University of Chester

Programme Specification
Managing Behaviour and Emotion PGCert
2014 - 2015

Postgraduate Certificate

Managing Behaviour and Emotion

Managing Behaviour and Emotion

University of Chester

University of Chester

In Schools

Continuing Professional Development

Part-time

Residential and Open,

3 years

3 Years

Variable - January - April - September

X370

No

17a. Faculty

17b. Department

Education & Children's Services Academic and Professional Programmes

None

CPD

CPD

Tuesday 1st April 2008

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

  • promote scholarship.
  • cultivate original thinking.
  • facilitate critical reflection.
  • stimulate research and enquiry.
  • influence impact and change.

As well as the achievement of the generic outcomes for the MA (Education) this programme will achieve the following:
For Modules 1 and 2
Engage reflectively with the emotional aspects of own experience of learning
Critically examine how the life experiences of children, such as trauma, abuse and neglect, impact on their ability to learn
Develop insight into how dysfunctional early attachment affects healthy emotional development
Critically explore how psychodynamic approaches can empower teachers in working with children who display behaviours linked with emotional issues
Critically reflect on own professional engagement with children who display challenging behaviour and emotional responses
Critically examine how children and young people who challenge can disturb the stability of professionals workign in schools
Critically analyse recent and current frameworks for principles and practice
Develop insights into the psychology of why behavioural approaches can be effective

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. The Postgraduate Certificate is comprised of three modules 20 Credit Accumulation Transfer (CAT) points and 10 European Credit Transfer (ECT) points or 40 CAT points C Participants may exit with credit for single modules.

Mod-Code Level Title Credit Single
CD7011 7 Emotional aspects of teaching and learning 20 Optional
CD7016 7 Behavioural approaches for the management of teaching and learning 20 Optional
CD7033 7 Practitioner enquiry 20 Optional

The PG Cert is at 60 CATs points
In order to gain a named award, Postgraduate Certificate in Managing Emotion and Behaviour students must successfully complete two thirds of the required credit of the award, in the subject, in this case achievemtent of CD7011 and CD7106. The third module may vary.

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. Only applicants for specific named pathways must hold Qualified Teacher Status. 

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 
  • 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.

Chester CPD works within the framework of the University’s Teaching and Learning Strategy which defines four strategic aims:

to develop successful learners;

to design inclusive curricula;

to promote excellence in teaching practice;

to build institutional capacity for change.

The programme also reflects the Learning and Teaching Strategy for the Faculty of Education and Children’s Services which commits to pedagogical principles that:

promote professional engagement and reflective practice;

encourage independent and autonomous learning; and

support continuing professional development.

and to principles of teaching that:

value students’ professional experience and prior learning;

support diversity and personalised learning;

encourage dynamic and participative learning;

promote collaborative learning;

encourage Internet and Web-based approaches; and

support reflective and Practitioner enquiry.

The main methods of teaching are:

Lectures

Tutor led seminars

Group sessions

Individual tutorials

Independent study

Formative progress feedback is available during the modules.



CPD adheres to the Assessment Policy of the Faculty of Education and Children’s Services. The programme adheres to the University’s policy for the assessment of students with disabilities or special circumstances.

General principles

Work is returned to students by post within four weeks of submission.

Extensions or deferrals can be granted if students produce documentary evidence of mitigating circumstances in support of their request.

Appeals against assessment decisions can logged in accordance with the University’s academic appeals regulations.

Handbooks

All modules have a handbook or module agreement.

All handbooks are available to students in hard copy and are posted into a dedicated module space on Sharepoint  (The University’s VLE).

The module handbook includes information on:

module aims and learning outcomes

outline content

assessment method (outlined below) which includes weighting

dates and procedures for submission of work

recommended reading session by session

M level assessment criteria

information about plagiarism

policy on late submission

regulations relating to extensions and deferments

regulations on appeals against assessment decisions

Marking

All assessed work is graded according to a percentage scale 0-100% using the University’s level 7 grading criteria linked to the QAA requirements for level 7.

Feedback to students is typed using a standard pro-forma. Feedback is given against the module learning outcomes and the M level criteria. Areas for improvement and development are presented as targets. Feedback on the work is intended to identify strengths and points of development. All students complete an assignment front cover sheet on which they describe how they have addressed previously identified targets.

Each module requires students to attend at least one tutorial during the course of the module. The module tutor acts as the Personal Academic Tutor (PAT). The Co-ordinator for CPD can also act as PAT if students choose.

Written work is not pre-marked. Written annotations on a students’ finished work are made in pencil. Grammatical, spelling and punctuation errors are underlined and marked in the margin. For dissertations, students can receive feedback on plans or on a first draft, but tutor feedback will not be provided for the ‘Implications’ or ‘Conclusion’ chapters.

A distinction grade is awarded for work marked at 70% + and a fail is awarded for work marked at below 40%. Work between 20% and 39% can be resubmitted.

Students may submit work anonymously using their student number, notwithstanding that anonymity is not always achievable as students are known to tutors and some assessment modes involve face to face assessments. Every effort is made to ensure that marking is objective. All work is first marked by the module tutor. 25% of work is second marked unless the number of submitted assignments is fewer than 6, in which case, all work is second marked.

Where there is disparity between the first and second marker, a third marker adjudicates. All dissertations are double marked by the supervisor and then by another marker. A third marker marks anonymously and blind without the previous markers’ feedback comments. All work which attracts a distinction or fail grade is second marked. A representative sample of work is sent to an external examiner and includes all fails and distinctions.

There are seven assessment methods. Assessment tasks are selected from these seven by the lecturer to best assess the learning outcomes for the module. Where practicable, this will be in negotiation with the participants. Where this is a School based module the assessment task will be decided at the project module planning stage.

All assessments are linked to the University’s level 7 assessment and marking criteria

All programme modules will use one of the following seven assessment methods (A to G):

Assessment method A

Assessment task:

An essay.

Total words: 4000-5500 (20 CAT points)

Module learning outcomes to be addressed:

100% of the marks will be awarded for the essay.

Where an overall grade of 40% has not been achieved, resubmission will be of the whole assignment.

Assessment method B

Assessment task:

A research report

Total words: 4000-5500 (20 CAT points)

Module learning outcomes to be addressed:

100% of the marks will be awarded for the report.

Where an overall grade of 40% has not been achieved, resubmission will be of the whole assignment.

Assessment method C

Assessment task

Part 1 An annotated portfolio - 3000 words (notional).

Part 2 A critical commentary - 2000 words (+-10%).

5000 words (20 CAT points)

Module learning outcomes to be addressed:

100% of the marks will be awarded together for the two parts.

Where an overall grade of 40% has not been achieved, both parts 1 and 2 will be resubmitted.

Assessment method D

Assessment tasks

Part 1 Sketchbook - 3000 words (notional).

Part 2 Dialogical assessment - 2000 words (notional)

5000 words (20 CAT points)

Module learning outcomes to be addressed:

50% of the marks will be awarded for each of the two parts.

Where an overall grade of 40% has not been achieved, whichever part or parts have failed will be resubmitted.

Assessment method E

Assessment tasks

Part 1 Presentation plus viva – 3000 words (notional).

Part 2 Annotated portfolio – 2000 words (notional.)

5000 words (20 CAT points)

Module learning outcomes to be addressed:

50% of the marks will be awarded for each of the two parts.

Where an overall grade of 40% has not been achieved, whichever part or parts have failed will be resubmitted.

Assessment method F

Assessment tasks

Part 1 An exhibition – 3000 words (notional).

Part 2 Annotated portfolio – 2000 words (notional).

5000 words (20 CAT points)

Module learning outcomes to be addressed:

50% of the marks will be awarded for each of the two parts.

Where an overall grade of 40% has not been achieved, whichever part or parts have failed will be resubmitted.

Assessment method G

Assessment tasks

Part 1 Performance – 3000 words (notional).

Part 2 Video – 2000 words (notional).

5000 words (20 CAT points)

50% of the marks will be awarded for each of the two parts.

Where an overall grade of 40% has not been achieved, whichever part or parts have failed will be resubmitted.

The Dissertation

12000 - 16500

Wordage does not include bibiographies, appendices or abstract.

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.It is significant to note that promotion to management posts in schools is dependent now upon gaining the NPQH award.

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