Programme Specification for the 2016/7 academic year

MEd Professional Development in Education

1. Programme Details

Programme nameMEd Professional Development in Education Programme codePCR9EDUEDU03
Study mode(s)Part Time
Academic year2016/7
Campus(es)St Luke's (Exeter)
Programme start date

09/2015

NQF Level7 (Masters)

2. Description of the Programme

The Masters of Arts in Education at the University of Exeter gives you the opportunity to further your studies in education. This study can be general or 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.

If you are a teacher, it builds on the foundation of your teacher education course and gives you the opportunity to reflect critically on your own teaching and to investigate educational issues that interest you. By giving you a framework of study and academic support it will help you to become a more informed, more critical and a more independent teacher.

The programme can be undertaken as full-time or part-time study. It can also be studied through campus-based, blended (i.e. face-to-face and online) and distance modes of learning. You can complete the MA Education programme in a single period of enrolment or you can complete it in stages. It is also possible to complete the Certificate of Advanced Study, Postgraduate Certificate or Postgraduate Diploma stages of the programme only. The programme is flexible to meet the needs of busy educational professionals.

To gain the Masters degree you need to build up 180 masters’ level credits either by completing a number of modules or by completing a number of modules in combination with accredited prior learning (APL). APL can take the form of accredited prior certificated learning (APCL) (e.g. from your PGCE or another approved course) or accredited prior experiential learning (APEL).

You can choose to follow a generic route and gain the award of MA Education. Alternatively you may follow one of 6 specialisms: Creative Arts; Special Educational Needs; Technology, Creativity and Thinking; Language and Literacy; Mathematics; and Science. All students undertake a module on educational research with a dissertation. Specialisms 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, online resources and activities and, in some modules, there are opportunities for working in schools or other learning contexts. For some modules some experience is preferred and/or you may need to be currently working in an education context. All modules are assessed through course work – there are no final examinations. Assessments are varied and include essays, online projects, portfolios and group or individual presentations.

Full details of the programme are provided below.

3. Educational Aims of the Programme

  1. To support your development as autonomous learners and/or professionals;
  2. to provide the knowledge, understanding and skills for you to analyse educational policy, theory and practice;
  3. to provide you 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 integrate theory and practice.

4. Programme Structure

Credits and awards

The MA Education is a 180-credit programme which is accredited at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ).

You can enter the programme through one of three routes:

  1. A full-time, campus-based, one academic year specialist MA Education in Creative Arts, Special Educational Needs or Technology, Creativity and Thinking. The TCT specialism can be delivered either as an online distance programme or a campus-based programme.
  2. A part-time MA Education (which may lead to a generic or specialist award title). This is a modular programme. You can choose to partake in one module at a time and you can construct your programme around your professional interests and commitments.
  3. Professional Development in Education. This is a modular programme where you can choose to partake in one module at a time and accumulate credits to gain either a Certificate of Advanced Study (30 credits), a Post Graduate Certificate (PGCert)(60 credits), a Post Graduate Diploma (PGDip)(120 credits) or the MA Education (180 credits). 

Specialisms

  • A specialism route (leading to one of three specialism titles) must be selected on application for the one year full-time route: MA Education: Creative Arts, MA Education:Special Educational Needs or MA Education: Technology, Creativity and Thinking.
  • For part-time candidates, a specialism route (leading to a specialism title) is determined through your choice of modules. You will be able to claim the specialism award title upon completion of the programme.
  • In order to gain MA Education with a specialism title, at least 60 credits and the 60 credit Dissertation module must be in the specialist area. If you enter the programme with 90 credits APL, the programme director will decide whether a specialism title can be awarded.
  • The following specialism titles are available:
    • MA Education: Creative Arts
    • MA Education: Special Educational Needs
    • MA Education: Technology, Creativity and Thinking
    • MA Education: Language and Literacy
    • MA Education: Mathematics
    • MA Education: Science

Programme organisation and requirements

Full-time candidates are required to complete a year of full-time study and to satisfy the examiners in coursework at the end of the programme. 

Part-time candidates are required to complete the MA Education programme within five years of initial registration.

Modules are offered in three possible modes of learning: campus-based, blended (i.e. face-to-face and online) and distance. Some modules may require prior experience or require you to be currently working in an educational context.

All students are required to undertake the Dissertation module (60 credits). This module is exempt from condonement. For part-time students 120 credits must already be completed prior to commencing the Dissertation module.

APL procedures that meet national standards are also available to students. For students registering on the MA Education programme, a maximum of 90 credits can be accredited through APL including up to a maximum of 90 credits through APCL and a up to a maximum of 30 credits through APEL. Students who have completed the PGCE, National Award in Special Educational Needs Co-ordination, Postgraduate Certificate in Academic Practice and Certificate of Advanced Study: Learning and Teaching in Higher Education programmes at the University of Exeter can automatically progress to the MA Education programme via APCL without having to complete the usual application process or incur the usual costs. This exempts them from completing some of the credits of the MA Education.

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/maeducation/

Full-time specialism routes:

Shared core module:

Students on all full-time specialism routes will undertake:

EFPM308

Preparing for Educational Research and Dissertation

60 credits

MA Education: Creative Arts core modules

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

EFPM224

Creativity and the Arts

30 credits

EFPM320

Issues of Policy and Practice in Arts Education

30 credits

Plus 60 credits of optional modules.

MA Education: Special Educational Needs (SEN) core modules

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

EFPM270

SEN: Teaching & Learning

30 credits

EFPM271

SEN: Provision & Practice

30 credits

Plus 60 credits of optional modules.

MA Education: Technology, Creativity and Thinking (TCT) core modules

In addition to the shared core module, students on the MA Education: Technology, Creativity and Thinking will also undertake:

EFPM315

Teaching Thinking in the Internet Age

30 credits

EFPM316

Digital Futures for Education

30 credits

Plus 60 credits of optional modules.

Optional modules:

In addition to the core modules, you will undertake 60 credits of optional 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

Technology, Creativity and Thinking:

EFPM303

Creativity and Education Futures

30 credits

EFPM317

Educational Technology in Practice

30 credits

You may select any combination of optional modules (timetable permitting) up to the maximum specified in the programme structure above. In order to receive the MA award with a specialist programme title (e.g. MA Education: Creative Arts), a minimum of 120 credits including the dissertation module must be within the chosen specialist area. If you complete the programme with fewer than the minimum of 120 credits in a single specialist area, you will be eligible for the award of MA Education (with no named specialism).

If you complete the full-time route with fewer than 180 credits, in order to receive a PGCert award with a specialist title, all of the 60 credits need to be in the specialist field. In order to receive a PGDip award with a specialist title, 90 of your credits need to be in the specialist field.

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.

Part-time route

Shared core module:

Students on all part-time routes will undertake:

EFPM308

Preparing for Educational Research and Dissertation

60 credits

For part-time students 120 credits must already be completed prior to commencing the Dissertation module.

The list of modules below shows the range of possible modules, the specialism area and the modes in which they are offered. You may also take any of the core or optional modules listed above in the full-time specialism routes – these are mostly campus-based modules.

Module code

Module title

No. of credits

Mode

B = blended

D = distance

Specialism or generic

EFPM224

Creativity and the Arts

30 credits

B

Creative Arts

EFPM 320

Issues of  Policy and Practice in Arts Education

30 credits

B

Creative Arts

EFPM270

SEN: Teaching and Learning

30 credits

B

SEN

EFPM273

Critical Perspectives in Inclusion and Special Education

30 credits

B

SEN

EFPM315

Teaching Thinking in the Internet Age

30 credits

D

TCT

EFPM316

Digital Futures for Education

30 credits

D

TCT

EFPM303

Creativity and Education Futures

30 credits

D

TCT

EFPM317

Educational Technology in Practice

30 credits

D

TCT

EFPM321

Reading the World

30 credits

BD

Language & Literacy

EFPM318

Writing: the Future

30 credits

BD

Language & Literacy

EFPM323

Science Education for Diversity

30 credits

BD

Science

EFPM322

Planning for Understanding in Science

30 credits

BD

Science

EFPM324

Technology in Mathematics Education

30 credits

BD

Mathematics

EFPM319

Issues in Theory and Practice in Mathematics Education 

30 credits

BD

Mathematics

EFPM325

NQT and Beyond: Aspirational practice

30 credits

BD

Generic

EFPM326

Effective Mentoring in Initial/early career Teacher Education

30 credits

BD

Generic

EFPM327

Independent Study Module

30 credits

BD

Generic

EFPM312

Action Research

30 credits

BD

Generic

EFPM328

Reflecting on Professional Practice

30 credits

BD

Generic

EFPM286

Educational Issues Policies and Practices

60 credits

School/ institution based

Generic

EFPM286 Educational Issues Policies and Practices can only be taken with the approval of the Programme Director. It is designed to be taken by a group of professionals working in collaboration on an issue relevant to their own practice. In this case a small discount in fees is available for groups of 10 or above. With agreement of the Programme Director this module may be taken by smaller groups or individuals. If taken as a group, each individual receives 60 credits towards their PGCert Education, PGDip Education or MA Education.

You may select any combination of modules (timetable permitting) up to the maximum specified in the programme structure in section 4. A maximum of two Independent Study Modules are permitted and each must have distinctive content. In order to claim and receive an MA award with a specialist programme title (e.g. MA Education: Creative Arts), a minimum of 120 credits including the dissertation module must be within the chosen specialist area. If you complete the programme with fewer than the minimum of 120 credits in a single specialist area, you will be eligible for the award of MA Education (with no named specialism).

Specialism award titles may be claimed on completion. In order to receive a PGCert award with a specialist title all of your credits need to be in the specialist field. In order to receive a PGDip award with a specialist title 90 of your credits need to be in the specialist field. If you enter the programme with APL, the programme director will decide whether a PGDip specialism title can be awarded.

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.

APCL Policy for part-time routes

If you have completed the Secondary PGCE, Primary PGCE, National Award in Special Educational Needs Co-ordination, Postgraduate Certificate in Academic Practice or Certificate of Advanced Study: Learning and Teaching in Higher Education programmes at the University of Exeter, you can automatically progress to the MA Education programme via APCL without having to complete the usual application process or incur the usual costs.

Completion of the University of Exeter PGCE, National Award in Special Educational Needs Co-ordination and Postgraduate Certificate in Academic Practice programmes will exempt you 60 credits of the MA Education programme as you will have gained 60 credits at Level 7.

Completion of the University of Exeter Certificate of Advanced Study: Learning and Teaching in Higher Education programme will exempt you from undertaking 30 credits of the MA Education.

If you are a graduate of another PGCE which is comparable to the University of Exeter’s, in terms of academic standards and levels of award (at least 60 credits at Level 7), you can also apply to this programme and make an APCL application to the College to exempt you from up to 60 credits.

If you do not hold a PGCE certificate or other Level 7 certificated learning then you may be able to use APEL to gain exemption from up to 30 credits at Level 7.


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 your specific field of study
2. Select appropriate research methods for your research projects, investigate issues in teaching and learning and communicate the findings
3. Design and conduct a rigorous ethical enquiry into a relevant and approved area of study within your particular field of education

Lectures, seminar, group activities, tutorials and directed activities in professional contexts and relevant to research.  Use of study guides and readings. Some modules offered via blended and/or online learning delivery. Online resources are available to all students on the programme.

Formative assignments (e.g. critical reading of literature, research plan, presentation).

Summative assessment through assignments (e.g. written, presentations, portfolios, annotated lesson plans) and dissertation.

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. Analyse the relationships between policy, theory and practice in a range of educational contexts and contribute to policy, practice and curriculum development
2. Demonstrate a critical understanding of and engage in critical debate about current educational issues, drawing on evidence from theory, research and practice

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

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

Summative assessment through 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
2. Identify and justify solutions to educational problems relevant to your area of study
3. Show clarity and coherence in structure, writing style, presentation of evidence and argument and ensure your work effectively communicates the intended meaning
4. Employ a range of academic skills appropriate for progression to doctoral study

Lectures, seminar, group activities, tutorials and directed activities in professional contexts.  Use of study guides and readings and/or online resources.

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

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

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College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

College of Social Sciences and International Studies (CSSIS)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Not applicable to this programme

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Not applicable to this programme

Not applicable to this programme

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Not applicable to this programme

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Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

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Not applicable to this programme

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Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

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Not applicable to this programme

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Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

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Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

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Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

0

18. Final Award

MEd Professional Development in Education

19. UCAS Code

Not applicable to this programme.

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

01/04/2014

Date of last revision