INSTITUTE OF EDUCATION
EDUCATION STUDIES NETWORK
MA (Hons) Education Studies MA (Hons) Education Studies (English Language Teaching)
MA (Hons) Education Studies (Lifelong Learning)
UNIT SPECIFICATIONS
Submitted for Periodic Review on 17th January 2012
Page 1
CORE UNIT ALL PROGRAMMES
UNIT CODE 22MV0001
UNIT TITLE Research Methods in Education
UNIT ABBREVIATION
RME
LEVEL OF STUDY 7
CREDIT VALUE 30 ECTS VALUE 15
HOME DEPARTMENT
Institute of Education
UNIT COORDINATOR
KEYWORDS
UNIT LEARNING OUTCOMES
On successful completion of this unit students will be able to: 1. Critically analyse key methodological and theoretical issues in educational
research 2. Reflect critically on their own theoretic assumptions underpinning their
individual research 3. Position their own research and study in its academic context, with respect
to both its disciplinary and theoretical approaches 4. Produce a detailed Dissertation Proposal including an initial literature review
and a completed ethical checklist
SUMMATIVE ASSESSMENT
Element (highlight final element)
Type Weighting Learning outcomes assessed
1 Essay 50% 1, 2, 3 2 (Final) Dissertation
Proposal 50% 3, 4
EMPLOYABILITY AND SUSTAINABILITY OUTCOMES
Outcomes Element of
Assessment Analyse real world situations critically
Demonstrate professionalism and ethical awareness
2
Communicate effectively using a range of media
Apply teamwork and leadership skills
Manage own professional development reflectively
Page 2
Find, evaluate, synthesise and use information
1,2
Work within social, environmental and community contexts
Use systems and scenario thinking
2
Engage with stakeholder/interdisciplinary perspectives
1,2
ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT
Assessment 1: Essay: (3,000 words) A critical exploration of the relationship between specific theoretical or methodological perspectives and their own research interests Assessment 2: Dissertation Proposal: (3,000 word equivalent) The Dissertation Proposal will include an Initial Literature Review and an Ethics Checklist
ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
The programme specific grade criteria for assessment (as detailed in the Masters Level Programme Handbook) apply to this unit. In addition the following threshold level criteria apply:
Assessment 1: The Essay Threshold Criteria: The Essay will (1) provide a sustained and critical exploration of one aspect of the student’s proposed methodology ; (2) Should be informed by appropriate academic reading (at least ten sources) and be referenced using the Harvard convention , (3) Demonstrate an ability to think pragmatically and logically in a consideration of issues related to (but not limited to): ethics/politics, the theoretical and philosophical basis of research and issues of validity. Assessment 2: Dissertation Proposal Threshold Criteria: The Dissertation Proposal will (1) conform to a standard format that (2) will include the following:
• Title • Research rationale • Aims • Hypothesis • Research questions. • Theoretical framework • Sources/Resources required • Inital Literature Review • Methods • Ethics Checklist • Strategies for overcoming possible problems • Intended Structure of Dissertation • Work schedule • Indicative Bibiography
NON STANDARD
Page 3
MINIMUM PASS MARK OUTLINE OF THE UNIT
BRIEF SUMMARY The unit will introduce students to the complex and challenging process of research in education
INDICATIVE CONTENT
There will be a consideration of : • The contested nature of social inquiry: examining competing paradigms of
social research • Differing conceptions of education • The principles of educational research and the educative nature of
educational research • Ethical issues in educational research • Generic research skills, such as library and IT use • Literature Reviews • The process of generating research questions • The processes of inquiry: methodological frameworks ‐ Ethnography, Case
Study, Feminist Methodologies, quantitative frameworks • Methods of data generation through watching, asking questions, using
incidental data • Methods of data analysis
LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING ACTIVITY
Type of Activity
%
Summative assessment
25%
Directed study
20%
Student‐centred learning
55%
MANDATORY LEARNING & TEACHING REQUIREMENTS
The unit may also be delivered in an intensive summer school block plus online sessions. Students completing the unit will be expected to:
- Attend all sessions of the intensive block course. - Complete all online tasks and activities. - Actively engage in independent reading and learning related to the
unit.
LEARNING RESOURCES
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ESSENTIAL READING Burton, D. and Barlett, S. (2009) Key Issues for Education Researchers. London: Sage
Somekh, B. and Lewin, C. 2005. Research Methods in the Social Sciences. London: Sage
ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY
Opie, C. 2004. Doing Educational Research, London, Sage
Payne,G. and Payne, J. 2004. Key Concepts in Social Research, London: Sage
SPECIAL ICTS REQUIREMENTS
Interactive Whiteboard and Web access
ANY OTHER ADDITIONAL RESOURCES
Alaszewski, A. 2005. Using Diaries for Social Research. London: Sage
Blaxter, L., Hughes, C. & Tight, M. 2001. How to Research, 2nd Edition, Maidenhead: Open University Press/McGraw Hill Education
Cohen, L., Manion, L. & Morrison, K. (Eds). 2000. Research Methods in Education, 5th edition, London, Routledge
Crotty, M. 1998. Foundations of Social Research. London: Sage Publications
Hughes, C. (2002) Key Concepts in Feminist Theory and Research. London: Sage.
Maclure, M. 2004. Discourse in Educational and Social Research Berkshire: Open University Press
Schostak, J. 2004. Understanding, Designing and Conducting Qualitative Research, Berkshire: Open University Press
Schostak, J. 2005. Interviewing and Representation in Qualitative Research Projects (conducting Educational Research) Maidenhead: Open University Press.
Silverman, D. 2004. Doing Qualitative Research: A Practical Handbook, 2nd Edition, London: Sage
Silverman, D. 2001. Interpreting Qualitative Data, London: Sage
Woods, P.1986. Inside Schools: Ethnography in Educational research, London: Routledge and Kegan Paul
Yates, L. 2004. What Does Good Education Research Look Like? Berkshire: Open University Press
Yin, R.K. 1994. Case Study Research: Design and Methods. London: Sage
ADMINISTRATION
JACS CODE 22MV
DATE OF APPROVAL
DATE OF MOST RECENT CONSIDERATION:
September 2011
UNIT EXTERNAL Dr Elizabeth Newman
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EXAMINER
UNIT ASSESSMENT BOARD
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CORE UNIT ALL PROGRAMMES
UNIT CODE 22MV0002
UNIT TITLE Global Perspectives in Education
UNIT ABBREVIATION
GPE
LEVEL OF STUDY 7
CREDIT VALUE 30 ECTS VALUE 15
HOME DEPARTMENT
Institute of Education
UNIT COORDINATOR
Jane Bates
KEYWORDS
UNIT LEARNING OUTCOMES
On successful completion of this unit students will be able to: 1. Critically evaluate the role of education in selected social, national and
cultural contexts through a comparison of national education systems 2. Explore and discuss cultural variation in educational practice 3. Locate, interpret and critically analyse data and information from a range of
sources relating to the study of education and educational issues in a comparative context
4. Present and discuss ideas in both an oral and a written format
SUMMATIVE ASSESSMENT
Element (highlight final element)
Type Weighting Learning outcomes assessed
1 Comparative Essay and Seminar Presentation
100% 1,2,3,4
EMPLOYABILITY AND SUSTAINABILITY OUTCOMES
Outcomes Element of
Assessment Analyse real world situations critically
1
Demonstrate professionalism and ethical awareness
Communicate effectively using a range of media
1
Apply teamwork and leadership skills
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Manage own professional development reflectively
Find, evaluate, synthesise and use information
1
Work within social, environmental and community contexts
Use systems and scenario thinking
Engage with stakeholder/interdisciplinary perspectives
1
ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT
Assessment: Comparative Essay and associated Seminar (5,000 word equivalent). The Comparative Essay will provide a critical comparison of an aspect of /or an issue facing at least two education systems studied in the unit. The Seminar Presentation to the group will present a summary of the findings of the research into the topic they have chosen as a focus for the Comparative Essay.
ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
The Comparative Essay and Seminar Presentation
Threshold Criteria : It will demonstrate: • A critical understanding of the role of education in selected social,
national and cultural contexts through a comparison of national education systems
• An ability to explore and discuss in a written and oral form cultural variation in educational practice
• An ability to locate, interpret and critically analyse data and information from a range of sources relating to the study of education and educational issues in a comparative context and to use this analysis to construct a coherent argument
- Will be word processed and of an appropriate length and will: - Relate to its title - Be clearly written and structured - Demonstrate the contribution of further reading and thinking
and the use of research evidence • An ability to instigate and manage a discussion The work will be submitted as one item with 60% of the allocated mark for the Assessment being derived from the Comparative Essay, the remaining 40% from the Seminar presentation
Summative feedback will be provided detailing how effectively the learning outcomes for the assessment have been met and detailing areas for improvement, A clear indication of the level of achievement mapped against the programme specific grade criteria (as detailed in the Masters Level Programme Handbook) will be provided. In addition, formative feedback (either verbal or written) detailing areas for future improvement and development. will be provided either to the individual or to the cohort as appropriate.
NON STANDARD
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MINIMUM PASS MARK OUTLINE OF THE UNIT
BRIEF SUMMARY The unit will enable students to explore comparative educational approaches and key contemporary national, international and global issues and debates in education
INDICATIVE CONTENT
Students will be introduced to key, contemporary issues and debates in education at both a national, international and global level. It is expected that the topics/issues will vary from year to year, however a consideration will be given to:
• Globalisation in education • International and Comparative education as an area of scholarship
and research • The role of organisations like the World Bank, OECD, the UN and
UNICEF in Education • International Assessment ‐ PIAAC, PIRLS, PISA, and TIMSS • Comparisons of early years, primary, secondary and higher education
systems, philosophies and practice and how these are influenced by cultural background, values and attitudes
• Education for sustainable futures ‐ Peace Education and Global Citizenship
• Teacher Education
LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING ACTIVITY
Type of Activity
%
Summative assessment
25%
Directed study
20%
Student‐centred learning
55%
MANDATORY LEARNING & TEACHING REQUIREMENTS
The unit may also be delivered in an intensive summer school block plus online sessions. Students completing the unit will be expected to:
- Attend all sessions of the intensive block course. - Complete all online tasks and activities. - Actively engage in independent reading and learning related to the
unit.
LEARNING RESOURCES
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ESSENTIAL READING Mattheou, D. 2010. Changing Educational Landscapes: Educational Policies, Schooling Systems and Higher Education – A Comparative Perspective. London: Springer.
ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY
Arnove, R. F. and Torres, C. A. 1999. Comparative Education: The Dialectic of the Global and the Local. London: Rowman & Littlefield.
Burbules, N.C. and Torres, C.A. 2000. Globalisation and Education : Critical Perspectives. London: Routledge Falmer. .
SPECIAL ICTS REQUIREMENTS
Interactive Whiteboard and Web access
ANY OTHER ADDITIONAL RESOURCES
Arthur, J. and Davies, I. 2010. The Routledge Education Studies Reader. London: Routledge
Bignold, W. And Gayton, L. 2009. Global Issues and Comparative Education. Exeter: Learning Matters.
Curtis, W. And Pettigrew, A. 2010. Education Studies Reflective Reader. Exeter: Learning Matters.
Phillips, D. and Schweisfurth, M. 2008. Comparative and International Education: An Introduction to Theory, Method and Practice. London: Continuum.
Ward, S. and Eden, C. 2009. Key Issues in Education Policy. London: Sage
Zadja, J. 2009. Globalization, Education and Social Justice. London: Springer
ADMINISTRATION
JACS CODE 22MV
DATE OF APPROVAL
DATE OF MOST RECENT CONSIDERATION:
May 2010
UNIT EXTERNAL EXAMINER
Dr Elizabeth Newman
UNIT ASSESSMENT BOARD
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CORE UNIT ALL PROGRAMMES
UNIT CODE TBC
UNIT TITLE Masters Level Dissertation
UNIT ABBREVIATION
MLD
LEVEL OF STUDY 7
CREDIT VALUE 60 ECTS VALUE 30
HOME DEPARTMENT
Institute of Education
UNIT COORDINATOR
Jane Bates
KEYWORDS
UNIT LEARNING OUTCOMES
On successful completion of this unit students will be able to: 1. Formulate research questions and use these as the basis for designing a
research study 2. Select and use appropriate methods within a chosen methodological
framework suited to the enquiry, 3. Collect, analyse and critically evaluate primary data and evidence from
secondary sources and to use them with discrimination 4. Interpret the outcomes of research and generate new knowledge 5. Complete a piece of individual research
SUMMATIVE ASSESSMENT
Element (highlight final element)
Type Weighting Learning outcomes assessed
1 Research record 25% 3 2 (Final) Dissertation Report 75% 1,2,3,4,5
EMPLOYABILITY AND SUSTAINABILITY OUTCOMES
Outcomes Element of
Assessment Analyse real world situations critically
1
Demonstrate professionalism and ethical awareness
Communicate effectively using a range of media
Apply teamwork and leadership skills
Manage own professional development reflectively
Page 11
Find, evaluate, synthesise and use information
1,2
Work within social, environmental and community contexts
2
Use systems and scenario thinking
Engage with stakeholder/interdisciplinary perspectives
2
ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT
Assessment 1: The Research Record (2,000 word equivalent) Assessment 2: The Dissertation Report (10,000 words)
ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
The programme specific grade criteria for assessment (as detailed in the Masters Level Programmes Handbook) apply to this unit. In addition the following threshold level assessment criteria will apply:
Assessment 1: The Research Record (2,000 word equivalent) Threshold Criteria : The Record will provide a collection of for example: interview transcripts, photographic data, video or audio‐recordings, observation notes etc which form the basis for the written report
Assessment 2:
The Dissertation Report (10,000 words) Threshold Criteria: The Report will contain:
• an abstract which summarises the contents of the report • the aims of the research study undertaken • a critical literature review of key related studies (research and policy) • a full description of the methods and/or methodology used • details of the results obtained • a discussion of how the dissertation research builds on the work already
undertaken • a concluding section on the conclusions drawn and implications of the
study for further research. In addition the Dissertation will:
• Draw together relevant concepts and theories from different disciplines in order to gain a better understanding of the context in which particular problems or opportunities arise;
• Provide evidence of the student’s ability to plan, carry out and present the findings from a coherent piece of original research drawing upon an appropriate methodology and using appropriate methods of data collection and analysis and engaging appropriately and effectively with ethical issues
• Provide evidence of the student’s ability to deal holistically with
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theoretical, conceptual and empirical data in interpreting research findings and generating new knowledge
• Provide evidence of the student’s ability to present and defend arguments based on theories, concepts and empirical evidence in matters relating to education and society;
• Make an original contribution to academic knowledge through their research.
Marks will be allocated as follows:
Research problem (10%): Formulation, Focus, Rationale
Use of theory (10%): Critical awareness of relevant theory, Analysis and evaluation, Grounding in theory
Literature review (20%): Range of reading, Relation to research question, Independent research
Methodology (25%): Appreciation of methodological issues, Rationale for research approach, Information gathering and analysis, Awareness of strengths and weaknesses, Awareness of ethical issues
Argument ( 25%) : Internal consistency, Use of information to sustain argument, Awareness of strengths and weaknesses
Presentation and expression (10%): Referencing, Presentation, Use of language
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT
BRIEF SUMMARY The Dissertation will provide evidence of a substantive piece of research carried out under supervision
INDICATIVE CONTENT
The Dissertation is the final assignment in the Masters programme and it is intended that it will be an individual and original piece of research at Masters Level, completed independently by the student under the guidance of an Dissertation Supervisor
LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING ACTIVITY
Type of Activity
%
Summative assessment
25%
Directed study
10%
Student‐centred learning
65%
Page 13
MANDATORY LEARNING & TEACHING REQUIREMENTS
LEARNING RESOURCES
ESSENTIAL READING Hart, C, (2005) Doing Your Masters Dissertation (Essential Study Skills Series). London, Sage.
ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY
Reading material specific to the topic of the Dissertation is dependent on the topic negotiated and will vary for each student. Supporting texts and guidance for producing extended assignments and research at Masters level will be provided in the Programme Handbook.
SPECIAL ICTS REQUIREMENTS
Interactive Whiteboard and Web Access
ANY OTHER ADDITIONAL RESOURCES
ADMINISTRATION
JACS CODE 22MV
DATE OF APPROVAL
DATE OF MOST RECENT CONSIDERATION:
May 2010
UNIT EXTERNAL EXAMINER
Dr Elizabeth Newman
UNIT ASSESSMENT BOARD
Page 14
OPTION UNIT MA EDUCATION STUDIES
UNIT CODE TBC
UNIT TITLE Diversity and Social Justice
UNIT ABBREVIATION
DSJ
LEVEL OF STUDY 7
CREDIT VALUE 30 ECTS VALUE 15
HOME DEPARTMENT
IOE
UNIT COORDINATOR
Dr Lorna Roberts
KEYWORDS Diversity, Social Justice, Inclusion, Identity, Marginalisation
UNIT LEARNING OUTCOMES
On successful completion of this unit students will be able to:
1. Critically evaluate key theories related to conceptions of social justice, prejudice and discrimination as well as the social, political, and economic mechanisms that perpetuate them.
2. Select and evaluate an appropriate range of sources from a variety of different media in order to explore issues of inequality.
3. Critically analyse how these issues impact upon the individual’s socialisation, beliefs and values.
4. Explain the impact of difference and diversity on a variety of marginalised social groups and their education.
5. Construct an evidence based critical account of the barriers such groups face and the role of the education system and the state in reproducing or challenging inequalities.
SUMMATIVE ASSESSMENT
Element (highlight final element)
Type Weighting Learning outcomes assessed
1 Group Project and individual critical reflection
50% LO2 LO3 LO4
2 Discursive Essay 50% LO1 LO5
EMPLOYABILITY AND SUSTAINABILITY OUTCOMES
Outcomes Element of
Assessment Analyse real world situations critically
1, 2
Demonstrate professionalism and ethical awareness
2
Page 15
Communicate effectively using a range of media
1
Apply teamwork and leadership skills
1
Manage own professional development reflectively
1
Find, evaluate, synthesise and use information
1 , 2
Work within social, environmental and community contexts
Use systems and scenario thinking
1
Engage with stakeholder/interdisciplinary perspectives
ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT
1. Group Project (50%) is equivalent to 2000 words. This will provide a visual and spoken account of the students’ understanding of key issues identified in the unit.
2. The Discursive Essay (50%) will provide a written critical analysis of key theories relating to social justice and identity. 3000 words
ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
1. Group Project Threshold criteria: there will be evidence of an ability to; (1) plan a and present a diversity awareness programme for a particular target audience; (2) creatively arrange content and methods to demonstrate understanding; (3) express an understanding of issues of diversity and difference in a form to be negotiated with a tutor; (4) work collaboratively in a group 2. The Discursive Essay Threshold criteria: there will be a clear logical structure and evidence of an ability to: (1) explore issues relating to concepts of difference and diversity and (2) relate such concepts to specific marginalised groups in society (3) express understanding of the barriers facing such identified groups (4) show awareness of the role of the state in reproducing or challenging inequalities (5) provide reference to appropriate supporting literature using the Harvard referencing system For both assignments summative feedback will be given, detailing how effectively the learning outcomes for the assessments have been met and detailing areas for improvement. A clear indication of the level of achievement mapped against the programme’s specific grade criteria (as detailed in the Programme Handbook) will be provided. In addition, formative feedback (either verbal or written) detailing areas for future improvement and development will be provided either to the individual or to the cohort as appropriate.
NON STANDARD MINIMUM PASS MARK
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OUTLINE OF THE UNIT
BRIEF SUMMARY This unit will explore the relationship between identity, social justice and education. It will provide theoretical frameworks to enable students to develop critical understanding of educational inequalities in relation to marginalised social groups and individuals.
INDICATIVE CONTENT
In the first part of the unit students will consider key themes and debates on the role of education in producing individual, group identities and social positionings. Students will be engaged in critical thought and discussion about issues of identity, difference and diversity, inclusion and exclusion in education. Students will also explore language and other forms of representation that contribute to stereotypical perceptions of themselves and others. In the second part of the unit students will progress onto applying appropriate theoretical perspectives to case studies of particular marginalised groups.
LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING ACTIVITY
Type of Activity
%
Summative assessment
25
Directed study
25
Student‐centred learning
50
MANDATORY LEARNING & TEACHING REQUIREMENTS
The unit may also be delivered in an intensive summer school block plus online sessions. Students completing the unit will be expected to:
- Attend all sessions of the intensive block course. - Complete all online tasks and activities. - Actively engage in independent reading and learning related to the
unit.
LEARNING RESOURCES
ESSENTIAL READING Adams, M., Blumenfeld, W., Castan�eda, R., Hackman, H., Peters, M. & Zúñiga, X. (eds.) (2010) Readings for Diversity and Social Justice. Abingdon: Routledge. Ayers, W., Quinn, T. and Stoval, D. (Eds) (2009) Handbook of social justice in
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education. London: Routledge.
Avis, J. (2007) Education Policy and Social Justice: Learning and Skills. London, New York: Continuum International Publishing. Freire, P. (1996) Pedagogy of the Oppressed. London: Penguin. Harvey, D. (2009) Social Justice in the City. Athens, London: The University of Georgia Press . Young, I. (1990) Justice and the Politics of Difference. Princeton, Princeton University Press. McCarthy, C., Crichlow, W., Dimitriadis, G. & Dolby, N. (eds.) (2005) Race, Identity and Representation in Education (2nd edition). London, New York: Routledge.
ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY
SPECIAL ICTS REQUIREMENTS
Interactive Whiteboard and Web access
ANY OTHER ADDITIONAL RESOURCES
Journals:
Social Justice British Journal of Sociology of Education Race Ethnicity and Education
Education, Citizenship and Social Justice ADMINISTRATION
JACS CODE 22MV
DATE OF APPROVAL
DATE OF MOST RECENT CONSIDERATION:
UNIT EXTERNAL EXAMINER
Dr Elizabeth Newman
UNIT ASSESSMENT BOARD
Page 18
OPTION UNIT MA EDUCATION STUDIES
UNIT CODE 22MV0005
UNIT TITLE Negotiated Course
UNIT ABBREVIATION
NC
LEVEL OF STUDY 7
CREDIT VALUE 30 ECTS VALUE 15
HOME DEPARTMENT
Institute of Education
UNIT COORDINATOR
Jane Bates
KEYWORDS
UNIT LEARNING OUTCOMES
On successful completion of this unit students will be able to: 1. Demonstrate that they can successfully manage and negotiate their own
learning through the completion of the negotiated assessment task(s) 2. Demonstrate the development and application of key skills such as problem
solving, communication, self motivation, perseverance, flexibility, adaptability, judgement through reflection both in and on action
SUMMATIVE ASSESSMENT
Element (highlight final element)
Type Weighting Learning outcomes assessed
1 100% ALL
EMPLOYABILITY AND SUSTAINABILITY OUTCOMES
Outcomes Element of
Assessment Analyse real world situations critically
1
Demonstrate professionalism and ethical awareness
1
Communicate effectively using a range of media
1
Apply teamwork and leadership skills
Manage own professional development reflectively
1
Find, evaluate, synthesise and use information
1
Work within social, environmental and community 1
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contexts Use systems and scenario thinking
1
Engage with stakeholder/interdisciplinary perspectives
1
ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT
The Assessment Strategy will be equivalent to 5,000 words and will be negotiated with the tutor to ensure that the learning outcomes can be achieved and that it is appropriate for the subject area.
The Assessment Strategy will be then be agreed by the Negotiated Unit Sub‐Committee and by the External Examiner.
ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
The programme specific grade criteria for assessment (as detailed in the Masters Level Programme Handbook) apply to this unit. In addition the threshold level assessment criteria will be tailored to suit the assessment task and will be detailed in the Learning Contract.
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT
BRIEF SUMMARY The unit provides an opportunity for flexible, self directed negotiated learning that will aid the student’s personal development and lead to an enhancement of their skills
INDICATIVE CONTENT
The agenda for the unit is established through negotiation between the student and the tutor. Typically students may:
• Use an existing unit as a skeleton for the subject area to be negotiated • Pursue a work based problem solving project or intervention • Pursue a particular area of academic or vocational interest
The content of the unit will be agreed by the Negotiated Unit Sub‐Committee of the Education Studies Postgraduate Programmes Committee and agreed by the External Examiner. Students should submit their proposal to the Sub‐Committee prior to study. If the proposal is agreed then a Learning Contract will be drawn up between the student and the tutor. The contract will detail: The unit aims The focus and content of the unit Duration of study Staff involvement Resource implications Assessment instruments and criteria Remediation processes
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• Copies of the Contract will be lodged with the Programme Leader, tutor, student and programme office
LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING ACTIVITY
Type of Activity
%
Summative assessment
25%
Directed study
10%
Student‐centred learning
65%
MANDATORY LEARNING & TEACHING REQUIREMENTS
Students will work closely with a specified tutor/s and will attend at regular intervals throughout the year for mandatory progress meetings and tutorials.
LEARNING RESOURCES
ESSENTIAL READING Anderson, G.; Boud, D. and Sampson, J. 1996. Learning Contracts: A Practical Guide. London: Routledge
Stephenson, J. Ed. 1998. Capability and Quality in Higher Education. London: Kogan Page The indicative student learning resources will vary dependent on the area of study
ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY
SPECIAL ICTS REQUIREMENTS
Interactive Whiteboard and Web Access
ANY OTHER ADDITIONAL RESOURCES
ADMINISTRATION
Page 21
JACS CODE 22MV
DATE OF APPROVAL
DATE OF MOST RECENT CONSIDERATION:
May 2010
UNIT EXTERNAL EXAMINER
Dr Elizabeth Newman
UNIT ASSESSMENT BOARD
Page 22
OPTION UNIT MA EDUCATION STUDIES UNIT CODE TBC
UNIT TITLE Principles of Leadership and Management
UNIT ABBREVIATION
PLM
LEVEL OF STUDY 7
CREDIT VALUE 30 ECTS VALUE 15
HOME DEPARTMENT
Institute of Education
UNIT COORDINATOR
Jayshree Henry
KEYWORDS Leadership, Management, Change, Motivation, Effectiveness, Improvement, Team‐working, Professional Development
UNIT LEARNING OUTCOMES
On successful completion of this unit students will be able to: 1. Identify and critique different models of leadership within an educational
setting 2. Explain theories on leading change in learning organisations 3. Critically evaluate current research in the area of Leadership & Management 4. Apply theoretical perspectives to practice
SUMMATIVE ASSESSMENT
Element (highlight final element)
Type Weighting Learning outcomes assessed
1 Essay 50% 1, 3 2 (Final) Management
Report & Presentation
50% 2, 4
EMPLOYABILITY AND SUSTAINABILITY OUTCOMES
Outcomes Element of
Assessment Analyse real world situations critically
1 & 2
Demonstrate professionalism and ethical awareness
1 & 2
Communicate effectively using a range of media
1 & 2
Apply teamwork and leadership skills
2
Manage own professional development reflectively 1 & 2
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Find, evaluate, synthesise and use information
2
Work within social, environmental and community contexts
Use systems and scenario thinking
2
Engage with stakeholder/interdisciplinary perspectives
2
ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT
Assessment 1: Essay 2,500 Words Assessment 2: Presentation to Group & Management Report 2,500 words
ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
Assessment 1: Essay Threshold Criteria: the essay will:
• demonstrate an ability to critically evaluate current research in the area of Leadership & Management
• demonstrate an ability to apply theory to practice • demonstrate an ability to present in written form an analysis of effective
leadership styles • be word processed and of an appropriate length • have an appropriate structure and be referenced appropriately
Assessment 2: Management Report and Presentation to Group Threshold Criteria: the management report and presentation will:
• demonstrate an ability to apply effective Leadership & Management strategies to a practical context
• pinpoint appropriate strategies for improvement in the chosen context • demonstrate effective written and verbal communication skills • provide evidence of independent reading and research
For both Assignments:
• Summative feedback will be provided detailing how effectively the learning outcomes for the assessment have been met and detailing areas for improvement. A clear indication of the level of achievement mapped against the programme specific grade criteria(as detailed in the masters Level Programme Handbook) will be provided. Formative feedback detailing areas for future improvement and development will be provided verbally or written to the individual or wider cohort as appropriate.
NON STANDARD MINIMUM PASS MARK
Page 24
OUTLINE OF THE UNIT
BRIEF SUMMARY This Unit will deepen student understanding of Leadership and Management concepts and issues within education
INDICATIVE CONTENT
The following themes will be examined within this unit: • Effective models of leadership • Leadership in practice • Change Management • Effectiveness and Improvement within Educational Leadership • Managing People and Resources within Educational Institutions
LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING ACTIVITY
Type of Activity
%
Summative assessment
25
Directed study
25
Student‐centred learning
50
MANDATORY LEARNING & TEACHING REQUIREMENTS
The unit may also be delivered in an intensive summer school block plus online sessions. Students completing the unit will be expected to:
- Attend all sessions of the intensive block course. - Complete all online tasks and activities. - Actively engage in independent reading and learning related to the
unit.
LEARNING RESOURCES
ESSENTIAL READING Davies, B and West‐Burnham, J. 2003. Handbook of Educational Leadership & Management. London: Pearson Longman Davies, B and Brighouse, T. 2008. Passionate Leadership in Education. London: Sage
ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY
Busher, H. (2006) Understanding Educational Leadership: people, power and culture, Maidenhead: Open University Press
SPECIAL ICTS REQUIREMENTS
Interactive Whiteboard and Web Access
ANY OTHER Covey, S. (1989) The Seven Habits of Highly Effective People New York:
Page 25
ADDITIONAL RESOURCES
Simon and Schuster Davies, B. and Davies, B.J. (2005) ‘Strategic Leadership’, in B. Davies (ed.) The Essentials of School Leadership. London: SAGE Gardner, H. (1999) Intelligence Reframed—Multiple Intelligences for the 21st Century. New York: Basic Books. Goleman, D (1996) “Emotional Intelligence – Why it can Matter More than IQ”, Bloomsbury, London
ADMINISTRATION
JACS CODE 22MV
DATE OF APPROVAL
DATE OF MOST RECENT CONSIDERATION:
UNIT EXTERNAL EXAMINER
Dr Elizabeth Newman
UNIT ASSESSMENT BOARD
Page 26
OPTION UNIT MA EDUCATION STUDIES (ENGLISH LANGUAGE TEACHING)
UNIT CODE 22MV0007
UNIT TITLE Principles and Practice of English Language Teaching and Learning
UNIT ABBREVIATION
PPEL
LEVEL OF STUDY 7
CREDIT VALUE 30 ECTS VALUE 15
HOME DEPARTMENT
Institute of Education
UNIT COORDINATOR
Jane Bates
KEYWORDS
UNIT LEARNING OUTCOMES
On successful completion of this unit students will be able to: 1. Analyse the ways in which theories in the fields of SLA, sociolinguistics,
education, sociology and psychology impact on English language teaching, and engage critically with these theories to articulate and justify a coherent approach to ELT.
2. Identify and critically evaluate a range of factors that can promote or inhibit language learning.
3. Critically analyze and evaluate a range of practices in ELT, reflecting on the diversity of learners, the complexity of the education process, and social and organizational structures that influence ELT in different contexts
SUMMATIVE ASSESSMENT
Element (highlight final element)
Type Weighting Learning outcomes assessed
1 Extended Essay 100% 1‐3
EMPLOYABILITY AND SUSTAINABILITY OUTCOMES
Outcomes Element of
Assessment Analyse real world situations critically
1
Demonstrate professionalism and ethical awareness
1
Communicate effectively using a range of media
1
Apply teamwork and leadership skills
Manage own professional development reflectively
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Find, evaluate, synthesise and use information
1
Work within social, environmental and community contexts
Use systems and scenario thinking
Engage with stakeholder/interdisciplinary perspectives
1
ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT
Extended Essay (5,000 words 100%)
ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
The programme specific grade criteria for assessment (as detailed in the Education Studies Programmes Handbook) apply to this unit. In addition the following threshold criteria apply:
The Essay will: • Be informed by the variety of theoretical perspectives that can inform
practice in English language teaching • Will demonstrate a clear understanding of the factors that promote or
hinder language learning • Be word processed, of the required length and will have a clear and logical
format • Relate to its title
- Be clearly written and structured - Demonstrate the contribution of further reading and thinking and the
use of research evidence - Be accurately and consistently referenced throughout using the Harvard
System
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT
BRIEF SUMMARY The unit provides an overview of the main theories and practices evident in English Language Teaching
INDICATIVE CONTENT
The unit will provide an overview of the main theories and practices evident in English Language Teaching. Some of the main areas covered will be: • Second language acquisition • Teaching English as an international language • Motivation and language learning • Teaching approaches and methods • Learning styles and strategies • Teacher education
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• Curriculum and materials • Comparative practice – actual practice in different countries
LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING ACTIVITY
Type of Activity
%
Summative assessment
25%
Directed study
25%
Student‐centred learning
50%
MANDATORY LEARNING & TEACHING REQUIREMENTS
The unit will be delivered in an intensive summer school block plus online sessions. Students completing the unit will be expected to:
- Attend all sessions of the intensive block course. - Complete all online tasks and activities. - Actively engage in independent reading and learning related to the
unit.
LEARNING RESOURCES
ESSENTIAL READING
Harmer, J. (2007) The Practice of English Language Teaching. Longman ELT
Larsen‐Freeman, D. & M. Anderson (2011) Techniques and Principles in Language Teaching (3rd edition). Oxford: Oxford University Press
Oxford, R. (2010) Teaching and Researching: Language Learning Strategies. Longman
ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY
McKay, S. (2002) Teaching English as an International Language. Oxford: Oxford University Press
SPECIAL ICTS REQUIREMENTS
Interactive Whiteboard and Web Access
ANY OTHER ADDITIONAL RESOURCES
Dornyei, Z. (2009) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. London: Routledge
He, D. & Q. Zhang (2010) Native Speaker Norms and China English: From the Perspective of Learners and Teachers in China. TESOL Quarterly, Vol. 44:4, pp.769‐789.
Page 29
Kormos, J., T. Kiddle & K. Csizer (2011) Systems of Goals, Attitudes, and Self‐related Beliefs in Second‐Language Learning Motivation. Applied Linguistics, Published online May 2011: http://applij.oxfordjournals.org/content/early/2011/05/05/applin.amr019.abstract
Useful websites http://www.asian‐efl‐journal.com/ (Asian EFL Journal, with orginal articles and links to other sites)
http://www.iatefl.org/ (International Association of Teachers of English as a Foreign Language)
ADMINISTRATION
JACS CODE 22MV
DATE OF APPROVAL
DATE OF MOST RECENT CONSIDERATION:
May 2010
UNIT EXTERNAL EXAMINER
Dr Elizabeth Newman
UNIT ASSESSMENT BOARD
Page 30
OPTION UNIT MA EDUCATION STUDIES (ENGLISH LANGUAGE TEACHING)
UNIT CODE 22MV0006
UNIT TITLE English in the Elementary School
UNIT ABBREVIATION
EES
LEVEL OF STUDY 7
CREDIT VALUE 30 ECTS VALUE 15
HOME DEPARTMENT
Institute of Education
UNIT COORDINATOR
Jane Bates
KEYWORDS
UNIT LEARNING OUTCOMES
On successful completion of this unit students will be able to: 1. Interpret and synthesise theory and empirical data in order to critically
analyse ways in which the main theories of ELT apply to language education for children in the 5‐12 years age group.
2. Critically compare and analyse policies and practices of ELT for elementary/primary school age children in a range of countries.
3. Plan and carry out an original piece of empirical research on ELT at elementary school level.
4. Present and communicate the outcomes of research in an engaging but academically appropriate way
SUMMATIVE ASSESSMENT
Element (highlight final element)
Type Weighting Learning outcomes assessed
1 Critical comparative Essay
50% 1,2
2 (Final) Presentation of a Case Study
50% 3,4
EMPLOYABILITY AND SUSTAINABILITY OUTCOMES
Outcomes Element of
Assessment Analyse real world situations critically
2
Demonstrate professionalism and ethical awareness
2
Communicate effectively using a range of media
2
Apply teamwork and leadership skills
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Manage own professional development reflectively
Find, evaluate, synthesise and use information
1,2
Work within social, environmental and community contexts
Use systems and scenario thinking
Engage with stakeholder/interdisciplinary perspectives
1, 2
ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT
1 Critical comparative Essay 2,500 words 50% Learning Outcomes 1 and 2 2 Presentation of A Case Study 2,500 words equivalent 50% Learning Outcomes 3 and 4
ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
The Critical Comparative Essay
Will demonstrate: • A critical understanding of the influence of social, national and cultural
contexts on English Language teaching in selected national contexts • An ability to explore and discuss in a written form cultural variation in
educational practice • An ability to locate, interpret and critically analyse data and information
from a range of sources relating to the study of education and educational issues in a comparative context and to use this analysis to construct a coherent argument • Will be word processed and of an appropriate length and will: • Relate to its title • Be clearly written and structured • Demonstrate the contribution of further reading and thinking and the
use of research evidence • Be accurately and consistently referenced throughout using the Harvard
System
Presentation of A Case Study
Will demonstrate: • An ability to understand the application of ELT theories in a particular
elementary context • An ability to produce an evidence based case study of ELT practice • An ability to reflect on the principles and practices of English teaching
presented in the case study • An ability to use a variety of media – both visual and auditory to present
findings in an engaging but academically appropriate way
NON STANDARD
Page 32
MINIMUM PASS MARK OUTLINE OF THE UNIT
BRIEF SUMMARY The unit will explore global trends in English language education at the elementary/primary school level
INDICATIVE CONTENT
The unit will explore English language education at the elementary/primary school level, covering ages 5‐12. Some of the main topics to be addressed will be:
• Global trends and elementary school English • National policies for elementary school English • Curriculum and materials • Teaching, teachers and teacher education • Effective English learning in the elementary school
LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING ACTIVITY
Type of Activity
%
Summative assessment
25%
Directed study
25%
Student‐centred learning
50%
MANDATORY LEARNING & TEACHING REQUIREMENTS
The unit will be delivered in an intensive summer school block plus online sessions. Students completing the unit will be expected to:
- Attend all sessions of the intensive block course. - Complete all online tasks and activities. - Actively engage in independent reading and learning related to the
unit.
LEARNING RESOURCES
ESSENTIAL READING Enever, J., J. Moon, and U. Raman (eds.) (2009) Young Learner English Language Policy and Implementation: International Perspectives. Garnet Education
Kirsch, C. (2008) Teaching Foreign Languages in the Primary School. London: Continuum
Nikolov, M. (2009) Early Learning of Modern Foreign Languages: Processes and Outcomes. Clevedon: Multilingual Matters
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ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY
Pinter, A. (2006) Teaching Young Language Learners. Oxford: Oxford University Press
SPECIAL ICTS REQUIREMENTS
Interactive Whiteboard and Web Access
ANY OTHER ADDITIONAL RESOURCES
Chung, I‐Fang and Huang, Yi‐Cheng(2010) '“English is not easy, but I like it!”: an exploratory study of English learning attitudes amongst elementary school students in Taiwan', Educational Studies, Vol. 36: 4, 441‐445
Gao, X., G. Barkhuizen & A. Chow (2011) "Nowadays, Teachers Are Relatively Obedient": Understanding Primary School English Teachers' Conceptions of and Drives for Research in China. Language Teaching Research, Vol. 15:1, pp61‐81
http://www.yltsig.org/ (IATEFL Young Learners Special Interest Group
ADMINISTRATION
JACS CODE 22MV
DATE OF APPROVAL
DATE OF MOST RECENT CONSIDERATION:
May 2010
UNIT EXTERNAL EXAMINER
Dr Elizabeth Newman
UNIT ASSESSMENT BOARD
Page 34
OPTION UNIT MA EDUCATION STUDIES (ENGLISH LANGUAGE TEACHING)
UNIT CODE 22MV0008
UNIT TITLE The Social and Cultural Contexts and Content of English Language Teaching
UNIT ABBREVIATION
SCELT
LEVEL OF STUDY 7
CREDIT VALUE 30 ECTS VALUE 15
HOME DEPARTMENT
Institute of Education
UNIT COORDINATOR
Jane Bates
KEYWORDS
UNIT LEARNING OUTCOMES
On successful completion of this unit students will be able to: 1. Reflect critically on theory and their own experience to analyse ways in
which social and cultural contexts affect and are reflected in English language teaching.
2. Critically analyse ways in which social and cultural contexts affect English language teaching in different national and regional education systems.
3. Demonstrate a deep academic knowledge and understanding through a discussion of the ways in which social and cultural teaching and learning are embedded in English language education, both overtly and covertly.
4. Justify, with reference to theory, a coherent position on how and why social and cultural learning should be included in English language teaching.
SUMMATIVE ASSESSMENT
Element (highlight final element)
Type Weighting Learning outcomes assessed
1 Critical Comparative Essay
50% 1.2
2 (Final) Position Paper and Contribution to on‐line discussion
50% 3.4
EMPLOYABILITY AND SUSTAINABILITY OUTCOMES
Outcomes Element of
Assessment Analyse real world situations critically
1, 2
Demonstrate professionalism and ethical awareness
1
Communicate effectively using a range of media 1
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Apply teamwork and leadership skills
Manage own professional development reflectively
Find, evaluate, synthesise and use information
1, 2
Work within social, environmental and community contexts
Use systems and scenario thinking
Engage with stakeholder/interdisciplinary perspectives
1, 2
ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT
1 Critical Comparative Essay 2,500 words 50% Learning Outcomes 1 and 2 2 Position Paper and Contribution to on‐line discussion 2,500 words 50% Learning Outcomes 3 and 4
ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
The programme specific grade criteria for assessment (as detailed in the Programme Handbook) apply to this unit. In addition the following threshold criteria apply:
The Critical Comparative Essay
Will demonstrate:
• A critical understanding of the influence of social, national and cultural contexts on English Language teaching in selected national contexts
• An ability to explore and discuss in a written form cultural variation in educational practice
• An ability to locate, interpret and critically analyse data and information from a range of sources relating to the study of education and educational issues in a comparative context and to use this analysis to construct a coherent argument - Will be word processed and of an appropriate length and will: - Relate to its title - Be clearly written and structured - Demonstrate the contribution of further reading and thinking and the
use of research evidence - Be accurately and consistently referenced throughout using the Harvard System
The Position Paper and contribution to an on‐line discussion
Will demonstrate: • An understanding of the ways in which social and cultural teaching and
learning are embedded in English language education, both overtly and covertly.
• An ability to justify, with reference to theory, a coherent position on how
Page 36
and why social and cultural learning should be included in English language teaching.
- Present a well written and clearly structured argument that supports their particular stance with regard to social and cultural elements
- Demonstrate the contribution of further reading and thinking and the use of research evidence
- ‐ Be accurately and consistently referenced throughout using the Harvard System
-
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT
BRIEF SUMMARY This unit will introduce students to the social and cultural contexts of English Language Teaching
INDICATIVE CONTENT
The unit will have two major foci, which are interlinked. The first focus is the social and cultural context of English language education. Aspects will include: • Ways in which cultural and social context influence beliefs about teaching,
learning and the English language. • Ways in which social context (including education system and assessment
systems) impact English language education. • Ways in which social and cultural context determine inequalities in access
or attitudes to English language education. The second focus is social and cultural content in English language education. Here, aspects to be covered will include:
• Cultural content in curricula, textbooks and materials. • Teachers as cultural/social resources. • Development of intercultural communicative competence through
ELT
LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING ACTIVITY
Type of Activity
%
Summative assessment
25%
Directed study
25%
Student‐centred learning
50%
Page 37
MANDATORY LEARNING & TEACHING REQUIREMENTS
The unit will be delivered in an intensive summer school block plus online sessions. Students completing the unit will be expected to:
- Attend all sessions of the intensive block course. - Complete all online tasks and activities. - Actively engage in independent reading and learning related to the
unit.
LEARNING RESOURCES
ESSENTIAL READING Hayes, D. (2010) Language learning, teaching and educational reform in rural Thailand: an English teacher's perspective. Asia Pacific Journal of Education, Vol. 30: 3, pp.305‐319
Widin, J. (2010) Illegitimate Practices: Global English Language Education. Multilingual Matters Social and cultural content
Byram, M. (2010) Linguistic and Cultural Education for Bildung and Citizenship. The Modern Language Journal, Vol.94:2, pp.317‐321
ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY
Birch, B. (2009) The English Language Teacher in Global Civil Society. London: Routledge
SPECIAL ICTS REQUIREMENTS
Interactive Whiteboard and Web Access
ANY OTHER ADDITIONAL RESOURCES
Kubow, P. & P. Fossum (2006) Comparative Education Exploring Issues in International Context (2nd ed.). Merrill
Montgomery, H., R. Burr & M. Woodhead (2003) Changing Childhoods: Local and Global. John Wiley & Sons
Corbett, J. (2003) An Intercultural Approach to English Language Teaching. Multilingual Matters
Guilherme, M. (2002) Critical Citizens for an Intercultural World: Foreign Language Education as Cultural Politics. Multilingual Matters
Kramsch, C. (1998) Language and Culture. Oxford: Oxford University Press Useful websites
http://www.coe.int/t/dg4/autobiography/Source/AIE_en/AIEYL_autobiography_young_en.pdf (Council of Europe Autobiography of Intercultural Encounters)
ADMINISTRATION
JACS CODE 22MV
Page 38
DATE OF APPROVAL
DATE OF MOST RECENT CONSIDERATION:
May 2010
UNIT EXTERNAL EXAMINER
Dr Elizabeth Newman
UNIT ASSESSMENT BOARD
Page 39
OPTION UNIT MA EDUCATION STUDIES (LIFE LONG LEARNING)
UNIT CODE TBC
UNIT TITLE Community Education for Social Change
UNIT ABBREVIATION
CESC
LEVEL OF STUDY 7
CREDIT VALUE 30 ECTS VALUE 15
HOME DEPARTMENT
Institute of Education
UNIT COORDINATOR
Karen McCarthy
KEYWORDS
UNIT LEARNING OUTCOMES
On successful completion of this unit students will be able to: 1. Identify and explain the essential principles of adult education, informal
education, popular/emancipatory education 2. Critically reflect on and engage in community education/training for change
as a philosophy and practice relating to issues of power 3. Critically analyse and plan education for change in the context of community
development and group dynamics 4. Critically reflect on the relationship between the personal and the political in
the context of the programme. 5. Use participatory techniques as tools for critical thinking and group learning
processes.
SUMMATIVE ASSESSMENT
Element (highlight final element)
Type Weighting Learning outcomes assessed
1 Essay 50% 1‐3 2 (Final) Group project 50% 4‐5
EMPLOYABILITY AND SUSTAINABILITY OUTCOMES
Outcomes Element of
Assessment Analyse real world situations critically
1,2
Demonstrate professionalism and ethical awareness
1,2
Communicate effectively using a range of media
2
Apply teamwork and leadership skills 2
Page 40
Manage own professional development reflectively
Find, evaluate, synthesise and use information
1,2
Work within social, environmental and community contexts
1,2
Use systems and scenario thinking
2
Engage with stakeholder/interdisciplinary perspectives
1,2
ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT
Essay showing Critical discussion of principles of community based education for social change (50%) (0utcomes 1‐3) 3,000 words Group project (workshop design and presentation) with written report/critical reflection on individual role in presentation, indicating learning and strategies (outcomes 4‐5) 2,000 words
ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
All participants will be assessed in accordance with the criteria for assessment described in the agreed Masters Level Matrices, contained in the Definitive Document and Programme Handbook.
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT
BRIEF SUMMARY The unit will develop popular education and critical perspective concepts, with particular emphasis on the dilemmas posed for critical reflective practitioners, and strategies for effective youth and community work practice.
INDICATIVE CONTENT
Training in itself is a tool and a strategy that can be used for social change. The course aims to offer conceptual framework particularly that based on the education theory of Paulo Freire (2000), and methodological tools to participants for the design, execution, management and evaluation of community training sessions and processes for change. It will provide practical tools and technical skills that will allow participants to transfer what they have learned to their working practice, organisations and their community. The curriculum will include, among other things: adult education principles and characteristics; popular education pedagogy – critical analysis, praxis, addressing inequalities; the personal and political / subjectivity and power – personal, group, community and global dimensions of social change;
Page 41
inequalities and power relationships; identifying and analysing training needs; creative and participatory techniques for popular education – selection of community education tools and activities: description, purposes, when to use them; advantages and limitations; ice breakers – introduction techniques; critical and group analysis techniques; communication techniques; planning and organisational techniques; group evaluation strategies and tools. The unit will incorporate space for the particular requirements of the group to be incorporated.
LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING ACTIVITY
Type of Activity
%
Summative assessment
25%
Directed study
50%
Student‐centred learning
25%
MANDATORY LEARNING & TEACHING REQUIREMENTS
The unit will be delivered in an intensive summer school block plus online sessions. Students completing the unit will be expected to:
- Attend all sessions of the intensive block course. - Complete all online tasks and activities. - Actively engage in independent reading and learning related to the
unit. Students are also required to submit unit completion tasks, a time log indicating how their three hundred hours of study has been spent and an evidence log tracking where the evidence of meeting the learning outcomes may be found in the assessment task.
LEARNING RESOURCES
ESSENTIAL READING Banks, S, Butcher, H, Henderson, P, Robertson, J eds. (2003) Managing Community Practice, principles, policies and programmes. The Policy Press: Bristol Curry‐Stevens, A (2003) An Educator’s Guide for Changing the World – Methods, Models and materials for Anti‐Oppression and Social Justice Workshop; it can be accessed at www.socialjustice.org Freire, P (2000) Pedagogy of the Oppressed (30th Anniversary edition) NY: Continuum
ADDITIONAL RESOURCES THAT
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STUDENTS SHOULD BUY
SPECIAL ICTS REQUIREMENTS
Interactive Whiteboard and Web Access
ANY OTHER ADDITIONAL RESOURCES
Heron, J (1989) The Facilitator’s Handbook; London: Kogan Page Hope, A & Timmel S (1992) Training for Transformation – a handbook for community workers; Zimbabwe: Mambo Press Jacques D (1994) Learning in Groups; London: Kogan Page Jane Vella (1997) Learning to Listen, Learning to Teach: the power of dialogue in educating adults; San Francisco: Jossey Bass
Marine D (1997) Wild Garden: art, education and the culture of resistance; Toronto: Between the Lines
ADMINISTRATION
JACS CODE 22MV
DATE OF APPROVAL
DATE OF MOST RECENT CONSIDERATION:
UNIT EXTERNAL EXAMINER
Dr Elizabeth Newman
UNIT ASSESSMENT BOARD
Page 43
OPTION UNIT MA EDUCATION STUDIES (LIFE LONG LEARNING) UNIT CODE TBC
UNIT TITLE Principles of Learning, Teaching and Assessment for Lifelong Learning
UNIT ABBREVIATION
PLTA
LEVEL OF STUDY 7
CREDIT VALUE 30 ECTS VALUE 15
HOME DEPARTMENT
Institute of Education
UNIT COORDINATOR
Daryll Griffiths
KEYWORDS
UNIT LEARNING OUTCOMES
On successful completion of this unit students will be able to: 1. Select, analyse and demonstrate a critical understanding of a range of
theories of learning and communication that can be applied in Lifelong Learning.
2. Identify and critically discuss the application of principles of learning and assessment in their own subject specialism.
3. Critically evaluate the application of teaching and learning strategies to their own specialist subject area in the context of inclusive practice and learning and communication theories.
4. Critically analyse theories and principles of assessment (formal and informal) in relation to practice in their own subject area.
5. Appraise the role of assessment in evaluation and quality processes and the significance of equality and diversity issues for assessment of learning.
SUMMATIVE ASSESSMENT
Element (highlight final element)
Type Weighting Learning outcomes assessed
1 Assignment 100% 1‐5
EMPLOYABILITY AND SUSTAINABILITY OUTCOMES
Outcomes Element of
Assessment Analyse real world situations critically
1
Demonstrate professionalism and ethical awareness
1
Communicate effectively using a range of media
1
Page 44
Apply teamwork and leadership skills
1
Manage own professional development reflectively
1
Find, evaluate, synthesise and use information
1
Work within social, environmental and community contexts
1
Use systems and scenario thinking
1
Engage with stakeholder/interdisciplinary perspectives
1
ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT
Referenced assignment related to teaching, learning and assessment in student’s specialist area: 4,000 words “Critically evaluate a range of theories relating to teaching and learning, communication and assessment. Discuss the impact of these on the teaching of your specialist subject”
ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
Assignments will be marked against the generic criteria grid at M level as detailed in the Masters Level Programme Handbook and awarded an overall percentage mark.
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT
BRIEF SUMMARY The unit introduces the contexts of learning, teaching and assessment, together with some of the knowledge and skills required to be a successful teacher in the Lifelong Learning sector.
INDICATIVE CONTENT
The unit provides the underpinning theoretical framework in which teaching practice in the Lifelong Learning sector can be developed. Key themes covered are: • Theories of learning as applied in the Lifelong Learning sector • Communication models for teaching and learning • Pedagogical models in subject specialist areas • Theories and principles of assessment and their application in specific
specialist areas • Reflection and evaluation of practice
Page 45
LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING ACTIVITY
Type of Activity
%
Summative assessment
25%
Directed study
50%
Student‐centred learning
25%
MANDATORY LEARNING & TEACHING REQUIREMENTS
The unit will be delivered in an intensive summer school block plus online sessions. Students completing the unit will be expected to:
- Attend all sessions of the intensive block course. - Complete all online tasks and activities. - Actively engage in independent reading and learning related to the
unit.
LEARNING RESOURCES
ESSENTIAL READING Cowley S ( 2006) Getting the Buggers to Behave London: Continuum Crawley J (2007) In at the Deep End ‐ A Survival Guide for Teachers in Post Compulsory Education London: Fulton Donovan G (2005) Teaching 14 – 19 London: David Fulton
ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY
Gould, J (2009) Learning Theory and Classroom Practice in the Lifelong Learning Sector Exeter: Learning Matters
SPECIAL ICTS REQUIREMENTS
Interactive Whiteboard and Web Access
ANY OTHER ADDITIONAL RESOURCES
Baker P and Cornforth H (2005) Responding to Learners Voices Leicester: NIACE Black P, Harrison C, Lee C, Marshall B and William D (2003) Assessment for Learning Maidenhead: OUP Brookfield S (1996) Understanding and Facilitating Adult Learning Milton Keynes: OUP Coffield F (2002) The Necessity of Informal Learning Policy Press ESRC Coffield F (2000) Differing Visions of a Learning Society Bristol: Policy Press Cohen A, Mannion L and Morrison K (2004) Guide to Teaching Practice
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London: Routledge Falmer Daines J, Daines C and Graham B (2004) Adult Teaching Adult Learning Cardiff: Welsh Academic Press Edwards R, Sieminski S and Zeldin D (eds) (2000) Adult Learners Education and Training London: OUP Garrison G & Anderson T (2003) E‐Learning in the 21st Century: A Framework for Research and Practice London: Routledge Falmer Hargreaves D (2004) Learning for Life Policy Press Holt J (1983) How Children Learn Harmondsworth: Penguin Jephcote M and Abbot I (2005) Teaching Business Education 14‐19 London: David Fulton Jones S and Tanner H (2006) Assessment London: Continuum Keeley‐Browne L (2007) Training to Teach in the Learning and Skills Sector: From Threshold Award to QTLS Harlow: Longman Maxted P (1999) Understanding Barriers to Learning London: Campaign for Learning McGivney V (2004) Informal Learning in the Community Leicester: NIACE Petty G ( 2006) Evidence Based Teaching Cheltenham: Nelson Thornes Rogers A (2002) Teaching Adults Milton Keynes: OUP Rogers J (2001) Adults Learning Milton Keynes: OUP Smith J and Spurling A (2003) Understanding Motivation for Lifelong Learning London: Campaign for Learning Torrance H and Pryor J (2005) Investigating Formative Assessment Buckingham: OUP Tummons J (2005) Assessing Learning in FE Exeter: Learning Matters Wallace S (2005) Teaching and Supporting Learning in FE Exeter: Learning Matters Wallace S (2002) Managing Behaviour and Motivating Students in Further Education Exeter: Learning Matters
Page 47
ADMINISTRATION
JACS CODE 22MV
DATE OF APPROVAL
DATE OF MOST RECENT CONSIDERATION:
UNIT EXTERNAL EXAMINER
Dr Elizabeth Newman
UNIT ASSESSMENT BOARD
Page 48
OPTION UNIT MA EDUCATION STUDIES (LIFE LONG LEARNING)
UNIT CODE TBC
UNIT TITLE Professional Practice in Lifelong Learning
UNIT ABBREVIATION
PPLL
LEVEL OF STUDY 7
CREDIT VALUE 30 ECTS VALUE 15
HOME DEPARTMENT
Institute of Education
UNIT COORDINATOR
Geraldine Crawford/Sarah Harrison
KEYWORDS Interprofessional working, partnership, organisational change, negotiating and influencing, reflective practice, self evaluation, professionalism, team work
UNIT LEARNING OUTCOMES
On successful completion of this unit students will be able to: 1. Critically reflect on current debates and issues about the nature and context
of interprofessional and partnership working 2. Critically analyse concepts concerning organisational culture and
management of change in the context of lifelong learning. 3. Demonstrate the application of theoretical frameworks of reflective practice
in order to evaluate and improve their own practice 4. Critically reflect on their ability to give, receive and act on constructive
feedback on their own performance. 5. Assess and reflect on their ability to work with others and to recognise
potential barriers to working effectively in team settings
SUMMATIVE ASSESSMENT
Element (highlight final element)
Type Weighting Learning outcomes assessed
1 Professional discussion
50% 2‐5
2 (Final) Written assignment 50% 1,2,
EMPLOYABILITY AND SUSTAINABILITY OUTCOMES
Outcomes Element of
Assessment Analyse real world situations critically
2
Demonstrate professionalism and ethical awareness
1
Communicate effectively using a range of media
1,2
Page 49
Apply teamwork and leadership skills
1
Manage own professional development reflectively
1
Find, evaluate, synthesise and use information
2
Work within social, environmental and community contexts
1,2
Use systems and scenario thinking
2
Engage with stakeholder/interdisciplinary perspectives
2
ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT
Professional Discussion: Students undertake a 20‐minute audio taped professional discussion with a Course Tutor. This will demonstrate the application of reflective practice theoretical frameworks, the ability to receive and act on constructive feedback and the impact of reflective practice on their future role, including their ability to work in teams. A written assignment (3,000 words) in the form of a professional enquiry (this should address the contribution of practitioner professional skills and the impact of partnership and organisational culture in achieving successful outcomes).
ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
M level Assessment criteria Matrix Level 7 as detailed in the Masters Level Programme Handbook
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT
BRIEF SUMMARY The first core strand of the unit explores current debates about the nature of interprofessional practice and partnership working from an individual and organisational perspective. It examines a range of professional skills and their application in practice. The second core strand of the unit is reflective practice, and the unit provides strategies and tools to support students to become self‐directed learners and effective practitioners.
INDICATIVE CONTENT
The first strand of the unit covers the following content: • Interprofessional Working • Application of wider professional skills • Impact of organisational culture and change within service delivery
contexts The second strand of the unit helps students to analyse and reflect critically on their skills and knowledge alongside providing strategies and tools to
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support them to become self‐directed learners and effective practitioners and team members. Students will explore their practice within an ethical framework and explore their own beliefs and assumptions. The module will examine the concept of the reflective practitioner, learning styles, and the principles and practice of feedback.
LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING ACTIVITY
Type of Activity
%
Summative assessment
25%
Directed study
25%
Student‐centred learning
50%
MANDATORY LEARNING & TEACHING REQUIREMENTS
Students are required to keep a portfolio of their learning through the course. The unit will be delivered in an intensive summer school block plus online sessions. Students completing the unit will be expected to:
- Attend all sessions of the intensive block course. - Complete all online tasks and activities. - Actively engage in independent reading and learning related to the
unit.
LEARNING RESOURCES
ESSENTIAL READING Bolton, Gillie (2006) Reflective Practice: Writing and Professional Development [2nd edition] London Hannagan, T (2008) ‐ Management : Concepts and Practices; Harlow: Financial Times, Prentice Hall Senge, P M (2006) The Fifth Discipline: The art and practice of the learning organization; London: Random House
ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY
Schein, E H (4th edition 2010) Organisational Culture and Leadership; San Francisco: Jossey‐Bass
SPECIAL ICTS REQUIREMENTS
Interactive Whiteboard and Web Access
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ANY OTHER ADDITIONAL RESOURCES
Argyris, C (1990) Overcoming Organisational Defences: facilitating organisational learning; MA, USA: Allyn & Bacon Atkinson, Claxton, G (2000) The Intuitive Practitioner: on the value of not always knowing what one is doing; Buckingham: Open University Press De Bono, Edward (1985) Six Thinking Hats; London Gibbs, G (1988) Learning by Doing: a guide to teaching and learning methods; London Harrison, R; Mann, G; Murphy, M; Taylor, A & Thompson, N (2003) Partnership made painless – A joined up guide to working together; Russell House Publishing Ltd Moon, Jenny (2000) Reflection in Learning and Professional Development: theory and practice; London Schön, Donald A (1930) The Reflective Practitioner: how professionals think in action; Aldershot Wenger, E (1952) Communities of Practice: Learning, meaning and identity; Cambridge University press
ADMINISTRATION
JACS CODE 22MV
DATE OF APPROVAL
DATE OF MOST RECENT CONSIDERATION:
UNIT EXTERNAL EXAMINER
Dr Elizabeth Newman
UNIT ASSESSMENT BOARD
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OPTION UNIT MA EDUCATION STUDIES (Already validated as part of another programme)
1 UNIT TITLE Understanding Inclusive Education.
2 BRIEF SUMMARY This Unit presents an overview of the field of inclusive education and introduces students to key concepts and terminology. Students are encouraged to reflect on their understandings of special educational needs and to consider alternative approaches in the context of recent research on inclusion and diversity in education.
3 UNIT CODE NUMBER 22G00001
4 HOME PROGRAMME Postgraduate Professional Development Programme
5 HOME DEPARTMENT Institute of Education
6 SUBJECT AREA Inclusive Education & Special Educational Needs
7 UNIT LEADER(S) Peter Hick
8 CREDIT VALUE 30 CREDITS AT LEVEL:
7 (M)
9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING)
300
10 UNIT STATUS Mandatory Core for PGCert Inclusive Education & SEN; Core Option for PG Dip Inclusive Education & SEN. Core Option for MA Education Studies
11 PRE-REQUISITES None
12 CO-REQUISITES None
13 UNIT LEARNING OUTCOMES
On successful completion of this unit students will be able to:
i. Critically analyse the current policy context for inclusive education
ii. Understand the significance of inclusive pedagogy and curricula in developing more inclusive practices
iii. Identify the processes underlying the development of more inclusive schools
iv. Reflect critically on the development of more inclusive practices in their own professional setting
v. Demonstrate an understanding of issues of equality, diversity and social justice in inclusive education.
14 CURRICULUM OUTLINE
Induction; The policy context for inclusive education; Exploring inclusive pedagogies; Developing inclusive curricula; Understanding the development of inclusive schools; Developing more inclusive classroom practices; Collaboration for inclusive learning; Inclusive education as social justice; Including diverse learners; Assignment workshop; Critical reading task; Tutorials.
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15 LEARNING & TEACHING ACTIVITIES
Core material will normally be delivered in a seminar format, supplemented with resources on Moodle; the Unit Handbook may contain directed reading and unit completion tasks. Hours Lectures, tutorials, seminars 30 Completions tasks 20 Assessment tasks 50 Directed reading 100 Independent reading and research
100
16 ASSESSMENT STRATEGIES
The assessment for this unit which allows students to demonstrate that they have met the unit learning outcomes, and which is the equivalent of 5000 words is as follows: A written assignment of 3,500 words and a presentation to the participant group; or a written assignment of 5,000 words. The recommended title is ‘A critical analysis of the development of more inclusive practices within a particular school or other educational setting or system’. In addition to reviewing relevant research literature, you may wish to consider one or more of:
• The views of learners, parents or professionals; • The influence of the national and local policy context; • The experiences of an individual or group of learners;• Inclusive practice in relation to a particular category
of special educational need. • A comparative perspective on the development of
inclusive practice in national education systems
An alternative title and focus can be negotiated with the Unit Tutor following the submission of an Assignment Proposal Form.
17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
All participants will be assessed in accordance with the criteria for assessment described in the agreed Institute of Education Professional Development Programme Assessment Matrices, contained in the Definitive Documents and Programme Handbooks. In addition to these assessment criteria, successful participants must also demonstrate achievement of Unit Learning Outcomes i to v.
18 INDICATIVE STUDENT LEARNING RESOURCES
Ainscow, M Booth, T & Dyson, A (2006) Improving schools, developing inclusion. London, Routledge. Hick, P. and Thomas, G. (Eds.) (2009) Inclusion and Diversity in Education: Volume 1: Inclusive Education as Social Justice London: SAGE.
Hick, P. and Thomas, G. (Eds.) (2009) Inclusion and Diversity in Education: Volume 2: Developing Inclusive Schools and School Systems London: SAGE. Hick, P. and Thomas, G. (Eds.) (2009) Inclusion and Diversity in Education: Volume 3: Inclusive Pedagogy in Curricula and Classrooms London: SAGE. Hick, P. and Thomas, G. (Eds.) (2009) Inclusion and Diversity in Education: Volume 4: Learning from Diverse Voices in Inclusive Education London: SAGE Hick, P., Farrell, P. & Kershner, R. (2008) Psychology for Inclusive Education: New Directions in Theory & Practice. London: Routledge. Florian, L. (2009) The SAGE Handbook of Special Education. London: SAGE. Frederickson, N. & Cline. T. (2nd edn. 2009) Inclusion, Diversity & Special Educational Needs. London: O.U. Press. Norwich, B (2008) Dilemmas of difference, inclusion and disability: international perspectives and future directions. Abingdon, Routledge. Topping, K, (2005) The RoutledgeFalmer Reader in Inclusive Education. London: Routledge.
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19 ANY ADDITIONAL NOTES AND COMMENTS
Programme Learning Outcome (PLO) Where the PLO (a – m) is highlighted, it indicates that successful students will be able to develop and demonstrate transferable intellectual skills.
a. communicate clearly in speech, writing and other appropriate modes of expression;
b. argue rationally and draw independent conclusions based on a rigorous, analytical and critical approach to data, demonstration and argument;
c. apply what has been learned; d. demonstrate an awareness of the programme of
study in a wider context. e. demonstrate their professional development as
reflective practitioners as a result of investigating their own practice and professional interests;
f. display skills of critical analysis related to an area of current concern;
g. show how their professional learning affects their own practice and that of others;
h. note the implications of their learning for their future professional development and that of their workplace (and other context, where applicable);
i. demonstrate evidence of collaboration with peers in undertaking systematic enquiry into practice;
j. indicate how they have shared their learning with others.
k. Display knowledge of a specialised area and accommodation of it within their professional practice, where appropriate.
l. Show the ability, when working autonomously, to synthesise and classify principles and ideas in contemporary information sources and situations to professional standards within their sphere of practice.
m. Demonstrate an understanding of the need to act as an ethical researcher
20 DATE OF APPROVAL
21 DATE OF MOST RECENT CONSIDERATION: