Programme Specification for the 2017/8 academic year


1. Programme Details

Programme nameMEd MED TESOL Programme codePDP1EDUEDU07
Study mode(s)Full Time
Academic year2017/8
Campus(es)St Luke's (Exeter)
Programme start date


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

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.

Stage 1

Education research highlights

• An ESRC First Grant of £316,000 has been awarded to Dr Fran Martin to critically assess global partnership courses which explore culture, education and policies. Her project investigates the learning of professionals in the UK, Gambia and Southern India, the ways in which the courses challenge stereotypes, how they develop an understanding of relationships and the impact the study visit has on the host countries.

• A €1 million International Science Education development project is being launched by the Graduate School of Education. The three-year project seeks to improve the quality of science education in Europe by collaborating with other countries where science and science careers are perceived by young people as a positive option. The aim is to understand how countries in both Europe and the partner countries of India, Turkey, Lebanon and Malaysia are addressing the issue of gender and cultural diversity in regard to engaging young people in science education.

• The Graduate School of Education, in partnership with the National Foundation for Educational Research (NFER) has been commissioned by the Department for Education to conduct an evaluation of the Every Child a Writer Project – a National Strategies programme of materials and support to raise standards in writing at Key Stage 2. The aim of the evaluation is to assess the impact and delivery of the Every Child a Writer pilot programme in order to provide evidence to inform decisions about the national roll-out.

• Coordinated by Professor Rupert Wegerif and Dr Judith Kleine-Staarman, the Educational Dialogue project looks at Exploratory Talk as a catalyst for conceptual change in KS1 Arithmetic and is already generating fascinating data . The group focuses on issues of method and methodology arising from funded projects, on writing papers out of these projects and on preparing bids to continue a coherent programme of related projects. Technology, although not centre stage, plays a part as a medium for dialogue.

Compulsory Modules

CodeModule Credits Non-condonable?
EFPM267 Language Awareness for TESOL 30No
EFPM308 Preparing for Educational Research and Dissertation 60No

Optional Modules

Students may select any combination of modules 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),up to 30 credits may be taken outside the chosen specialist 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).

CodeModule Credits Non-condonable?
EFPM835 Foreign Language Testing and Assessment 15No
EFPM268 Developing an Appropriate Language Teaching Methodology 15No
EFP6787 Teaching English to Young Learners 15No
EFPM269 Developing Language Teachers 15No
EFPM280 Developing Practical Knowledge for TESOL Teaching 30No
EFPM266 Principles of Language Learning for TESOL 30No
EFPM309 New Technologies in Language Learning 15No
EFPM833 Teaching English for Specific Purposes 15No
EFPM310 Developing Materials for TESOL 15No
EFPM311 Principles and Practices of Curriculum Development and Syllabus Design 15No
EFPM265 The Arts and Educational Futures 30No
EFPM228 Arts in the Curriculum 30No
EFPM272 International Perspectives: Inclusion, Disability and Diversity 30No
EFPM273 Critical Perspectives in Inclusive and Special Education 30No
EFPM303 Creativity and Education Futures 30No
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.


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.


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


18. Final Award


19. UCAS Code


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