University of Chester

Programme Specification
Teaching and Learning (English) MA
2014 - 2015

Master of Arts

Teaching and Learning (English)

Teaching and Learning (English)

University of Chester

University of Chester

Riverside Campus and Parnet Schools

Continuing Professional Development

Part-time

Residential and Open,

3 years

6 Years

Variable

X370

Yes

17a. Faculty

17b. Department

Education & Children's Services Academic and Professional Programmes

National Framework for Higher Education Qualifications

University of Chester

PG Awards Assessment Board

Sunday 1st May 2011

The MA in Teaching and Learning programme aims to provide a coherent, personalised and progressive framework for the professional learning and career development of teachers. The programme is focused on supporting teachers in developing their practice to enable all children and young people to reach their potential. It aims to build on teachers’ previous training and experience through a progressive professional learning framework.

The Schools White Paper, ‘The Importance of Teaching’ announced plans to introduce ‘a competitive national scholarship scheme to support the professional development’ of teachers, giving them ‘the opportunity to deepen their subject knowledge and renew the passion which brought them into the classroom’. This became the National Scholarship Scheme to Support Professional Development 2011/12 and applications were to be submitted in September 2011 with financial bursaries being offered around December 2011.  The National Scholarship Scheme provides awards of up to £3,500 and is open to all teachers in England who are currently employed in eligible schools with qualified teacher status (QTS). The scholarship focuses on four main priority areas: Maths, English, Science and Special Educational Needs (SEN). The rationale for introducing this specialist pathway is to be attractive to successful applicants of the National Scholarship Scheme as well as other English and Literacy educators who may not have scholarship funds. This is one of three specialist pathways; the other two being MA in Teaching & Learning (Science) and MA in Teaching & Learning (Maths).  More information about the scheme can be found on:

 http://www.tda.gov.uk/teacher/developing-career/national-scholarship-fund-for-teachers.aspx

The educational aim of the MA in teaching & Learning (English) specialist route for teachers is to provide an opportunity to develop skills and knowledge of:

  • Linguistics and applied linguistics
  • Phonology, morphology, semantics, syntax, pragmatics
  • Why teachers of English need to be knowledgeable about linguistics.
  • The range and scope of the application of linguistics to the teaching of English.
  • How much more there is to literacy than phonics.
  • Genre and gender: characteristics of children’s literature.
  • Literature across the curriculum.
  • Writing children’s literature.

    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


Knowledge and Understanding

  • 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
  • Application, reflection and modification of practiceinformed by practice-based and professional expertise.



Thinking or Cognitive Skills
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:
  • contextualise their role within the school and review critically their own perspective on their practice;
  • analyse critically the current knowledge base underpinning specific areas of their teaching and, as a consequence of this analysis, demonstrate further development of school-based (tacit) knowledge;
  • evaluate critically approaches, methodologies and practicesused in schools and identify how these might be enhanced;
  • 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;
  • demonstrate logical thought, interpretation and application in school-based/related settings;
  • make critical use of research evidence;
  • formulate valid conclusions that link theory to practice;
  • think independently about essential issues, concepts and ideas.




Practical Skills
  • Professional school-based skills and processes are central to the programme.
  • Refine the kinaesthetic skills required of a teacher to teach cross-curricular.




Key Skills
Communication
  • Write to academic standards required atlevel 7
  • Engage in meaningful debate and critical discussion
  • Read critically
  • Synthesise written and oral information
  • Maintain a learning journal
  • Application of Number
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
  • Working with others
  • Problem solving
Improving own learning and performance
  • Critically reflect on own professional practice and those of the school in which they work
  • Develop new pedagogical and leadership skills
  • Use initiative and manage own learning
  • Make independent use of supervision
Working with others
  • Due to the school-based nature of the programme, students routinely work with other members of their school in various ways.
  • 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



Transferable Professional Skills
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:
  • curriculum innovation
  • leadership and management
  • research
  • decision making



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.

To be eligible for the award of the MA in Teaching & Learning (English) participants must complete all of the following three modules.  Additionally they must focus on a relevant area of research in their dissertation module.

  • Linguistics for teachers of English
  • Engaging and enriching education through children's literature
  • English and the new literacies

Exit awards are:

  • PG Cert in Teaching & Learning (English)
  • PG Diploma in Teaching & Learning (English)

For a PG Cert in Teaching & Learning (English) participants must complete two of the above modules plus one other 20 credit module from the MA in Teaching & Learning general programme (see list below).  For a Diploma in Teaching & Learning (English) participants must complete three of the above modules plus three other 20 credit modules from the MA in Teaching & Learning general programme (see list below).

The rest of 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. Each term two options will be available to allow for some flexibility for those bringing in accreditation for prior learning.  Each module is at Level 7 (M) and is 20 credits except the Dissertation which is 60 credits. 

1.    Professional Development Review

2.    Coaching

3.    Teaching, learning and assessment

4.    Curriculum development

5.    Inclusive practice

6.    Collaboration & Leadership

7.    Understanding development and learning

8.     Dissertation

 Typically the delivery structure will be three modules per year.

Year 1

  • Linguistics for teachers of English
  • Engaging and enriching education through children's literature
  • English and the new literacies

Year 2

 Any three modules offered that academic year from the following modules:

  • Professional Development Review
  • Coaching
  • Teaching, learning and assessment
  • Curriculum development
  • Inclusive practice
  • Collaboration & Leadership
  • Understanding development and learning

In Year 3 participants will study the dissertation module. This is the only core module in this programme.

The APL rules for the University of Chester for Postgraduate Study apply.

Mod-Code Level Title Credit Single
CD7023 7 Professional Induction 20 Optional
CD7032 7 Research design 20 Optional
CD7033 7 Practitioner enquiry 20 Optional
CD7036 7 Critical Practice Single 20 Optional
CD7201 7 Professional Development Review 20 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
CD7206 7 Collaboration and Leadership 20 Optional
CD7207 7 Understanding Child Development and Learning 20 Optional
CD7208 7 Dissertation 60 Comp
CD7213 7 Engaging and enriching education through children's literature 20 N/A
CD7214 7 Linguistics for Teachers of English 20 Comp
CD7215 7 English and the new literacies 20 Comp

The MA in Teaching and Learning(English) is a Masters level qualification.
To receive the award ofMasters in Teaching and Learning (English)the student must achieve:180CAT points at Level 7
The University of Chester permitsthe following interim exit awards:
Postgraduate Diploma in Teaching and Learning: 120 CAT points at Level 7
Postgraduate Certificate in Teaching and Learning: 60 CAT points at Level 7
Exit awards are:

  • PG Cert in Teaching & Learning (English)
  • PG Diploma in Teaching & Learning (English)
For a PG Cert in Teaching & Learning (English) participants must complete two of the English specialist modules plus one other 20 credit module from the MA in Teaching & Learning general programme (see list below). For a Diploma in Teaching & Learning (English) participants must complete three of the Englishspecialist modules plus three other 20 credit modules from the MA in Teaching & Learning general programme.

Participants must have a first degree and be working in a school or other learning environment related to English education.

All students on the MA in Teaching & Learning (English) programme will normally be qualified teachers. There is no mechanism for ascertaining the age of MA in Teaching and Learning students.

Participants on the Programme must have a CRB check.  It will be the responsibility of the school or setting they are in to undertake the CRB check.

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

  1. 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;          
  2. a comprehensive understanding of techniques applicable to their own research or advanced scholarship;        
  3. 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;         
  4. 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 will be delivered at either a University of Chester campus or, where viable, off-campus in a school. 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

MA in Teaching and Learning (English) 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 method of teaching is:

  • Blended learning; a combination of on-line and face-to-face contact


The assessments within the programme are generally designed to focus on a work-based product or process that is part of the normal work and development of the participant and is integral to a range of professional practice. The participant will produce for each module a critical commentary through writing or another presentational format that includes engagement with, evaluation and application of relevant literature and theory. The critical commentary will report on a small-scale empirical investigation with clear conclusions leading from a systematic collection and analysis of data or it will develop a conceptual argument in relation to their developing practice.

A number of different assessment formats are completed by participants, planned through negotiation of the learning contract, in order to enable them to demonstrate the required range of professional and subject based knowledge and skills. 

There are eleven assessment methods. Assessment tasks are selected from these elevenby the tutor to best assess the learning outcomes for the module.  All assessments are linked to the University’s level 7 assessment and marking criteria

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

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.

Assessment method H

Assessment task: 

Part 1

A presentation of a review of an academic paper (from a peer reviewed journal)  exploring the relationship between learning and development (notional 2000 words)          

Part 2

A position paper challenging an aspect of contemporary education and society. (3000 words).

5000 words (20 CAT points)

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

 Module learning outcomes to be addressed : all

Re-assessment

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

  

Assessment Method I

Part 1

A critical analysis of the role of children's literature in the teaching of English (3000 -4000 words)

Part 2

One of the following (1000-1500 word equivalent)

1. A pitch to a publisher and a synopsis of a children's story/novel.

2. A critical analysis of one or more recent, bestselling children's novels, identifying, with reference to reading, the characteristics leading to their success.

Module learning outcomes to be addressed: all

Weighting : 75% Part 1; 25% Part 2.

Re-assessment

Where an overall pass grade of 40% has not been achieved, each part will be re-submitted.

Assessment Method J

Part 1 2000-3000 word critical analysis of the participant's chosen development focus or foci.

Part 2 2000-2500 word equivalent dialogical assessment, presentation or peer reviewed lesson(s) and critical reflection. (20 CAT points).

Module Learning Outcomes to be addressed: all Weighting 100% covering all module outcomes.

Re-asessment:

Where an overall pass grade of 40% has not been achieved, the failed component will be re-submitted.

 Assessment Method K

Component 1

Presentation followed by viva demonstrating enhanced subject knowledge in chosen aspect of science - 3000 words (notional).

 Component 2Annotated portfolio critically reflecting on importance and development of subject knowledge – 2000 words (notional.)

Module learning outcomes: all

Reassessment

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

The Dissertation

15000 Wordage does not include bibiographies, appendices or abstract.

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 Level 7 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.

Work is submitted and assessed electronically.  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.

All work is first marked by the module tutor. 25% of work is moderated unless the number of submitted assignments is fewer than 6, in which case, all work is moderated.

Where there is disparity between the first and second moderator, 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.

Students who engage in the MA in Teaching & Learning (English) 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.

None.

Back - to previous page  Print - launches the print options panel