Programme Specification for the 2014/5 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 year2014/5
Campus(es)St Luke's (Exeter)
Programme start date

09/2014

NQF Level7 (Masters)

2. Description of the Programme

The Masters   of Education at the University of Exeter gives you the opportunity to further your studies in a particular specialist area. It is designed for individuals from varied educational backgrounds and establishments, and from other professions, who want to develop their understanding of the theory, research, practices and policy of education. Our programme will support you to develop your knowledge and understanding, prepare you for further research and provide a firm foundation for developing your career in Education and associated disciplines.

 

There are 4 Pathways each containing 60 credits of Core study and several Elective Modules. The Pathways are Creative Arts in Education; Teaching English to Speakers of Other Languages (TESOL); Special Education Needs; and Technology, Creativity and Thinking. All students undertake a module on educational research with a dissertation. Pathways are led and taught by specialist staff whose research is closely related. You will learn and work in a variety of ways to further your understanding. This includes lectures, seminars, workshops, peer led activity, and, in some Pathways there are opportunities for working in schools or other learning contexts. All pathways are assessed through course work – there are no final examinations. Assessments are varied and include essays, online projects, portfolios and group or individual presentations.

3. Educational Aims of the Programme

1. To support your development as autonomous professionals
2. To provide knowledge, understanding and skills for students to analyse educational policy, theory and practice.
3. To provide students with the procedural knowledge to develop conceptual understanding and analyse data
4. To provide the organisational and transferable skills central to professional autonomy.
5. To support your ability to define and evaluate complex educational issues drawing on national and international perspectives.
6. To equip you with the methodological knowledge needed to select appropriate methods to conduct research.
7. To provide you with knowledge and skills needed to apply theory to practice.

The programme will

4. Programme Structure

The Master of Education is a 180-credit programme taken at Level 7. Students apply to a Specialist Pathway: Creative Arts in Education, TESOL, Special Educational Needs or Technology, Creativity and Thinking (TCT). Students undertaking the Master of Education can exit the programme after 60 credits (PGCert) or 120 credits (PGDip). Students can also enter the programme on the lesser awards of PG Cert (60 credits) or PG Dip (120 credits).  APCL and APEL procedures that meet national standards are also available to students. 

Programme organisation and requirements

Full-time candidates are required to complete three terms of full-time study and to satisfy the examiners in coursework at the end of the three terms of study. All full-time students are also required to undertake thePreparing for Educational Research and Dissertation module (60 credits) and submit this, normally up to 12 months from the date of initial registration. This module is exempt from condonement. Students have the option to follow any specialist pathway in this programme on a part-time basis over a maximum of two years. 

The MEd TESOL specialist pathway is also delivered on a part-time basis over 3 years via the Summer Intensive variant to this programme. Students attending the Summer Intensive delivery of the MEd TESOL are expected to attend Exeter for two intensive four-week teaching blocks held over two consecutive summers. Students on the MEd TESOL Summer Intensive Programme undertake a 30 credit Dissertation module rather than the 60 credit Preparing for Educational Research and Dissertation module. Coursework and the dissertation are completed off-campus with tutor support and the dissertation is normally handed in up to 36 months from the date of initial registration. 

The MED Creative Arts in Education, SEN, TESOL and TCT Pathways are offered on a part time basis. Currently students who choose part time study will attend the modules of the full time programme but spread these over two years with the dissertation being undertaken in the second year. Normally this will mean 60 credits completed in the first year and 120 credits (which includes the dissertation) in the second year. 

The MEd TCT pathway can be delivered either as an online distance programme or a campus based programme.

 

 

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.

http://socialsciences.exeter.ac.uk/education/graduatestudies/masters/med/medtesol/

All modules other than the shared core module EFPM308 are condonable. A total of 45 credits from the total 180 credits for the MEd are permitted to be condoned. No modules are condonable for the PGCert and PGDip awards.

 

Shared core module:

Students on all pathways* will undertake:

EFPM308

Preparing for Educational Research and Dissertation

60 credits

 *except MEd TESOL Summer Intensive students who take EFPM241 (30 credits) and students taking the Part Time version of each pathway who have the option of taking the Dissertation module that is part of the MEd Professional Studies programme (EFPM283- 60 credits).

Core modules:

 

MEd Creative Arts core modules:

In addition to the shared core module, students on the MEd Creative Arts will also undertake:

EFPM224

Creativity and the Arts

30 credits

 Plus one of the 30 credit modules below:

EFPM260

Teaching & Learning - Art

30 credits

EFPM261

Teaching & Learning – Dance

30 credits

EFPM262

Teaching & Learning - Drama

30 credits

EFPM263

Teaching and Learning - Music

30 credits

Plus 60 credits of elective modules (including 30 credits obtained through Creative Arts elective modules).

If taking the PG Cert version of the MEd Creative Arts you would undertake module EFPM224 (30 credits) plus one more 30 credit module of your choice from either EFPM261 or EFPM261 or EFPM262 or EFPM263.

If taking the PG Dip version of this programme you would need to undertake the same modules as shown on the PG Cert version plus elective modules EFPM265 and 228 (one of these can be replaced with 30 credits of   elective modules from outside of the Creative Arts pathway).

MEd Special Educational Needs (SEN) core modules:

In addition to the shared core module, students on the MEd SEN will also undertake:

EFPM270

SEN: Teaching & Learning

30 credits

EFPM271

SEN: Provision & Practice

30 credits

Plus 60 credits of elective modules, 30 of which must be obtained through SEN elective modules.

If taking the PG Cert version of the MEd SEN you would undertake modules EFPM270 (30 credits) plus EFPM271 (30 credits). If taking the PG Dip version of the MEd SEN you would need to undertake the same modules as shown on the PG Cert version plus elective modules EFPM272 and EFPM273 (one of these can be replaced with 30 credits of   elective modules from outside of the SEN pathway).

MEd TESOL core modules:

In addition to the shared core module, students on the MEd TESOL will also undertake:

EFPM267

Language Awareness for TESOL

30 credits

Plus either

EFPM266

Principles of Language Learning for TESOL

30 credits

Or

 

EFPM280

Developing Practical Knowledge for TESOL Teaching

30 credits

Students with less than two years teaching experience must take EFPM280.

Students with more than two years teaching experience will normally take EFPM266.

Plus 60 credits of elective modules, 30 of which must be obtained through TESOL elective modules.

If taking the PG Cert version of the MEd TESOL you would undertake modules EFPM267 (30 credits) plus one of either EFPM266 (30 credits) or EFPM280 (30 credits) depending on your teaching experience.

If taking the PG Dip version of the MEd TESOL you would need to undertake the same modules as shown on the PG Cert version plus TESOL elective modules totaling 60 credits (Some of these can be replaced with up to 30 credits of elective modules from outside of the TESOL pathway).

MEd TESOL (Summer Intensive) core modules:

In addition to the shared TESOL core modules, students on the MEd TESOL Summer Intensive programme will also undertake:

EFPM259

Preparing for TESOL Enquiry

15 credits

EFPM241

Dissertation

30 credits

Plus 75 credits of TESOL elective modules.

MEd Technology, Creativity and Thinking (TCT) core modules:

In addition to the shared core modules, students on the MEd TCT will also undertake:

EFPM315

Teaching Thinking in the Internet Age

30 credits

EFPM316

Digital Futures for Education

30 credits

Plus 60 credits of elective modules, 30 of which must be obtained through TCT modules.

If taking the PG Cert version of the MEd TCT you would undertake modules EFPM315 (30 credits) plus EFPM316 (30 credits). If taking the PG Dip version of the MEd TCT you would need to undertake the same modules as shown on the PG Cert version plus elective modules EFPM303 and EFPM317 (one of these can be replaced with 30 credits of elective modules from outside of the TCT pathway).

Elective modules:

In addition to the core modules, all students will undertake 60 credits of elective modules.

Creative Arts:

EFPM265

The Arts & Educational Futures

30 credits

EFPM228

Arts in the Curriculum

30 credits

SEN:

EFPM272

International Perspectives: inclusion, disability & diversity

30 credits

EFPM273

Critical Perspectives in Inclusive & Special Education

30 credits

TESOL:

EFPM835

Foreign Language Testing & Assessment

15 credits

EFPM268

Developing an Appropriate Language Teaching Methodology

15 credits

EFPM269

Developing Language Teachers

15 credits

EFPM787

Teaching English to Young Learners

15 credits

EFPM309

New Technologies in Language Learning

15 credits

EFPM310

Developing Materials for TESOL

15 credits

EFPM311

Principles & Practices of Curriculum Development & Syllabus Design

15 credits

EFPM266

Principles of Language Learning for TESOL

30 credits

EFPM280

Practical Knowledge for TESOL Teaching

30 credits

EFPM314

Discourse and Language Education

15 credits

EFPM313

Issues in English Language Teaching

15 credits

EFPM837

Teaching and Researching English for Academic Purposes

15 credits

EFPM293

Corpus Linguistics for TESOL

15 credits

EFPM292

Bilingual and multilingual perspectives on language learning and teaching

15 credits

Technology, Creativity and Thinking:

EFPM303

Creativity and Education Futures

30 credits

EFPM317

Educational Technology in Practice

30 credits

Students may select any combination of elective modules (timetable permitting) up to the maximum specified in the programme structure above. In order to receive an award with a specialist programme title (e.g. MEd Creative Arts 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).

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.

 

Stage 1


Compulsory Modules

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 students60Yes

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.

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
EFPM303 Creativity and Education Futures Technology, Creativity and Thinking30No
EFPM314 Discourse and Language Education TESOL15No
EFPM313 Issues in English Language Teaching TESOL15No
EFPM837 Teaching and Researching English for Academic Purposes TESOL15No
EFPM292 Bilingual and multilingual perspectives on language learning and teaching TESOL15No
EFPM293 Corpus Linguistics for TESOL TESOL15No
EFPM317 Educational Technology in Practice Technology, Thinking and Creativity30No
Total Credits for Stage 1

180


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:

1. Identify and evaluate educational concepts and issues related to their specific field of study and engage in critical debate about current educational issues, drawing on evidence from theory, research and practice.

Lectures, seminar, group activities, tutorials and directed activities in professional contexts. Use of study guides and packs of reading.

1.  Formative assignments (e.g. critical reading of literature, small scale enquiries).

2.  Summative assessment through written assignments.

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:

1. 1. Analyse the relationships between policy, theory and practice in a range of educational contexts and contribute to policy, practice and curriculum development in the workplace.
2. Select appropriate research methods for their research projects and investigate issues in teaching and learning and communicate the findings.

Lectures, seminar, group activities, workshop tutorials and directed activities in professional contexts. Use of study guides and packs of readings and/or on-line resources.

1.  Formative activities (e.g. small scale enquiries and directed activities).

2.  Summative assessment through written assignments (e.g. based on formative activities) showing interaction between theory and practice.

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:

1. Deploy a range of personal and professional skills relevant to the workplace and identify and justify solutions to educational problems relevant to their area of study.

Lectures, seminar, group activities, tutorials and directed activities in professional contexts. Use of study guides and packs of readings.

1.  Formative activities (e.g. small scale enquiries and directed activities).

2.  Summative assessment through a range of assignments showing interaction between theory and practice.

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

180

ECTS credits

90

22. QAA Subject Benchmarking Group

23. Dates

Origin Date Date of last revision

01/05/2014