Programme Specification for the 2013/4 academic year

MEd Teaching English to Speakers of Other Languages

1. Programme Details

Programme nameMEd Teaching English to Speakers of Other Languages Programme codePTD1EDUEDU15
Study mode(s)Full Time
Part Time
Academic year2013/4
Campus(es)St Luke's (Exeter)
Programme start date

09/2013

NQF Level7 (Masters)

2. Description of the Programme

The MEd in TESOL is aimed at qualified teachers and others who work in TESOL at either primary, secondary or tertiary levels in different educational contexts around the world. It is also possible to obtain a postgraduate diploma in TESOL (120 credits) or a postgraduate certificate (60 credits).

During the programme you will develop your understanding of theoretical issues in language teaching and the implications of these for classroom practice. This means you will be in a good position to help initiate and support changes on return to your workplace. It will also provide you with the necessary qualification to enable you to move into new areas within TESOL such as teacher education, English for special purposes, materials development and the teaching of English to young learners. The programme also includes an introduction to educational research and provides an understanding of how to conduct research in the field of TESOL with the opportunity to specialise in optional modules of your choice.

The programme offers you the opportunity to gain hands-on experience in UK primary or secondary schools by undertaking extended visits as an informal volunteer teaching assistant to support pupils whose first languages is not English .

3. Educational Aims of the Programme

1. develop and extend your understanding of key aspects of linguistics and learning theory and their influence on the teaching of English to speakers of other languages;
2. enable you to make informed professional decisions regarding language teaching in the workplace and justify these to others
3. enable you to select, adapt and design materials and activities for language teaching appropriate to your own teaching context;
4. enable you to investigate and research aspects of TESOL in ways that will support continuing development and practice as a foreign language teaching professional.

The programme will

4. Programme Structure

What is the difference between a Master of Education, a Postgraduate Diploma and a Postgraduate Certificate?

To gain an MEd you must complete 180 credits of specified modules.

However, you may exit the programme early before completing 180 credits and still receive an award. These alternative awards are:

  • If exiting the programme after completing 60 credits you wil be awarded a Postgraduate Certificate (PGCert).
  • If exiting the programme after completing 120 credits you will be awarded a Postgraduate Diploma (PGDip).

 

Dress code on school placements

If you are accepted on the programme, for the school experience placement element of the course, the University will make reasonable efforts to find a school within the usual placement area. You will be required to comply with the placement provider’s policies, which may include dress codes. For example, some schools may have a policy on students wearing the full veil. Should you wish to wear the full veil and it is not reasonably possible for the University to find a school in the usual placement area that will permit this, you may instead suggest a school within reasonable distance outside the usual area (for example, London or Birmingham) in order to fulfil the placement requirements. You will need to meet any additional costs incurred either by yourself (e.g. accommodation) or by the University (e.g. additional travelling costs to observe/supervise in the classroom). Any such placement would need to be approved by the University as suitable for the course being undertaken.

Some schools may be happy to accommodate a woman wearing a full veil outside the classroom, but not inside the classroom and, hence, should you wish to wear it at all times you may experience limited school experience opportunities.

Please contact the Graduate School of Education at any point before or after your application/acceptance to discuss any concerns or queries.

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the modules currently offered may be obtained from the College web site

You may take option modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module. Descriptions of the individual modules are given in full on the College web site.

The full-time, one year MEd TESOL in Education pathway is part of a coherent Masters programme, which gives you the opportunity to study another aspect of Education.

Students may select any combination of elective modules (timetable permitting) up to the maximum of 60 credits, 30 of which must be obtained through pathway specific modules.  In order to receive an award with a specialist programme title (e.g. MEd TESOL in Education), a maximum of 30 credits may be taken outside the chosen special field. Students completing the programme with fewer than the minimum of 90 credits in a single specialist programme (Creative Arts/TESOL/SEN/ Technology, Creativity and Thinking) will be eligible for the award of “Master of Education” (with no named specialism).

Stage 1


Compulsory Modules

Compulsory modules for the TESOL specialism (120 credits)

Depending on your level of professional experience, you will take one of the following core modules.

Students with LESS than two years teaching experience must take:

Students with MORE than two years teaching experience will normally take:

The following modules are compulsory for all students:

CodeModule Credits Non-condonable?
EFPM280 Developing Practical Knowledge for TESOL Teaching Students with LESS than two years teaching experience must take30No
EFPM266 Principles of Language Learning for TESOL Students with MORE than two years teaching experience normally take30No
EFPM267 Language Awareness for TESOL Compulsory for all students30No
EFPM308 Preparing for Educational Research and Dissertation Compulsory for all students60No

Optional Modules

Option modules (60 credits)

Students may select any combination of option modules (timetable permitting) up to the maximum of 60 credits.

You may choose a maximum of 30 credits from a specialism other than your chosen one and still receive an award that specifies your chosen specialism. If you choose to study more than 30 credits outside of your specialism then you will be awarded a Master of Education.

Creative Arts:

SEN:

TESOL:

Technology, Creativity and Thinking:

The availability of all modules is subject to timetable, staffing and other constraints, including financial viability as determined by student recruitment and fees. Module availability is thus subject to permission from the Director of Education.

CodeModule Credits Non-condonable?
EFPM265 The Arts & Educational Futures Creative Arts30No
EFPM228 Arts in the Curriculum Creative Arts30No
EFPM272 International Perspectives: inclusion, disability & diversity SEN30No
EFPM273 Critical Perspectives in Inclusive & Special Education SEN30No
EFPM835 Foreign Language Testing and Assessment TESOL15No
EFPM268 Developing an Appropriate Language Teaching Methodology TESOL15No
EFPM787 Teaching English to Young Learners TESOL15No
EFPM269 Developing Language Teachers TESOL15No
EFPM280 Developing Practical Knowledge for TESOL Teaching TESOL30No
EFPM266 Principles of Language Learning for TESOL TESOL30No
EFPM309 New Technologies in Language Learning TESOL15No
EFPM310 Developing Materials for TESOL TESOL15No
EFPM311 Principles & Practices of Curriculum Development & Syllabus Design TESOL15No
EFPM387 Teaching and Researching English for Academic Purposes TESOL15No
EFPM313 Issues in English Language Teaching TESOL15No
EFPM314 Discourse and Language Education TESOL15No
EFPM303 Creativity and Education Futures Technology, Creativity and Thinking30No
EFPM317 Educational Technology in Practice Technology, Creativity and Thinking30No
Total Credits for Stage 1

6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

7. Programme Regulations

University Regulations on the number of credits to be taken and at what level for each stage of the programme can be found in the Credit and Qualifications Framework.

Progression

Condonement is the process that allows you to be awarded credit (and so progress to the next stage or, in the final stage, receive an award), despite failing to achieve a pass mark at a first attempt. You are not entitled to reassessment in condoned credit. Regulations on condonement can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

Assessment and Awards

For undergraduate degrees assessment at stage one does not contribute to the summative classification of the award. Details of the weightings for each year of all programme lengths can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

Classification

Full details of assessment regulations for undergraduate and postgraduate taught programmes and the classification of awards can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

You can also read details of Generic Marking Criteria.

8. College Support for Students and Students' Learning

Personal and Academic Tutoring

It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you with individual modules; the role of personal tutors is to provide you with advice and support fo the duration of your programme, and this support extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.

Information on the College Personal Tutoring system, library provision, ELE resources and access to College support services can be found on the College webpages for current students.

Student Staff Liaison Committee (SSLC)

SSLCs enable students and staff to jointly participate in the management and review of the teaching and learning provision.

9. University Support for Students and Students' Learning

Learning Resources

The University Library maintains its principal collections in the main library buildings on the Streatham and St Luke's campuses, together with a number of specialist collections in certain Colleges. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions.

IT Services

A wide range of IT services are provided throughout the Exeter campuses, including open-access computer rooms, some of which are available 24 hours a day, 7 days a week. Helpdesks are maintained on the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network.

Student Support Services

The University provides many support services including health and wellbeing, multifaith chaplaincy, family support, the Students' Guild and international student support.

10. Admissions Criteria

All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.

Candidates for undergraduate programmes must satisfy the undergraduate admissions requirements of the University of Exeter.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

12. Indicators of Quality and Standards

Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs).

13. Methods for Evaluating and Improving Quality and Standards

The University and its constituent Colleges draw on a range of data to review the quality of education provision. The College documents the performance in each of its tuaght programmes, against a range of criteria on an annual basis through the Annual Student Experience Review (ASER).

Subject areas are reviewed every five years through a College Academic Audit scheme that includes external contributions.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

College of Social Sciences and International Studies (CSSIS)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

Not applicable to this programme.

18. Final Award

MEd Teaching English to Speakers of Other Languages

19. UCAS Code

C725

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits ECTS credits

22. QAA Subject Benchmarking Group

23. Dates

Origin Date Date of last revision