) points and 20 European Credit Transfer (ECT) points; the dissertation is at 60 CAT and 30 ECT points. The taught modules earn 20 CAT points and 40 CAT points and attract thirty-five hours and seventy hours of tutor contact time respectively through lectures, tutorials, seminars and online learning.

Apart from the dissertation, two other modules are specific to this Programme, namely Approaches to Education (CD7513) and Approaches to Research (CD7512)

Students studying in part-time mode normally take three years to complete an MA within a maximum registration period of 6 years.

Students on the MA Education in Society will choose from a variety of modules that best meet their own areas of interest and development. This choice will be from a list of modules that will already be running within the suite of MA programmes that coincide with students’ studies, and not from the complete list of all possible modules from MA programmes within the Faculty: this will insure that students on the MA Education in Society will be taught with students from other MA education programmes within the Faculty.  Economies of scale will therefore be a significant factor in determining module availability.  A key aspect of the MA Education in Society are the weekly tutorials that students will receive from the Programme Leader.  As well as providing students with regular opportunities to discuss their work and progress, the tutorials are designed to encourage students to contextualize module content and its application in relation to their own practice and expectations for development.  In this way students will form a consistent and coherent view of their overall studies, despite taking a variety of different modules, as they progressively acquire their own research skills and educational insights as they travel through the Programme.

Mod-Code Level Title Credit Single
CD7014 7 Origins and theory of autism 20 Optional
CD7015 7 Pedagogical models of working with autism 20 Optional
CD7023 7 Professional Induction 20 Optional
CD7036 7 Critical Practice Single 20 Optional
CD7059 7 Extended Practitioner Enquiry 40 Optional
CD7202 7 Coaching Principles, Processes and Skills 20 Optional
CD7203 7 Teaching, Learning and Assessment 20 Optional
CD7204 7 Curriculum Development 20 Optional
CD7205 7 Inclusive Practice 20 Optional
CD7207 7 Understanding Child Development and Learning 20 Optional
CD7208 7 Dissertation 60 Comp
CD7210 7 Enhancing Scientific Knowledge and Understanding 20 Optional
CD7211 7 Subject Knowledge and the Science Classroom 20 Optional
CD7212 7 Practitioner Enquiry in Science to Enhance Expertise 20 Optional
CD7213 7 Engaging and enriching education through children's literature 20 Optional
CD7214 7 Linguistics for Teachers of English 20 Optional
CD7215 7 English and the new literacies 20 Optional
CD7216 7 Enriching and Engaging Mathematics Education 20 Optional
CD7217 7 How Children Learn Mathematics 20 Optional
CD7219 7 Embedding Mastery in Mathematics Education 20 Optional
CD7301 7 Engagement with Creative Practice 40 Optional
CD7304 7 The Elite Expert/Pedagogue 20 Optional
CD7308 7 Reflexive Practice 20 Optional
CD7309 7 Researching Creative Practices 20 Optional
CD7310 7 Cultural Organisations 20 Optional
CD7311 7 Intercultural Dimensions of Creative Practice 20 Optional
CD7401 7 Identifying and Assessing Learners with Dyslexia 20 Optional
CD7402 7 Learning and Teaching Strategies for Learners with Dyslexia 20 Optional
CD7403 7 Teaching Learners with Dyslexia 20 Optional
CD7404 7 Dyslexia: Wider Issues and Debates 20 Optional
CD7405 7 Dyslexia in Secondary, Further and Higher Education 20 Optional
CD7406 7 The Adult with Dyslexia 20 Optional
CD7407 7 The Ethics and Rationale of Psychometric Assessment 20 Optional
CD7408 7 Psychometric Assessment and Individual Learning 20 Optional
CD7409 7 Evaluation of Psychometric Assessment 20 Optional
CD7410 7 Teaching Learners with Dyscalculia/Numeracy Difficulties 20 Optional
CD7501 7 Marginalisation: Structure, Agency and Society 20 Optional
CD7502 7 Inclusion and Marginalisation through Autism 40 Optional
CD7503 7 Inclusion and Marginalisation through Language 40 Optional
CD7504 7 Marginalisation through personal, and familial and development 40 Optional
CD7505 7 Inclusion and Marginalisation: Psychoanalytic frameworks 40 Optional
CD7506 7 Inclusion and Marginalisation: Ethnography 40 Optional
CD7507 7 Inclusion and Marginalisation: Policy 40 Optional
CD7512 7 Approaches to research 20 Comp
CD7513 7 Approaches to education 20 Comp
CD7601 7 Leading in Faith Schools 20 Optional
CD7602 7 Leadership Theory into Practice 20 Optional
CD7603 7 Power, Politics and Policy in Educational Leadership 20 Optional
CD7604 7 Creativity, Innovation and Leadership 20 Optional
CD7605 7 The Psychology of Leadership 20 Optional
CD7606 7 Leading Change in Schools 20 Optional
CD7607 7 Leading Governance in Schools 20 Optional
CD7608 7 Globalisation of Education 20 Optional
CD7609 7 Systems Leadership 20 Optional
CD7610 7 Leading Change in Faith Schools 20 Optional
CD7701 7 Professional Knowledge and Understanding 20 Optional
CD7702 7 Leading and Managing Provision 20 Optional
CD7703 7 Developing a Positive Ethos and Culture 20 Optional
CD7704 7 Evaluating Specific Learning Difficulties 20 Optional
CD7705 7 Reimagining Special Educational Needs Beyond Labels 20 Optional
CD7706 7 Emotions and Attachment in Learning Relationships 20 Optional
CD7707 7 Advanced Practice in Speech, Language & Communication Needs 20 Optional
CD7708 7 Severe and Profound Cognitive Difficulties in Contemporary Practice 20 Optional
CD7709 7 Complex Behavioural Difficulties: Theory and Practice 20 Optional
CD7710 7 Aspects and Impact of Neurodiversity in Education, Training and Employment 20 Optional
CD7711 7 Adapting to Specific Needs in Education, Training and Employment 20 Optional
CD7712 7 Enabling Access to Education, Training and Employment 20 Optional
CD7714 7 Promoting and managing positive learner behaviour 20 Optional
CD7715 7 Key Issues and Concepts in Hearing Impairment 20 Optional
CD7716 7 Teaching, learning and planning for hearing impaired learners 20 Optional
CD7717 7 Social, emotional development and well-being in learners with hearing impairment 20 Optional
CD7718 7 International perspectives of special education 20 Optional
ED7109 7 Negotiated Study 1 20 Optional
ED7110 7 Negotiated Study 2 40 Optional
ED7701 7 Professional Practice: a pedagogy and curriculum for the early years 20 Optional
ED7704 7 The 21st Century Child 20 Optional
ED7705 7 Leadership and Management in Early Childhood 20 Optional
ED7708 7 Technology and Childhood 20 Optional
ED7709 7 Children and Communities 20 Optional
ED7710 7 The Developing Child (0-5 Years) 20 Optional
HE7012 7 Developing HE Teaching Practice for Tutors from Other Educational Sectors 20 Optional

  • 60 credits at Level 7 entitles the student to a Postgraduate Certificate in Education in Society
  • 120 credits at Level 7 entitles the student to a Postgraduate Diploma in Education in Society
  • 180 credits at Level 7 (60 of which must be through a dissertation) entitles the student to a Masters Degree  in Education in Society

The MA Education in Society is open to both graduates and non-graduates with professional experience although applicants will normally be graduates. Non-graduates will be invited for interview.

Applicants will normally be employed in the education sector or be involved in work that may be considered broadly educational, such as working for a charity for vulnerable adults.  It is possible for applicants who are not in work to undertake the Programme.

International students will need to evidence a recent IELTS score of no less than 6.5.

There are no QAA benchmark statements for postgraduate study specific to Education. The MA Education in Society draws on and extends the QAA (2015) Master's degree characteristics at Level 7 assuring the achievements represented by the qualification are appropriate and represented consistently.

This qualifications at Masters level is 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 the Education and Society field of study, and 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 relation to Education in Society;      
  • Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in relation to Education in Society;
  • An ability 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 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;      
  • Be able to demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional level;       
  • Continue to advance their knowledge and understanding, and to develop new skills to a high level;        
  • 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 blended approaches to learning and teaching:

  • University-based Modules- These modules are held at the University in technology rich environments through a series of weekends schools. 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.

Students who successfully engage in the MA Education in Society 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 learning, teaching, and educational provision. 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 settings and practice. Their professional integrity will have been affirmed and they will have secured a professional confidence to embrace and manage change and to lead others, should they choose.

Graduates from the MA Education in Society Programme will be able to choose from one or more of the following progression routes:

  • Remain as a practitioner within the context of education;
  • Gain promotion within areas that are allied to and deliver and develop educational provision;
  • Move to work in Higher Education as a teacher or researcher;
  • Move to work in a range of situations, for example, social work, research, and family support.

The political drive to raise the qualifications and skills of educators is reflected in the MA in Education in Society.

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.

All participants in and contributors to the Programme will be encouraged to become involved in the development, management, delivery and evaluation of the effectiveness of the Programme. Students are allocated a Personal Academic Tutor (PAT) who will:

  • Act as the student's contact with the University
  • Maintain an overview of a student's academic progress
  • Provide academic advice and guidance to students
  • Provide specific advice regarding module choice and review academic progress. This can be provided by face-to-face tutorial(s), email tutorial(s) or telephone tutorial(s)
  • Discuss academic strengths and areas which need development based on examples of work
  • Develop a relationship based on shared knowledge of the student's progress
  • Assist in completing the e-Portfolio, if required
  • Provide a reference, if required, based on information provided by the student

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