MA Education: TESOL

CARDIFF SCHOOL OF EDUCATION

Induction and Enrolment Information

Academic Year 2016/2017

1. Welcome from your teaching team A very warm welcome to the MA Education: TESOL at Cardiff Metropolitan University’s Cardiff School of Education. We are a team of experienced professional educators dedicated to the academic and professional development needs of a range of education professionals. Our teaching team consists of staff employed as full-time lecturers and researchers, augmented by a range of part-time colleagues who bring additional perspectives from contemporary education policy and practice. Our teaching staff are experienced in recognising and responding to the requirements of postgraduate students. It is our job to encourage and support you to fulfil your academic and personal potential. Every student is allocated a personal tutor at the start of the academic year to help with goal setting, to be a point of contact for reviewing academic and professional progress, and to respond flexibly to any issues which may be affecting academic progress. We would like to extend our best wishes for a successful and enjoyable experience as you embark on the MA. Dr Helen Emery

Acting Programme Director

On behalf of the MA Education: TESOL team

2. Summer Tasks Preparation for the programme It would be helpful to begin some preliminary reading and internet research to familiarise yourself with current educational issues. To this end a reading list has been included. Some useful websites: Websites TeacherNet - a resource developed by the Department for Education and Skills to support the education profession (now decommissioned, but the archived files are available). http://webarchive.nationalarchives.gov.uk/*/http://www.teachernet.gov.uk/ The Times Educational Supplement-the online version of this education newspaper http://www.tes.co.uk/ Also look at TES Cymru the specific Welsh version. National College for Teaching and Leadership https://www.gov.uk/government/organisations/national-college-for-teaching-and-leadership Infed (academic articles on a range of educational topics, including informal education, youth and community work and philosophy of education) http://infed.org/mobi/aboutus/ Concept (The Journal of Contemporary Community Education Practice Theory) http://concept.lib.ed.ac.uk/index.php/Concept/index Newspapers: Times Educational Supplement; Times Educational Supplement (Cymru) 3. Enrolment/ID Card Collection Online Enrolment Enrolment is an essential process that confirms your status as a Cardiff Met student and also gives you access to Cardiff Met IT systems, pay fees and, importantly, enables you to obtain your Student MetCard. From 1st September 2016, you can complete the online Self-Enrolment process from any computer through the Cardiff Met Self Service system. On receipt of your ‘Enrolment Email’, please begin your Self-Enrolment by going to the www.cardiffmet.ac.uk/enrolment webpage and following the step-by-step guidance that is provided. Access to the Enrolment section of the Cardiff Met Self Service system will require you to login with a username and password. Please input the same username and password that you originally used to apply with. Please note that in order to Self-Enrol, your status with Cardiff Met must be Unconditional Firm (UF) i.e. all conditions met. Library & Information Services You will have access to Cardiff Met’s Library & Information Services soon after completing

your online enrolment. A confirmation email will be sent to you with your Cardiff Met login details. To see the facilities and services available, please refer to www.cardiffmet.ac.uk/library 4. Induction Timetable All students are invited to attend an induction event to be held on:

Tuesday 27th September, 11.00am in Room TBC, Cyncoed Campus.

At this event the following information will be delivered: 11.00: Arrive and settle in 11.15: Welcome and introduction from Dr Helen Emery, Acting Programme Director and Dr Nik Konstantakis, new Programme Director 11.30: Welcome from Professor Dan Davies, Dean, Cardiff School of Education 11.45: The MA TESOL programme 12.00: Library and Academic Skills Questions and admin issues We may ask you to bring with you to induction the following items:

Your degree certificate(s) – the original and a photocopy

A letter from your sponsor (if applicable) confirming that they will pay your fees (where

the invoice is to be sent to the organisation).

If we need this information from you we will ask for it in advance.

5. Attendance/Timetable Teaching will commence during the week of the 26th September 2016. Programme Outline Detailed information about the course structure will be provided in the online programme

handbook, available after enrolment via Cardiff Metropolitan University’s Virtual Learning

Environment, Moodle. The following brief information may be of use to you, however, as you

prepare to commence your course. The teaching delivery day(s) for each module will be

confirmed when module selection has taken place, as this is the point when we decide which

modules are able to run, and when.

Module Handbooks Separate module information is provided for use with each module. This will provide advice,

key information, assessment details and submission dates as well as up to date reading lists.

Attendance and punctuality Attendance at all taught sessions is compulsory unless agreed in advance with the module

leader. We do recognise that there may be times when personal and professional life make

attendance difficult, and we would respectfully ask that you discuss these issues with the

module leader and/or your allocated personal tutor.

Please arrive promptly for the beginning of sessions, ready to begin work. If you are likely to

have difficulties arriving promptly, please discuss this with the module leader.

Please remember that you are working amongst a group of professionals and conduct

relationships and conversations with tutors and fellow students accordingly. It is the

responsibility of students to check the Moodle (Virtual Learning Environment) notice board

regularly for announcements and to keep abreast of changes to the programme calendar

should they be necessary. The programme director and module leaders will not inform

students individually of such changes.

6. Applying for Recognition of Prior Learning Recognition of Prior Learning (RPL) Students may apply to accredit previous M level study within the MA Education programme.

This may provide them with exemption from certain modules. Applications should be submitted before the programme begins. In exceptional cases, applications will be

accepted within three weeks of the commencement of the MA Education programme. These

applications may be submitted at the discretion of the programme director. Applications

should include: the transcript of previous results (available from the awarding university’s

registry) including the number of credits and their level and module details and learning

outcomes of the previous programme.

The panel considering the application may request additional information/evidence.

Late applications will not be considered.

Accreditation of National Professional Qualification for Headship (NPQH) Students who

have successfully completed the NPQH may submit a bridging assignment allowing the

qualification to be accredited within the MA programme to the value of 60 M level credit points

(2 modules). Any student wishing to do so should apply as above.

Further information is available from the programme director, Dr Helen Emery hemery@cardiffmet.ac.uk . If you wish to apply for RPL, please email and you will be sent a short form to complete.

8. Useful Links

• DBS If your programme involves you coming into contact with children and young or vulnerable people then you will have been asked to carry out a criminal records check as part of your offer.

• Accommodation Students are able to move into Halls from Wednesday 14th September but internet access will only be available for those who have completed the enrolment process successfully.

• Student Services For help during your time with us in relation to your health, welfare, lifestyle and future career. The aim is to provide you with all the support you need to ensure your studies are as enjoyable and successful as possible. Services also include counselling, disability and chaplaincy.

• Student Finance For information on Tuition Fee Loans and Maintenance Loans, non-repayable grants, bursaries and scholarships that may be available.

• Cardiff Met Sport & Facilities

• Cardiff Met SU including Freshers information & wristbands

• Term Dates

• Campus Maps & Met Rider

• Bike Shelters Once you are on campus and have collected your student ID card you will be able to request access to the various bike shelters around our campuses – info to be added

• Virtual Tours Have another look around our campus and facilities with our guided virtual tours

• Student Handbook

• Academic Handbook

• Santander Partnership and on campus branch Student will have the opportunity to open a Santander account during the Freshers Fayre, you will need to have photo proof of ID with you in order to do this.

• Admissions Policy

9. Reading List

MA Education: TESOL reading list

Green = two copies

Red = 1 copy

Description of English for language Teachers

Required reading:

Andrews, S. (2007). Teacher Language Awareness. Cambridge: Cambridge University Press.

Recommended Reading:

Carter, R. and McCarthy, M. (2006). Cambridge Grammar of English: A Comprehensive Guide. Spoken and Written English Grammar and Usage. Cambridge: Cambridge University Press.

Cowan, R. (2008). The Teacher's Grammar of English. Cambridge: Cambridge University Press.

Culpeper, J. et al. (2009). English Language: Description, Variation and Context. Basingstoke: Palgrave.

Crystal, D. (1997). The Cambridge Encyclopaedia of Language (2nd edition). Cambridge: Cambridge University Press.

Graddol, D., Cheshire, J. and Swann, J. (1998). Describing Language. Oxford: Oxford University Press.

Fromkin, V., Rodman, R. and Hyams, N. (2013). An Introduction to Language (10th edition). Boston, MA: Heinle.

Greenbaum, S. and Quirk, R. (1990). A Student's Grammar of the English Language. Harlow: Longman.

Huddleston, R. and Pullum, G.K. (2005). A Student's Introduction to English Grammar. Cambridge: Cambridge University Press.

Parrott, M. (2000). Grammar for English Language Teachers. Cambridge: Cambridge University Press.

Roach, P. (2009). English Phonetics and Phonology: A Practical Course (4th edition). Cambridge: Cambridge University Press.

Thornbury, S. (2005). Beyond the Sentence. Introducing Discourse Analysis. London: Macmillan.

Thornbury, S. (2013). About Language: Tasks for Teachers of English. Cambridge: Cambridge University Press.

Yule, G. (2006). The Study of Language (3rd edition). Cambridge: Cambridge University Press.

Second Language Acquisition

Required reading:

Mitchell, R., Myles, F., & Marsden, E. (2013). Second Language Learning Theories. (3rd ed.). London: Routledge.

Van Patten, B., & Williams, J. (Eds.). (2007). Theories in Second Language Acquisition: An Introduction. Mahwah, NJ: Erlbaum.

Recommended Reading:

Doughty, C. & Long, M. (2003). The Handbook of second language acquisition.

Oxford: Blackwell.

Gass, S. & Selinker, L (2001). Second language acquisition: An introductory course

(2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Lightbown, P., & Spada, N. (2013). How languages are learned. Revised edition.

Oxford: Oxford University Press.

Mackey, A. & Gass, S. (2005). Second language research. Mahwah, NJ: Lawrence

Erlbaum.

Introduction to TESOL Methodology

Required reading:

Gower, R., Phillips, D. & Walters, S. (1995) Teaching practice handbook. Heineman McMillan.

Johnson, K. (2008) An introduction to foreign language learning and teaching. 2nd edition. Longman

Harmer, J (2015) (5th edition.) The Practice of English Language Teaching. Harlow: Longman

Recommended Reading

Baker, J. & Westrup, H. (2000) The English language teacher’s handbook. VSO Publications, Continuum.

Bowen T & Marks J (1994) Inside teaching: Options for English Language Teachers. Oxford: Heinemann

Crookes G (2003) A Practicum in TESOL: Professional Development through Teaching Practice. Cambridge: Cambridge University Press

Cross, D. (1995) A practical handbook of language teaching. Phoenix ELT.

Harmer, J. (2011) How To Teach English. 2nd edition. Harlow: Longman

Hughes, J. (2005) Lessons in your rucksack: The complete TEFL survival guide. Keyways publishing.

Kelly, G. (2000) How to teach pronunciation. Longman: England.

Nunan, D. (1995) Language Teaching Methodology: a textbook for teachers. NY: Phoenix ELT.

Rinvolucri, M. (2008) Grammar games. Cambridge: CUP.

Scrivener J (2011) Learning Teaching: A Guidebook for English Language Teachers. Oxford: Heinemann

Thornbury S (2009) How to Teach Grammar. London: Longman

Thornbury S (2001) Uncovering Grammar. Oxford: Heinemann

Thornbury, S. (2002) How to Teach Vocabulary. Harlow: Longman.

Ur, P. (2012) A Course in Language Teaching: practice and theory. Cambridge: CUP.

Ur, P. (2009) Grammar Practice Activities: a practical guide for teachers. Cambridge: CUP.

Wajnryb R (2012) Classroom Observation Tasks: A Resource Book for Language Teachers and Trainers. Cambridge: Cambridge University Press

Woodward T (2001) Planning Lessons and Courses: Designing Sequences of Work for the Language Classroom. Cambridge: Cambridge University Press

Education, Equality and Disability

Required reading:

Armstrong, A. C., Armstrong, D., & Spandagou, I. (2009). Inclusive education: International policy & practice. London: Sage Publications – Ebook in stock

Knowles, G., and Lander, V. (2011). Diversity, equality and achievement in education. Los Angeles: Sage Publications. – Ebook in stock

Recommended reading:

Greenstein, A. (2015) Radical Inclusive education: Disability, teaching and struggles for liberation (Concepts for Critical Psychology). London: Routledge.

Baker, D., and Wiseman, A. (2009). Gender, equality and education from international and comparative perspectives. Bradford: Emerald – Ebook in stock.

Cole, M. (2011). Education, equality and human rights: Issues of gender, race, sexuality, disability and social class. London: RoutledgeFalmer.

Gaine, C. (2005) We’re all white, Thanks. The persisting myth about ‘white’ schools. Stoke on Trent: Trentham Books.

Griffin, S. (2008) Inclusion, Equality and Diversity in Working with Children. Pearson Education.

Robinson, P (2011) Education and Poverty. Routledge: London

Sefton, T., and Stewart, K. (2009). Towards a more equal society? Poverty, inequality and policy since 1997. Bristol: Policy Press in association with the Joseph Rowntree Foundation.

Smith, E. (2012) Key issues in education and social justice. London: SAGE.

Ward, S., & Eden, C. (2009). Key issues in education policy. London: SAGE

Teaching English for Specific and Academic Purposes.

Required reading:

Alexander, O. Argent, S. and Spencer, J. (2008) EAP Essentials: A teacher’s guide to principles and practice. Reading: Garnet Education.

Hyland, K. (2006) English for Academic Purposes: An advanced resource book. London: Routledge.

Long, M. (2005) Second Language Needs Analysis. Cambridge: Cambridge University Press.

Paltridge, B. and Starfield, S. The Handbook of English for Specific Purposes, Sussex: Wiley Blackwell

Recommended Reading

Douglas, D. (2000) Assessing Language For Specific Purposes. Cambridge, U.K.: Cambridge University Press.

Moon, J. (2008) Critical Thinking: An exploration of theory and practice. London: Routledge.

Klapper, J. (2006) Understanding and Developing Good Practice: Language Teaching in Higher Education. London: CILT.

Teaching English to Young Learners

Required reading:

Emery, H. & Rich, S. (2015) Teaching English to Young Learners. Alexandria, VA: TESOL

Cameron, L. (2001) Teaching Languages to young learners. Cambridge: Cambridge University Press.

Graham, J. & Kelly, A. (2003) Writing under control: Teaching writing in the primary school.

London: David Fulton.

Graham, J. & Kelly. A. (eds) (2000) Reading under control: Teaching reading in the primary school. London: David Fulton.

Recommended Reading

Brewster, J., Ellis, G. & Girard, D. (2002) The primary English teacher’s guide. Second edition. Longman.

Brumfit, C., Moon, J. & Tongue, R. (1990) Teaching English to children. London: Collins.

Crosse, K. (2007) Introducing English as an additional language to young children: A practical handbook. Paul Chapman Publishing.

Emery, H. (2016) Assessing young learners in “The TESOL Encyclopedia of English Language Teaching”. NY: Wiley Blackwell.

Emery, H. (2010) Materials design for young learners, (Chapter 7) in Widodo, H.P. & Savova, L. (eds) The Lincom guide to materials design in ELT. Munich: Lincom Europa.

Emery, H. & Gardiner-Hyland, F. (eds)(2012) Contextualising EFL for young learners: International perspectives on policy, practice and procedure. Dubai: TESOL Arabia.

Hughes, A. (2010) Why should we make activities for young language learners meaningful and purposeful? In Mishan, F. & Chambers, A. (eds) Perspectives on language learning materials development. Peter Lang: Pieterlen, Switzerland.

Ioannou-Georgiou, S. & Pavlou, P. (2003) Assessing young learners. Oxford University Press.

Lewis, G. (2004) The internet and young learners. Oxford University press.

Linse, C. (2005) Young learners. McGraw-Hill: New York.

McCarthy, M., O'Dell, F. & Mark, G. (2005) Vocabulary in Use (elementary) Cambridge: Cambridge University Press.

McKay, P. (2006) Assessing young language learners. Cambridge University Press.

Nikolov, M. (2009) Early learning of modern foreign languages. Multilingual Matters: UK.

Nixon, C. & Tomlinson, M. (2003) Primary grammar box. CUP: Cambridge.

O’Sullivan, O. & Thomas, A. (2007) Understanding spelling. Routledge: UK.

Phillips, D, Burwood, S. & Dunford, H. (2003) Projects with young learners. Oxford University Press.

Perfetti, C.A, Rieben, L. & Fayol, M.(1997) Learning to spell: Research, theory and practice across languages. Mahwah, NJ: Lawrence Erlbaum.

Pinter, A. (2006) Teaching young language learners. Oxford: Oxford University Press.

Read, C. (2008) 500 activities for the primary classroom. Oxford University Press.

Riley, J. & Riley, V. ( 2005) Writing with children. Oxford University Press.

Scott, W.A. & Ytreberg, L.H. (2004) Teaching English to children. Longman

Vale, D. & Feunteun, A. (2003) Teaching children English. CUP.

Wright, A. (2001) Storytelling with children. Oxford university press.

Independent study module

Required reading:

Cohen, L., Manion, L. & Morrison, K. (2011) Research Methods in Education. 7th edn. London: Routledge. (Electronic book available of 2007 edition)

Pears, R. and Shields, G. (2013) Cite them Right. 9th edn. Basingstoke: Palgrave Macmillan (Available online)

Walliman, N.S.R. (2005) Your research project: a step-by-step guide for the first-time researcher. 2nd edn. London: Sage. (Electronic book available of 2001 edition)

Recommended Reading

Belcher, W. (2009) Writing your Research Article in 12 Weeks. London: Sage

Bell. J. (2010) Doing your Research Project. 5th edn. Maidenhead: Open University Press (Electronic book available)

Blaxter, L., Hughes, C., and Tight, M. (2006) How to research. 3rd edn. Buckingham: Open University Press. (Electronic book available)

Jesson, J., Matheson, L. and Lacey, F. (2011) Doing your Literature Review. London: Sage.

Kumar, R. (2011) Research Methodology: a step-by-step guide for beginners. 3rd edn. London: Sage.

Oxford (2005) New Hart’s Rules. Oxford: Oxford University Press.

Ridley, D. (2008) The Literature Review: A step-by-step guide for students. London: Sage.

Thomas, G. (2009) How to do your Research Project. London: Sage.

MA Dissertation

Required reading:

Bell, J. (2010) Doing Your Research Project. 5th edn. Maidenhead: Open University Press.

(Electronic book available)

Blaxter, L., Hughes, C. & Tight, M. (2010) How to Research. 4th edn. Maidenhead: Open University Press. (Electronic book available)

Cohen, L., Manion, L. & Morrison, K. (2011) Research Methods in Education. 6th edn. London: Routledge. (Electronic book available of 2003 edition)

Recommended Reading:

British Educational Research Association (BERA). (2011). Ethical Guidelines For Educational Research. Available: http://www.bera.ac.uk/publications/ethical-guidelines Last accessed 01/03/16

Cottrell, S. (2005) Critical thinking skills: developing effective analysis and argument. Basingstoke: Palgrave Macmillan.

Pears, R. and Shields, G. (2010) Cite them right: The essential referencing guide, 8th Edition, Palgrave Macmillan

Thomas, G. (2009) How to do your Research Project. London: Sage.

CARDIFF SCHOOL OF EDUCATION

MA Education: Teaching English to Speakers of Other Languages

(TESOL)

Contents Welcome messages ....................................................................................................................... 20

Dean of School ............................................................................................................................ 20

Associate Dean (International) / Acting Programme Director ....................................................... 21

Student Union representative ...................................................................................................... 22

Role of the Student Representative ......................................................................................... 22

Role of the Students’ Union ..................................................................................................... 23

Useful Websites .............................................................................................................................. 23

School website ............................................................................................................................ 23

Student charter ............................................................................................................................ 23

Student handbook ....................................................................................................................... 23

Complaints procedure ................................................................................................................. 24

Disciplinary procedure ................................................................................................................. 24

Who are the key people associated with my programme and how can I contact them? .................. 24

Programme Director .................................................................................................................... 24

Module Leaders .......................................................................................................................... 24

Programme Support .................................................................................................................... 25

Partnerships Office ...................................................................................................................... 25

What will happen (or what will I do) in my first weeks at University? ............................................... 25

Joining pack details ........................................................................ Error! Bookmark not defined.

Programme Induction - what is covered and why ........................................................................ 25

Schedule of events ...................................................................................................................... 26

What does my programme entail? .................................................................................................. 26

Description of the programme ..................................................................................................... 26

Aims ............................................................................................................................................ 27

Programme Learning outcomes .................................................................................................. 27

By the end of the programme students should be able to ............................................................... 27

Structure ..................................................................................................................................... 27

Graduate attributes ..................................................................................................................... 28

Professional Standards ............................................................................................................... 30

Programme regulations............................................................................................................ 30

Programme Handbook 2016-2017

Programme specific regulations ............................................................................................... 30

QAA Benchmark Statements ................................................................................................... 30

What will my academic year look like? ............................................................................................ 31

Term dates .................................................................................................................................. 31

Programme schedule .................................................................................................................. 31

What is expected of me? ................................................................................................................ 31

Attendance .................................................................................................................................. 31

Additional requirements ............................................................................................................... 32

Independent study time ............................................................................................................... 32

Performance requirements .......................................................................................................... 32

Fitness to Study procedure.......................................................................................................... 32

Fitness to practice ....................................................................................................................... 32

Dress code .................................................................................................................................. 32

Professional body requirements .................................................................................................. 32

How will I be taught? ....................................................................................................................... 33

Methods ...................................................................................................................................... 33

Contact hours .............................................................................................................................. 33

Programme specific work placements/ work related experience .............................................. 33

What do I need to do if I am carrying out research? ........................................................................ 33

Ethical considerations ................................................................................................................. 33

What support is available to me? .................................................................................................... 34

5 minute guides ........................................................................................................................... 34

Personal tutoring ......................................................................................................................... 34

Academic Counselling ................................................................................................................. 35

Academic skills ............................................................................................................................ 35

Links to varying student services etc. as in current handbook ..................................................... 35

What additional support is available if I need it?.............................................................................. 36

English ........................................................................................................................................ 36

International Office ...................................................................................................................... 36

ELTC services ............................................................................................................................. 36

Disability unit ............................................................................................................................... 36

How will I be assessed? .................................................................................................................. 37

The purpose of assessment ........................................................................................................ 37

Assessment types ....................................................................................................................... 37

Assessment schedule ................................................................................................................. 37

Assessment criteria (to include a link to band descriptors) ....................................................... 39

Programme specific assessment criteria ..................................... Error! Bookmark not defined.

Submission of assessment through the medium of Welsh ........................................................... 39

Programme specific additional information .................................................................................. 40

What do I do if I need help with my assignment? ............................................................................ 40

School support ............................................................................................................................ 40

Student services .......................................................................................................................... 40

Academic support skills ............................................................................................................... 41

Why do I need to know about referencing? ..................................................................................... 41

Harvard referencing (link to 5 minute guide) ................................................................................ 41

Using ‘Cite Them Right’ online .................................................................................................... 41

Plagiarism and unfair practice ..................................................................................................... 41

Using plagiarism detection software to develop your referencing skills ........................................ 42

Where and / or how do I submit my assignments? .......................................................................... 42

Submitting assignments .............................................................................................................. 42

Plagiarism detection software ...................................................................................................... 42

Programme specific..................................................................................................................... 43

What happens if I can’t meet the assignment deadline? ................................................................. 43

Penalties ..................................................................................................................................... 43

Late submission with permission ................................................................................................. 43

What happens if I hand in my work late? ........................................................................................ 44

What happens if I fail an assignment/module? ................................................................................ 44

How and when will I receive feedback? .......................................................................................... 44

Types of feedback ....................................................................................................................... 44

Timescales for turnaround of assignments .................................................................................. 45

Additional feedback opportunities ................................................................................................ 45

Notification of results for progressing students ............................................................................ 45

How do I know that my work has been marked fairly?..................................................................... 46

Moderation process ..................................................................................................................... 46

Role of the external examiner ...................................................................................................... 46

Who is the external examiner for my programme? ...................................................................... 46

Exam Board procedure ............................................................................................................... 46

What will I be awarded at the end of my programme?..................................................................... 46

Award .......................................................................................................................................... 46

Certificate .................................................................................................................................... 47

Transcript .................................................................................................................................... 47

Graduation .................................................................................................................................. 47

Notification of results for final year students ................................................................................ 47

What opportunities will my degree give me? ................................................................................... 47

Possible careers .......................................................................................................................... 47

Further study options ................................................................................................................... 47

Alumni ......................................................................................................................................... 47

How can I be sure my programme is fit for purpose and that my views are taken into account? ..... 48

Module evaluation ....................................................................................................................... 48

Programme committees .............................................................................................................. 48

Learning and teaching committee................................................................................................ 48

Student Staff Liaison Committee ................................................................................................. 49

Postgraduate Taught Experience Survey (PTES) ........................................................................ 49

Troubleshooting .............................................................................................................................. 49

Assignments ............................................................................................................................... 49

Health ......................................................................................................................................... 49

Finance ....................................................................................................................................... 49

Enrolment .................................................................................................................................... 49

Accommodation .......................................................................................................................... 49

I.T. ............................................................................................................................................... 49

Welcome messages

Dean of School

A very warm welcome to Cardiff Metropolitan University and to the Cardiff School of Education. Undergraduate and postgraduate programmes within the School are organised in one of the three Departments: Teacher Education and Training; Humanities; or Professional Development. In addition, there is also a vibrant English Language Training Centre (ELTC) that houses around 300 international students per year. Your future employment prospects are central for all programmes of study and, whichever subject you have decided to follow, you will find dedicated staff that will work extremely hard to ensure that your time at Cardiff Metropolitan University is profitable and you have every opportunity to develop your knowledge and skills. The School has over 90 full-time staff and a range of visiting lecturers. In total there are over 1600 full-time students making it one of the largest Schools of Education in Wales and the UK. Each year students and staff celebrate significant academic achievement in a research-led teaching environment. Central to this success is the support you will receive from the lecturing staff. As a result, it is usual for the relationships you make during your studentship to last very much longer than just the duration of study at the University. It is our job to encourage and support you to fulfil your academic and personal potential. On behalf of everyone in the School, I wish you every success in both your studies at the University and in your future professional career. Professor Dan Davies Dean of the Cardiff School of Education

Programme Director

I would like to welcome you all to Cardiff Metropolitan University and as a student on the MA Education: Teaching English to Speakers of Other Languages (TESOL). The field of TESOL has grown enormously in the past 20 or so years and now offers a strong career route for teachers worldwide. Graduates of the MA Education: TESOL will be able to work in diverse fields such as teaching in language schools, working in a university English language centre, teaching young learners, working in industry, business or other commercial enterprise as teachers of English.

I joined Cardiff Metropolitan University in September 2016 as Senior Lecturer and Programme Director of the MA Education: TESOL (Teaching English to Speakers of other Languages). Before this, I worked in the Open University in Greece, in Swansea University in the UK, and the University of Central Lancashire in Cyprus. I have taught a range of postgraduate and undergraduate modules, including English for Academic and Specific Purposes (EAP/ESP), Computer Assisted Language Learning (CALL), Educational Technology for ELT, Vocabulary Teaching and Learning, Studies in Language and Linguistics, Stylistics, and Academic English.

I have extensive professional experience in TESOL/ELT, having taught at a number of language schools. I have also worked as a linguist researcher designing and developing language learning software in the Department of Educational Technology at the Institute for Language and Speech Processing, Greece. Moreover, I have designed, implemented, and run an internet distance learning course on NATO and military terminology at the Hellenic Army Language School, Greece.

I have a BA in English Language and Literature from the University of Athens, an MA in Applied Language Studies:Computing from the University of Kent, and a PhD in Applied Linguistics from Swansea University.

My areas of research interest are all in Applied Linguistics, and more specifically in vocabulary studies, ESP/EAP, CALL, and their combination!

Dr Nikolas Konstantakis

Programme Director

Student Union representative

Welcome to Cardiff Metropolitan University. My name is Wilfred Brotherton-Ratcliffe and I am the Cardiff School of Education Representative here. I am part of a student representative structure consisting of course representatives, lead representatives, a school representative, a vice-president and president. I represent undergraduates, postgraduates and Master’s students within the School of Education.

It is my job to make sure the student voice is heard within the School of Education. I aim to do this by co-ordinating with all the representatives within this school regularly, gathering feedback and passing it on at committees and meetings throughout the academic year.

Student welfare is an important part of my role and I would like all students to know that they can contact me regarding any problems no matter how big or small. I’m usually on Cyncoed Campus in the library or Centro but if you can’t find me you can send me an email on cserep@cardiffmet.ac.uk

As a student here at Cardiff Metropolitan University you are now part of our Students’ Union which has so much to offer to you. I would like to help students have the best student experience possible, gaining as much as they can from the union. With this in mind I am hoping to plan a number of events for the School of Education. Last year events such as white water rafting and a School of Education ball were held. If you have any ideas for other events that you think might be successful then let me know!

There are a vast amount of sporting opportunities within the Students’ Union. You can represent Cardiff Met at a high level in a wide range of sports competing against other universities or clubs. Keep an eye out for the dates for trials at the Fresher’s Fayre. There is also the opportunity to play for fun as well with Pinnacle campus sports organising a wide range of sports and activities across our campuses. Both of these options have brilliant social benefits as it’s a great way to make a completely new bunch of mates. For more information check out the sport section on the Students’ Union website.

Role of the Student Representative Becoming a student representative provides the opportunity to make a significant difference and take ownership for your own education and that of your fellow students. It also enables you to form professional relationships with course tutors. All students have the opportunity to apply for the position of course representative. This is a role that has become fundamental to student satisfaction. Course representatives come from each academic year and attend committee meetings, voicing the views of students, addressing any course related issues and giving feedback to course tutors.

One student from each academic year across the entire school will be recruited as lead representatives and their roles differ amongst schools at Cardiff Met. Within the Cardiff School of Education, the lead representatives work closely alongside the school representative to enhance the

student experience; this enhancement could be achieved through social or educational avenues, but it is the small team of lead representatives and the school rep that meet monthly to discuss such matters.

One of the highlights of being a school representative is being able to celebrate the hard work of course representatives at the ‘Rep Awards;’ the awards show representatives how much students and staff appreciate their input and engagement throughout the year.

Role of the Students’ Union The role of our Students’ Union can be divided into various areas; commercial, clubs and societies funding, providing the unique and expanding UMAX services and representation.

The Students’ Union operates commercial services such as coffee shops, bars and canteens on all Cardiff Met campuses; events are regularly held at the bars throughout the year and provide students with a great opportunity to socialise, especially throughout Fresher’s Week. The venues of the Students’ Union are diverse, allowing students to congregate in an environment that suits them.

For all students with a hobby, joining a society is the perfect way to share your interests with fellow students and heighten your university experience. Cardiff Metropolitan Students’ Union allows all students the option to join as many of the societies currently in place as they want. Alternatively if you have a passion, you can set up a new society. As your School Representative, I will happily assist you to do this.

UMAX is a service provided by Cardiff Met Students’ Union that focuses on developing students’ employability skills, offering workshops on CV writing, interview skills and presentation skills, as well as advertising current job vacancies online for any students looking for employment alongside studies. Students can now also sign up to meet the criteria for the new Cardiff Met Award, setting you apart from peers and recognising your engagement with the Students’ Union and UMAX.

In addition to the support given to students via the representation structure, the Students’ Union have recently put in place a Student Advisor, Alison, who provides students with advice and support for any problem, whether it be accommodation advice or reassurance at stressful times. University can be a demanding experience, therefore the Students’ Union are committed to ensuring all students have the option to the get any support they require.

For further details on everything Students’ Union related, make sure you visit our website or pop into to our office situated in Centro Bar, Cyncoed Campus.

Useful Websites

School website http://www.cardiffmet.ac.uk/cse

Student charter http://www.cardiffmet.ac.uk/studentcharter

Student handbook http://www.cardiffmet.ac.uk/studenthandbook

Complaints procedure Volume 1 Section 7 of the Academic Handbook gives information on Cardiff Metropolitan University's Complaints Procedure, Verification Procedure and Appeals Procedures.

Disciplinary procedure http://www.cardiffmet.ac.uk/disciplinaryprocedure

Who are the key people associated with my programme and how can I contact them? If you have a query about a specific module you will need to contact the Module Leader, their name and contact details will be in the module handbook and on Moodle. Directing your query to the right person is important as doing this will ensure you get the correct information as quickly as possible. It is standard practice to respond to emails within 3 working days and within standard working hours of 9.00am-5.00pm.

Programme Director

Name Email Extension number Room Dr Nikolas Konstantakis

TBC

TBC

TBC

Deputy Programme Director / Pathway Leaders Not relevant for this programme.

Module Leaders

The Module Leader organises the teaching and assessment for a particular module, please note this may not be the same as the Module Lecturer who may purely be delivering the content of the module. The name of the Module Leader appears in the module handbook (accessible via Moodle); and should be the first person contacted by you with a query or if you are experiencing difficulties with any aspect of an individual module. The Module Leader is also responsible for working with the Programme Director and Registry in the tracking of your academic progress.

The Module Leader is responsible for keeping records of your attendance. Attendance is taken very seriously.

Module Name Module Code

Module Leader

email address Ext. Room

Description of English for Language Teachers

TES7001 Nikolas Konstantakis

TBC TBC TBC

Second Language Acquisition

TES7002 Nikolas Konstantakis

TBC TBC TBC

Introduction to TESOL Methodology

TES7004 Helen Emery hemery@cardiffmet.ac.uk 5583 C2.10

Education, Diversity and Equality

TES7005 Cheryl Ellis cellis@cardiffmet.ac.uk 6555 C2.05

Teaching English for Specific Purposes (ESP)

TES7006 Gabriel John Roberts

gjroberts@cardiffmet.ac.uk 7188 C0.25

Teaching English to Young Learners

TES7007 Helen Emery hemery@cardiffmet.ac.uk 5583 C2.10

Independent Study Module

TES7008 Nikolas Konstantakis

TBC TBC TBC

Dissertation; Preparation and Supervision

TES7003 Nikolas Konstantakis

TBC TBC TBC

Other Tutors (inc. Academic Associates/Hourly Paid Lecturers)

Welsh Medium Tutors

Within the Department of Humanities, we have a number of programmes available through the medium of Welsh. We are not currently able to offer this programme through the medium of Welsh.

Programme Support

Partnerships Office

Partnerships

Team

csepartnerships@cardiffmet.ac.uk 02920 416771 (select option 1) C011

What will happen (or what will I do) in my first weeks at University?

Programme Induction - what is covered and why

At the WOW event (Week One Welcome), the Vice-Chancellor gives a welcoming address. The event takes place in NIAC on the Cyncoed Campus. This provides an opportunity to find out more about the university, its Student Services, its International Office and the Students’ Union

In the first week of your course, you will meet your Programme Director, lecturers, fellow students and be allocated a personal tutor. Normally a range of activities will be planned enabling you to familiarise yourself with the course and the academic year ahead. Activities vary from programme to programme and you will be able to check this on-line in the Induction Room .

Programme Support Team cse@cardiffmet.ac.uk 02920 416771

(select option 2) C201

Schedule of events We really hope you enjoy induction week. It’s intended to introduce you to university life, both the social and the academic, and it’s a time to get to know one another and your tutors.

It’s tailored to your individual subject. The first weeks at university are traditionally quite busy and it may take a couple of weeks for your timetable to settle down and for us to select the best slot for your sessions. Please be patient during this time and check your student portal (under MY STUFF), Moodle (General and Specific Sites) and your university email.

If you need any assistance throughout Induction Week please go to the Humanities ‘Base Camp’ in Centro or contact main reception.

Monday 19th September 2016 Week One Welcome (WOW) begins in NIAC from 10am.

Below is the induction programme for the MA Education: TESOL:

Tuesday 27th September, 11.00am in Room TBC, Cyncoed Campus. Please report to Main Reception. At this event the following information will be delivered:

11.00: Arrive and settle in 11.15: Welcome and introduction from Dr Helen Emery, Acting Programme Director and Dr Nik Konstantakis, new Programme Director 11.30: Welcome from Professor Dan Davies, Dean, Cardiff School of Education 11.45: The MA TESOL programme 12.00: Library and Academic Skills Questions and admin issues What does my programme entail?

Description of the programme

The MA Education TESOL is a level 7 Master’s level course that will be delivered full time over one year.

Core modules bear 15 credits each and include Second Language Acquisition and Description of English for Language Teachers. The programme also includes various 30 credit optional modules: Introduction to TESOL Methodology; Education, Diversity and Equality; Teaching English to Young Learners; Teaching English for Specific Purposes and Independent Study Module.

The Methodology module will provide an in depth study of the various methods that are used in current practice in English Language Teaching. Teaching English to Young Learners explores the pedagogical features of teaching English to children and young teenagers. The English for Specific Purposes module examines the theoretical basis for specific purposes in a variety of contexts including English for Academic Purposes (EAP), business English and English for educational, medical and industry professionals.

Aims

Educational Aims of the Programme

The educational aim of the programme is to offer a high quality and employability-focussed postgraduate programme, which combines theory and practice, in the discipline of TESOL. The curriculum offered is distinctive, international, and challenging. The aim is to produce graduates who are flexible, proactive, culturally sensitive and digitally literate people who achieve the Graduate Attributes identified by Cardiff Metropolitan University. We aim to develop students’ criticality, their imagination, voice and creativity as well as their professional skills over the duration of the programme.

Programme Learning outcomes

By the end of the programme students should be able to (i) Scrutinise underpinning theory relating to current teaching methods in English Language

Teaching and Second Language Acquisition. (ii) Critically analyse and consolidate knowledge of the structure of English language. (iii) Plan and execute a significant research project in the area of Teaching English to Speakers

of Other Languages. (iv) Demonstrate detailed and critical knowledge of the wider context of English Language

Teaching. (v) Apply professional insight to the pedagogy of teaching English in a range of differing contexts,

including English for academic purposes (EAP) and English for specific purposes (ESP).

Structure

The programme is offered on a one-year, full-time basis though you can undertake this course part-time should you wish. Study is undertaken at Level 7 and comprises of 180 credits (MA), 120 credits (PGDip) and 60 credits (PGCert) at this level. The structure is shown in the table below:

Module Title Module Code Credit Value Level Compulsory Term 1 Modules

Description of English for Language Teachers

TES7001 15 7

Second Language Acquisition TES7002 15 7

Choice of Modules for Term 1 Specialisms ( 1 out of 2 to be selected) Teaching English to Young Learners

TES7007 30 7

Education, Diversity and Equality* TES7005 30 7

Choice of Modules for Term 2 Specialisms (2 out of 3 to be selected) Teaching English for Specific Purposes (ESP)

TES7006 30 7

Introduction to TESOL Methodology

TES7004 30 7

Independent study module TES7008 30 7

Term 3 Module

Dissertation; Preparation and Supervision

TES7003 60 7

*The course Introduction to TESOL Methodology is intended for students with little or no prior teaching background. For suitably experienced teachers the module Education, Diversity and Equality offers an alternative study option to be discussed with the Programme Director.

The programme is modular in structure with the majority of modules presented as blocks of 30 credits with some shorter modules offered as 15 credits. The dissertation module at Level 7 is 60 credits and allows students to specialise in their area of interest. In order to gain a Master’s Degree each student will be required to gain 180 credits at Level 7. The University Week and Year

The university week is not just determined by your timetable, you should also put in your private study times. This time may vary from module to module and may be determined by your research towards a piece of assessment.

The university year is broken up into three terms. The first two terms consist of eleven weeks and are devoted to teaching time with the remaining time being set aside for assignments. Students should ensure that they can be contacted during the periods when they are not at university.

Graduate attributes

All students on all programmes will demonstrate their competence against the following Cardiff Metropolitan University’s Graduate Attributes:

1. Problem solving and analytical ability 2. Inter-personal skills and networking 3. Global citizenship (diversity and sustainability) 4. Flexibility and adaptability 5. Effective communication 6. Creativity and innovation

Core graduate attributes and skills:

Our degrees emphasise the value to students of recognising their own worth as learners and who can articulate their skills and attributes in language that employers understand. Our degree is built around the following graduate attributes which are mapped to each module and each assessment point:

Problem solving and analytical ability

• Appreciate the complexity of knowledge from English Language Teaching perspectives and use it to undertake critical research and enquiry into the discipline.

• Appropriately gather, select and conduct in-depth reviews of key research papers from TESOL perspectives.

• Extract knowledge or meaning from key research papers and use this to construct new knowledge or meaning in order to evaluate both theoretical and empirical problems and consider solutions.

Inter-personal skills and networking

• Work co-operatively with others, displaying appropriate attitudes, behaviours and values when discussing a range of issues in TESOL.

• Assert your own values and respect the values and contributions of others in an academic context.

• Work independently, and actively manage your own independent study project.

Global citizenship (diversity & sustainability)

• Evaluate how your decisions and actions can impact those around you and the larger community.

• Appreciate TESOL as a global, social and cultural matter and use inter-cultural competence to engage effectively with the environments in which you operate.

• Recognise the reciprocal relationship between sustainable policy and practice in TESOL from a social, cultural and ethical perspective.

Flexibility and adaptability (life long learning) • Reflectivity in the development of socially and ethically inclusive environments in which you

operate.

• Commit to life-long learning through directed and self-directed study and apply learning to new and unexpected situations.

• Identify, evaluate and implement personal learning strategies as part of a complex learning process.

Effective communication

• Communicate effectively for different purposes and in different contexts with L1 and L2 speakers of English.

• Communicate appropriately in a given situation including oral and written, academic and professional communication.

• Communicate using digital technologies and engage productively in online communities.

Creativity and innovation

• Construct and articulate new meanings or knowledge in ways which extend, modify or contest existing knowledge.

• Create value through originality and innovation.

• Initiate innovative ways of relating to particular issues drawing knowledge from within and across the field of TESOL.

Professional Standards Currently there are no professional regulatory professional standards applicable to this programme.

Programme regulations All courses validated by Cardiff Metropolitan University must be compliant with the programme regulations as detailed in the Academic Handbook under Volume 1 Section 10.

Programme specific regulations Assessment regulations comply with Cardiff Metropolitan University regulations as set out in the University’s Academic Handbook and also reflect policies and processes articulated in the School’s Assessment Guidelines document. In brief:

• Work submitted late without permission is awarded a 0 mark; • Students have up to two retrieval attempts; • With the exception of the dissertation, compensation is allowed within and across modules at

the discretion of the Examining Board (as outlined in the Academic Handbook). The programme specification for Award of:

• MA Education: TESOL can be found here QAA Benchmark Statements The Quality Assurance Agency for Higher Education (QAA) sets out the expectations that all providers of UK higher education are required to meet the UK Quality Code for Higher Education. This Quality Code makes clear what UK higher education providers are required to do and what students can expect of them.

The QAA publishes subject benchmark statements for a range of disciplines. These subject benchmark statements describe what gives a discipline its coherence and identity, and define what can be expected of a graduate in terms of the abilities and skills needed to develop understanding or competence in the subject. Subject benchmark statements are available for honours degrees and Master's degrees.

What will my academic year look like?

Term dates

Enrolment / Module Selection and Year 1 Undergraduate Induction:

Mon 19 September 2016 - Fri 23 September 2016

Autumn Term: Mon 26 September 2016 - Fri 9 December 2016

Spring Term: Mon 16 January 2017 - Fri 31 March 2017

Summer Term: Mon 24 April 2017 – Fri 16 June 2017

Programme schedule For full details for your course timetable, please consult the student portal.

What is expected of me?

Attendance

Attendance and study commitments

International students are required to comply with the UKVI visa regulations for Tier 4 visas. The particular focus of each module is broken down for you in the module handbook. If you are having difficulty managing your time and workload effectively then please discuss this with your Personal Tutor.

Guidelines for taught sessions

If you fail to follow these guidelines you may be asked to leave the lecture or taught session.

• All taught sessions and associated activities are considered compulsory. Unless you meet the attendance requirements for your degree programme, you may find yourself excluded from assessment and re-assessment opportunities.

• Your attendance records will be considered at the exam board. Poor attendance can result in withdrawal from the programme at the exam board. If you are unable to attend a session, please contact your lecturer to advise them of the reason for non-attendance.

• If you miss all of your taught sessions for a period of four consecutive weeks without any mitigating circumstances, you may be withdrawn from the programme prior to the exam board.

• If your attendance, performance or completion of assessments is affected through ill health or other circumstances (as outlined in the Mitigating Circumstances’ guidance), you must complete a Mitigating Circumstances form and provide documentary evidence to support your claim. All applications of Mitigating Circumstances are anonymous and are considered by a panel. Successful Mitigating Circumstances submissions can have a

number of outcomes. Mitigating Circumstances forms and guidance are available at this link.

Additional requirements Organisation of time

At this level you are expected to take responsibility for organising your time, for example, reading, research, preparation for student-led seminars and written assignments.

Some of the work will be self-directed and self-managed and you will have to take stock of what it means to be an independent learner from the start of your study here.

Independent study time Depending on the module that you are working on, there is an expectation of a certain amount of independent study. Typically, 10 credit modules will include contact hours, in lectures, workshops and seminars. The remaining hours include use of and engagement with Moodle and online forums, research and independent study, as mentioned above.

Performance requirements Not applicable to this programme

Fitness to Study procedure Cardiff Metropolitan University has a responsibility to ensure that students are able to cope with the social, behavioural and academic requirements of their programme. The procedure is followed in instances where concern is expressed regarding a student’s health or behaviour. To find out more about this procedure, please see Volume 1 Section 9.3 of the Academic Handbook.

Fitness to practice If you are undertaking a course linked to a Professional Qualification, for example, Teacher Education and Training or Youth and Community Work, you will need to satisfy particular criteria relating to health and/or conduct. To find out more about this, please see Volume 1 Section 9.2 of the Academic Handbook.

Dress code Unless specified by your tutors, the dress code does not need to be formal but please make sure that it is respectful.

Professional body requirements Not applicable to this programme

How will I be taught?

Methods

We utilise a variety of teaching/learning methods to best meet your learning needs. These include:

• lectures

• seminars (of 1 - 3 hours duration)

• video

• workshops (2 or 3 hours depending on the subject)

• formative activities such as: student presentations, performance, writing etc.

• field trips

• live observations of English classes taught by experienced teachers

• PDP

Contact hours Contact hours may vary slightly from module to module and from term to term but are generally set between thirteen hours and sixteen hours a week in the first year, depending on whether additional lectures or seminars are scheduled for particular weeks. Specific details of the time associated with each module will be given in module handbooks

Programme specific work placements/ work related experience We are committed to providing a range of opportunities for our students to gain valuable employability skills throughout the programme. These employability skills are generated through the teaching and learning within the university environment. Whilst work-related experience is not part of the MA TESOL degree, opportunities for voluntary work experience are available through the university. What do I need to do if I am carrying out research?

Ethical considerations The British Educational Research Association (BERA) publish guidelines for undertaking research in educational settings. The full publication is available at

http://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Ethical-Guidelines-2011.pdf

Also, for some programmes, the British Sociological Association provide guidelines at

http://www.britsoc.co.uk/media/27107/StatementofEthicalPractice.pdf?1408720134175

You must read relevant guidance in full prior to planning your research.

Key ideas:

• You have responsibilities to participants. • All participants in your research must have given informed consent and understand what is

involved. • Participants in your research must not be under any pressure to join in or stay involved.

• All individuals and organisations (e.g. schools) involved in your research have a right to anonymity.

Quick check of ethical behaviour:

• Is the action legal? • Is the action fair? • Will I be proud of it? • Does it comply with Cardiff Met’s values? • What would other people think of it? • Will it hurt, disadvantage or offend anyone? • Do I think it is wrong? • If you are not sure, ask until you are sure.

(Cardiff School of Education Ethics Handbook, 2014)

Please refer to individual module handbooks for details of the ethics approval process and the appropriate form to use.

Please note below:

Postgraduate taught students seeking approval

All postgraduate taught students are required to signal their adherence to the principles expressed in this Handbook prior to undertaking research.

The failure of a student to secure ethical approval for a project prior to commencing data collection will result in the dissertation (or equivalent) being ineligible for assessment. A mark of zero will then be entered for the student as a failure to have attempted the work.

What support is available to me?

5 minute guides There are a number of 5 minute guides which you might find useful. They provide a brief overview of various topics such as Changing your Password through to Laptop Loans and Wireless Connection.

Personal tutoring As students at Cardiff Metropolitan University, you will each have a named personal tutor who should usually be an academic member of staff from your programme of study. New students will be introduced to tutors during induction week. You will have scheduled meetings with your personal tutor throughout the academic year – at least once per term for full-time students – to address matters including academic progress, career/professional issues, and any personal issues which may be affecting your progress. Arrangements for tutorials differ depending on your programme of study. Some programmes find it is more helpful for students to have tutorials in small groups, others prefer individual meetings. Regardless of whether your programme offers group or individual scheduled tutorials, you may also make an additional appointment to meet with your personal tutor if there is something specific you want to discuss. Your personal tutor may also act in a signposting role,

advising you of the support available for you (for example, academic skills, or student services which include counselling, financial advice and disability support).

All Cardiff School of Education students have the opportunity to engage with a process called Personal Development Planning or PDP. In some cases PDP will be carried out as part of your academic studies, in other cases your personal tutor will facilitate this. You will be advised of the PDP process for your programme of study during induction to the programme.

In all cases your personal tutor will work with you on your Personal Development Plan, helping you to set and monitor your objectives and plans for achieving your professional and academic goals.

At Cardiff School of Education we see personal tutoring as a learning partnership between tutor and student. As such we suggest some good practice for tutor and student to make sure the partnership works well. Your tutor is responsible for arranging the schedule of termly meetings, and by preparing well for those meetings he or she will work with you to identify and help remove any obstacles to your progress.

It is your responsibility as a student to make sure you attend the scheduled meetings, and that you also prepare well for them. For the partnership to work, both tutor and student need to be active participants in the scheduled meetings. We ask that if you are unable to attend for any reason, you inform your tutor in good time so s/he can arrange to use the time for alternative activities, and so that arrangements can be made for an alternative meeting date.

Academic Counselling It is not unusual for some first year students to experience problems with written work. If you are in this position, seek advice. The Academic Skills team specialises in teaching the skills needed to thrive academically, no matter what subject you are studying. Normally, students are introduced to the team at Induction. You can e-mail the team at: academicskills@cardiffmet.ac.uk.

Academic skills The Academic Skills portal is extremely useful. You will find links, for example, to: ‘critical thinking’, ‘reflective practice’ and making ‘presentations’. Likewise, links to IT and Library Services.

Throughout your programme, you will also find reference to Graduate Attributes. These are a set of competencies that you should develop throughout the duration of your study. They correspond to areas most commonly highlighted by employers as desirable when recruiting graduates and are integrated into the programme and module design.

Links to varying student services etc. as in current handbook The University’s Student Services provides a range of policies, procedures and support services that can help you whilst you are at Cardiff Met. These include: • Careers Advice

• Counselling

• Disability

• English Language and Study Skills Support

• Health

• Multi-faith Chaplaincy

• Student Finance and Welfare

All these services provide appropriate confidentiality, and you can normally expect an answer to an enquiry within five working days. Some parts of the Student Services Unit provide a ‘drop-in’ facility during published office hours.

If you wish to make an appointment for counselling, welfare advice or careers guidance, you can normally expect such an appointment to be fulfilled within four working weeks.

What additional support is available if I need it?

English If you are enrolled as an international student, you will find the links to the International Office and the English Language and Study Skills Support helpful.

International Office Cardiff Metropolitan University has a strong international reputation. More than 1200 international students are enrolled on courses across all five academic Schools. International students rate the support they receive highly with the International Office. It has come top, 5 years in a row in the International Student Barometer. This is the world’s largest survey providing benchmarks for international student satisfaction.

ELTC services The English Language Training Centre is the commercial Language School of the Cardiff School of Education. It is based on the Cyncoed Campus. If you need intensive English Language support, staff from the ELTC can design bespoke one-to-one sessions. These are usually competitively priced and good value for money.

Disability unit The Disability Service provides advice, support and guidance to disabled students, students with specific learning difficulties and other long term conditions. If you have a disability it is important that you make the Disability Service aware of this as soon as possible. They will provide support that is specific to your needs and will talk you through a range of options to make sure that support works for you. Some of the types of disability supported include: Dyslexia and specific learning difficulties, Asperger Syndrome/Autistic Spectrum Disorder, visual impairment, hearing impairment, long term illness such as diabetes, epilepsy, HIV or cancer, mental health issues and physical impairment/mobility issues.

If you have a disability and have notified the University’s Disability Service, lecturers will be given advice regarding reasonable adjustments that will enable you to demonstrate the achievement of specific learning outcomes, if necessary, through a variation of assessment. Variation of assessment is covered in Volume 1 Section 4.5 of the Academic Handbook.

How will I be assessed?

The purpose of assessment Assessment is a generic term used to measure and appraise learning. Assessment tasks are derived from module learning outcomes. The assessment tasks used should measure the knowledge acquired, understanding developed and skills and abilities gained as a result of your study.

The general principles of assessment can be found within the Assessment Regulations of the Academic Handbook, and is based upon:

• Assessment being of and for learning. • Assessment being designed so as to maximise the opportunities for you to demonstrate what

you know, understand and can do. Assessment types There are many different forms of assessment although they may be broadly described as follows:

Formative Assessment which is designed to provide you with feedback on your progress and help you to learn more effectively.

Summative Assessment which provides a measure of achievement or failure in respect of performance in relation to the intended learning outcomes of your programme of study.

You may be assessed by a combination of assessment methods appropriate to the level of your programme and module/programme learning outcomes. Common examples are outlined in the Academic Handbook and include:

• Written examinations (EXAM) which may be seen; unseen; closed book; open book; timed; untimed; online; multiple-choice questions; laboratory-based; problem-based; class tests;

• Written assessments (WRIT) such as analysis; case study; dissertation; essay; evaluation; • Presentations (PRES) which may be individual and/or group; seminar; (non)-interactive;

with audience; • Practicals (PRAC) such as individual and/or group; coaching; fieldwork; laboratory

technique; performance; • Portfolio (PORT) that includes a collection of evidence, frequently including a contextual

statement; poster; website; • Placements (PLAC) such as a fieldwork placement; school placement; experiencing the

world of work; • Viva voce (VIVA) oral; verbal exam;

Where modules have an end-of-session or end-of-module examination, Academic Registry publishes an Exam Schedule. This is normally at least two weeks prior to the first examination. Further information relating to examinations including the responsibilities of staff and students can be found in Volume 1 Section 4 of the Academic Handbook.

Assessment schedule The specific assessment hand in dates and return dates will be listed within module handbooks and will also be posted within the assessment schedule on Moodle.

Assessment criteria and band descriptors Learning outcomes express what you should be able to demonstrate at the end of your programme of study or an individual module. At validation the learning outcomes for programmes of study and modules are aligned to the QAA Frameworks for Higher Education Qualification levels. Assessment criteria are linked to the knowledge, understanding and skills that markers expect you to display in assessment tasks and which are taken into account in marking work. The weighting given to assessment tasks and associated assessment criteria will be clearly set out in the assignment brief.

In marking work and placing a final percentage mark on it, lecturers make use of the guidelines given in Cardiff Metropolitan University’s Academic Handbook. The University’s Band Descriptors are set out in Guidance on Assessment Marking in Volume 1 Section 4.3 of the Academic Handbook and are linked to the levels set out in the FHEQ and the Credit and Qualification Framework for Wales.

Programme specific assessment criteria

Submission of assessment through the medium of Welsh In almost all cases, Cardiff Metropolitan University students have the right to undertake and submit assessed work through the medium of Welsh, regardless of the language through which their programme is being delivered. An exception to this is where skills in a particular language other than Welsh (e.g. English, French or another Modern Foreign Language) are being assessed.

Module Title Module Code

Credit Value

Level Assessment Type

Duration/length of Assessment

Weighting Approximate Date of

Submission Compulsory Term 1 Modules

Description of English for language Teachers

TES7001 15 7 WRIT 3,000 words equivalent

100% Wk 24

Second Language Acquisition

TES7002 15 7 WRIT 3,000 words equivalent

100% Wk 24

Choice of Modules for Term 1 Specialisms ( 1 out of 2 to be selected)

Teaching English to Young Learners

TES7007 30 7 WRIT1 WRIT2

2,000 words equivalent 4,000 words equivalent

30% 70%

Wk 20 Wk 24

Education, Diversity and Equality

TES7005 30 7 WRIT1 WRIT2

2000 words equivalent 4000 words equivalent

30% 70%

Wk 24 Wk 36

Choice of Modules for Term 2 Specialisms (2 out of 3 to be selected) Teaching English for Specific Purposes (ESP)

TES7006 30 7 PRES WRIT

60 minutes equivalent 4,000 words equivalent

30% 70%

Wk33 Wk 37

Introduction to TESOL Methodology

TES7004 30 7 WRIT PRAC

4,000 words equivalent 1 hour equivalent

70% 30%

Wk 37 Wk 33

Independent study module

TES7008 30 7 PRES WRIT

60 minutes equivalent 4,000 words equivalent

30% 70%

Wk 33 Wk 37

Term 3 Module Dissertation: Preparation and Supervision

TES7003 60 7 WRIT 12,000 words equivalent

100% within 2 yrs after enrolment (FT) and 4 years after enrolment (PT)

Programme specific additional information Full details of each of the assignments and specific assessment criteria will be found in Module Handbooks which are available on Moodle.

What do I do if I need help with my assignment?

School support

At the beginning of the academic year, you will be allocated a personal tutor who will meet with you on several occasions (normally three times for full-time students) during the year. These tutorials incorporate the Personal Development Planning (PDP) process identified above but also provide you with the opportunity to discuss anything that is worrying you including pastoral issues. Your personal tutor will be able to advise you of the support available to you (e.g. through student services). There may be times when you need to make an appointment with your personal tutor outside of the scheduled tutorials and to facilitate this, you will be given the contact details of your personal tutor early on in the academic year.

Student services

The Cardiff Met Student Services Unit comprises advisory and support functions in counselling, welfare and finance, careers and the chaplaincy and also encompasses medical services. English language and study skills support is also available for overseas students for whom English is not a first language.

All these provide appropriate confidentiality, and you can normally expect an answer to an enquiry within five working days.

Some parts of the Student Services Unit provide a ‘drop-in’ facility during published office hours (located in the Learning Centre). If you wish to make an appointment for counselling, welfare advice or careers guidance, you can expect such an appointment to be fulfilled within four working weeks.

Student services provide professional assistance for most areas of need, including assessment and support for students with disabilities and special needs through the Cardiff Met Disability Team.

A prayer room is also available within the Cyncoed campus.

Useful points of contact are: (If accessing this file via Moodle or as a Word file you can control-click these web-links)

The Cardiff Met Disability Service: Tel: 029 20416170 (e-mail: disability@cardiffmet.ac.uk)

The Cardiff Met Counselling Service: http://www.cardiffmet.ac.uk/counselling

The Cardiff Met Student Health Service: http://www.cardiffmet.ac.uk/study/studentservices/health/Pages/default.aspx

The Student Financial Service: http://www.cardiffmet.ac.uk/study/studentservices/finance/Pages/default.aspx

English Language and Study Skills Support: http://www.cardiffmet.ac.uk/elss

Academic support skills On-line advice and guidance in relation to Academic Skills is available however, if you are unsure what is expected of you academically, speak to your lecturer and/or your personal tutor.

Why do I need to know about referencing?

Harvard referencing (link to 5 minute guide) There are several different recognised referencing systems used across academic disciplines. Cardiff Metropolitan University uses the Harvard system to cite and attribute the work of others. In the Cardiff School of Education Cite Them Right (Pears and Shields) is used as the exemplar standard.

Using ‘Cite Them Right’ online

Cite them right by Pears and Shields is available on-line via the Library.

Plagiarism and unfair practice Cardiff Metropolitan University takes issues of unfair practice extremely seriously and defines unfair practice as follows:

“It is unfair practice to commit any act whereby a person may obtain for himself/herself or for another, an unpermitted advantage. This shall apply whether the candidate acts alone or in conjunction with another/others.

Any action or actions shall be deemed to fall within this definition whether occurring during, or in relation to, a formal examination, a piece of coursework, or any form of assessment undertaken in pursuit of a qualification of Cardiff Metropolitan University or other awarding body.”

The University has distinct procedures and penalties for dealing with unfair practice in examination or non-examination conditions. Cardiff Metropolitan University’s Unfair Practice Procedure is explained in full in Volume 1 Section 8.1 of the Academic Handbook.

In relation to non-examination conditions there are several categories:

For example:

1. Plagiarism, which can be defined as using without acknowledgement another person’s words or ideas and submitting them for assessment as though it were one’s own work, for instance by copying, translating from one language to another or unacknowledged paraphrasing. Further examples of plagiarism are given below:

• Use of any quotation(s) from the published or unpublished work of other persons, whether published in textbooks, articles, the Web, or in any other format, where quotations have not been clearly identified as such by being placed in quotation marks and acknowledged;

• Use of another person’s words or ideas that have been slightly changed or paraphrased to make it look different from the original;

• Summarising another person’s ideas, judgments, diagrams, figures, or computer programmes without reference to that person in the text and the source in a bibliography or reference list;

• Use of services of essay banks and/or any other agencies; • Use of unacknowledged material downloaded from the Internet;

• Re-use of one’s own material except as authorised by the department. 2. Collusion, which can be defined as when work that has been undertaken by or with others is submitted and passed off as solely as the work of one person. This also applies where the work of one candidate is submitted in the name of another. Where this is done with the knowledge of the originator both parties can be considered to be at fault.

3. Fabrication of data, making false claims to have carried out experiments, observations, interviews or other forms of data collection and analysis, or acting dishonestly in any other way.

Using plagiarism detection software to develop your referencing skills Plagiarism detection software can be used developmentally to:

• Generate an originality report prior to final submission; • Check that all citations are attributed; • Check the successfulness of paraphrasing; • Revise work prior to final submission.

Where and / or how do I submit my assignments?

Submitting assignments You are required to submit all assignments electronically using the University’s virtual learning environment (Moodle). Along with your assignment, you will also be required to undertake a self-assessment by considering your strengths and areas for improvement in relation to the relevant assessment criteria. The self-assessment is included in a standard assessment proforma which is then submitted electronically along with your assignment.

Some programme directors/module leaders may also require you to submit hard copies of your work. In such cases, hard copy submissions are to be made in addition to, rather than instead of, the electronic submission. Your Programme Director will provide you with further information as necessary.

You will be given a Programme Assessment Schedule that includes all relevant dates for submission of assignments for the academic year. Submission dates for work linked to individual modules will also be included in Module Handbooks.

Extensions can only be granted by Programme Directors or Pathway Leaders. Should you need to apply for an extension, please see section 16.2.

Plagiarism detection software As part of its commitment to quality and the maintenance of academic standards, the University reserves the right to use Plagiarism Detection Software (PDS), including TurnItIn. Such software makes no judgement as to whether a piece of work has been plagiarised, it simply highlights sections of text that have been found in other sources.

The use of plagiarism detection software fulfils two functions. The first is to enhance student learning (i.e. as a developmental tool); the second is to guard against and identify unfair practice in assessment.

Further information and guidance can be found in the University’s policy on the Use of Plagiarism Detection Software and in the Unfair Practice Procedure in the Academic Handbook (v1-08.1).

Programme specific There are currently no programme specific requirements.

What happens if I can’t meet the assignment deadline?

Penalties If an assessment is failed, i.e. it does not achieve a minimum mark of 40%, you may be required to redo the assessment, please see section 18.

Late submission with permission

Students will be advised of the deadlines for submission of coursework. Because of the need to process marks as quickly as possible, the importance of meeting submission deadlines is stressed.

It is a requirement of your degree programme that coursework must be submitted on time. Failure to submit coursework on time without valid reason will normally result in the awarding of a fail mark. Assignments submitted late or examinations not attended will receive a zero mark unless sufficient documented evidence explaining the reason for late submission or non-attendance is supplied (see mitigating circumstances).

If a fail mark is awarded due to non-submission without adequate explanation students may be allowed to submit the outstanding work at the discretion of the exam board. The work will be marked at the maximum mark of pass (40 per cent). This course of action will be undertaken after instruction has been given by the Programme Director in consultation with the module tutor, and in consultation with the academic handbook.

In exceptional circumstances, extended deadlines can be arranged. However, you will need to provide evidence of these circumstances. This may relate to illness, bereavement or emotional stress through personal situations.

If an extension is required for a submission an advance request must be made to the Module Leader and authorised by the Programme Director. Poor time management will not be deemed as an acceptable reason.

Mitigating Circumstances

You can request an extension to an assignment deadline of UP TO FOUR WEEKS. When considering extension requests, your Module Leader will make the decision in line with the criteria for the acceptance of Mitigating Circumstances. When requesting an extension, you will need to complete a late submission form. Once completed, it needs to be forwarded, with the relevant evidence, to your Programme Director.

There is a period of candidature for your programme and any extension to a submission deadline must be within this period. If it is not, the School must complete a Special Request Form that needs to be approved by The University’s Regulations and Special Cases Committee to extend the period of candidature. This approval is normally based upon mitigating circumstances.

Cardiff Metropolitan University’s Mitigating Circumstances procedure is set out in the Academic Handbook (v1-05.1). It exists to ensure that students are not placed at a disadvantage as a result of exceptional personal circumstances.

It is impossible to provide a definitive list of all possible mitigating circumstances, but typical examples include:

• illness of the student

• illness of a partner/spouse, close family member or close friend

• bereavement

• issues related to pregnancy and child birth.

A disability or chronic illness does not constitute exceptional personal circumstances unless there is medical evidence of a sudden and unforeseen deterioration or a particularly severe episode.

When a student initially experiences difficulties they should approach their personal tutor to attempt to prevent significant impact on their academic performance. In cases where this is insufficient, the student will need to submit a Mitigating Circumstances Form

What happens if I hand in my work late? If work is not submitted on time a mark of a zero is recorded. A new deadline will be set for a second attempt (if permitted in the programme regulations). The second attempt is marked with penalty which means it can only receive a maximum mark of 40%.

If there is a valid reason that work cannot be submitted to deadline, you may need to look at the procedures for Late Submission With Permission (section 16.2) and Mitigating Circumstances.

What happens if I fail an assignment/module? If an assessment is failed, i.e. it does not achieve a minimum mark of 40%, you may be required to redo the assessment.

Failed marks are discussed at the Examination Board and there are a number of outcomes:

• A failed mark may be compensated within a module. This is where there are two or more patterns of assessment and the average mark across a module is 40% or more;

• A failed mark may be compensated across all marks in an academic level; • If it is not possible to compensate a failed mark, an opportunity to retrieve the failed mark is

given. A second attempt is capped at 40%. Unless programme specific regulations state otherwise, the maximum number of times an assessment can be sat is three.

• If it is not possible to retrieve a failed mark, the award will not be achieved. How and when will I receive feedback?

Types of feedback Feedback on assessment plays a crucial part in supporting learning. It is one of the most influential factors in the improvement of student achievement. Receiving feedback on assessment provides you with the opportunity to reflect on current or recent level of attainment. It can take many forms; it can be provided individually or to your group and will vary at different stages of your programme.

Formative Assessment Feedback provides you with information relating to your performance in a specified assessment task and helps you to identify how to improve and develop.

Summative Assessment Feedback measures performance against learning outcomes via the specified assessment criteria in order to make decisions on progression and awards. Summative feedback can provide formative information.

The University promotes the following principles regarding feedback on assessment:

Feedback should be provided as soon as possible after the assessment has been completed;

Tutors should use feed-forward so that you are encouraged to engage with their feedback, leading to improvements in performance;

The way in which feedback is offered should be appropriate to the module and assessment task. For example feedback may be offered electronically, by audio file, and by video file.

Feedback may also be provided individually (i.e. identifying specific issues relating to one student’s work), and/or generically, (i.e. referring to general points about the assessment as a whole, arising from an overview of the work produced by a group).

Feedback provided should be relevant, motivating, and constructive. Feedback should be seen to relate to the learning outcomes and assessment criteria and should enable you to consolidate and develop your learning.

Timescales for turnaround of assignments Marked work will normally be returned to students within four weeks.

It is University policy that assessment feedback is made available to students in all cases. For modules that occur at the end of the programme, students are entitled to request and receive assessment feedback on their work. At levels 4 and 5, this may be group feedback. At Level 6, it is normally individualised.

Students may make this request for assessment feedback at the end of the programme directly to the programme director, module leader or other designated member of staff within the School. More information about this entitlement and how to go about making such requests will be provided during taught sessions and/or plenary sessions.

Additional feedback opportunities Additional feedback opportunities can be provided either online, for example in emails or TurnItIn comments or, if requested, face-to-face with your personal tutors

Notification of results for progressing students For further information with regards to notification of results, please click here

https://tsr.cardiffmet.ac.uk/Schools/CSE/Pages/Exam-Board-Notifications.aspx

How do I know that my work has been marked fairly?

Moderation process The moderation process is a process by which the validity of marks awarded can be demonstrated to be accurate, appropriate and consistent to ensure parity of standards. Guidelines and information relating to marking, second marking and moderation processes can be found in the Academic Handbook:

Volume 1 Section 4.3 gives information on Assessment Marking, and Volume 1 Section 4.12 gives information on the Procedure for Double Marking and Internal Moderation of Assessment Work.

Role of the external examiner The External Examiner for your programme is a key element of the quality assurance process. The External Examiner provides an objective view of the operation of the programme and draws comparison with the standards of programmes offered in other institutions of which they have knowledge.

The External Examiner will see a sample of work reflecting the full range of achievements of students and the full range of markers for your programme, in order to ensure that each student is fairly placed in relation to the rest of the cohort.

The full range of general duties of expected of External Examiners can be found in Volume 1 Section 6.1 in the Academic Handbook.

Who is the external examiner for my programme?

TBC TBC TBC

While the external examiners contact details are provided here, QAA require that students DO NOT contact external examiners directly.

Exam Board procedure Examination Boards are responsible for considering your assessment profile in accordance with the extant regulations of the Academic Handbook at the time that the Board is convened. Regulations relating to Examination Boards can be found in the Assessment Regulations in the Academic Handbook (v1-04.1 Points 8-15).

What will I be awarded at the end of my programme?

Award The programme is offered on a one-year, full-time basis. A part-time route is also a feature of the validated provision. Study is undertaken at Level 7 and comprises of 180 credits at this level. The programme is modular in structure with the majority of modules presented as blocks of 30 credits, with some modules offered as 15 credits in the first term. The dissertation module at Level 7 is 60 credits and allows students to specialise in their area.

In order to gain a Master’s Degree each student will be required to gain 180 credits at Level 7.

A Certificate route is available and to obtain this award, students will be required to gain a total of 60 credits.

Certificate In order to gain a Postgraduate Certificate of Higher Education or a Postgraduate Diploma of Higher Education, each student will be required to gain 60 credits and 120 credits respectively at Level 7.

Transcript Following the completion of each significant stage of your programme (usually at the end of each academic year), you will be provided with a transcript of your results. Transcripts show the marks you have achieved for your work (including an average mark to date) the outcome of any assessed work-based learning and the number of credits you have gained. Interim transcripts (i.e. those issued to you while you are still undertaking the programme) provide you with the opportunity to reflect on your results and enable you to set goals for yourself as you progress to the next stage of the programme. The final transcript issued at the end of the programme provides documentary evidence of the marks and credits you have gained in order to obtain your final qualification.

Graduation The culmination of your study is Graduation. It is important that you apply for tickets to attend and order your Graduation Gown in plenty of time.

Notification of results for final year students Use this hyperlink to find out more about the notification of results for final year students

https://tsr.cardiffmet.ac.uk/Schools/CSE/Pages/Exam-Board-Notifications.aspx

What opportunities will my degree give me?

Possible careers Teaching English to Speakers of Other Languages

An MA TESOL degree provides numerous opportunities for employment both nationally and internationally. Many graduates prefer to travel overseas and use their degree to gain international experience in private schools and colleges.

Further study options Opportunities for further study can be found at the link below or in the Cardiff Metropolitan University Prospectus:

https://www.cardiffmet.ac.uk/about/careers/links/Pages/Further-Study.aspx

Students have a number of opportunities to undertake PhDs within the university, and in other institutions.

Alumni When you graduate, you will automatically become a member of the Alumni. Staff in the Alumni Office at Cardiff Metropolitan University cultivate long-term relationships with past students and secure

resources to support the University’s Corporate Strategy. As an alumnus/alumnae you will be privy to the full benefits of being a graduate of Cardiff Metropolitan University.

How can I be sure my programme is fit for purpose and that my views are taken into account?

Module evaluation Cardiff Metropolitan University has a range of formal and informal mechanisms for collecting student feedback including programme committees, staff/student liaison committees and student involvement in curriculum approval; the Student Module Evaluation Policy in the Academic Handbook Volume 2 Section 6 relates to student evaluation of modules. It is essential that you all have an opportunity to reflect upon and evaluate your experience.

At various points in the academic year, your Programme Director will ask you to evaluate aspects of your programme. This gives you the opportunity to put forward your own views regarding areas of strength and areas for improvement. This feedback provides staff with crucial information that allows the programme to move forward and to remain relevant to students’ needs. From time-to-time, you will also be invited to respond to Cardiff Met-wide evaluations/surveys. Again, these are extremely important opportunities for you to identify what is going well and/or what needs to be developed further. Although it is not compulsory for you to undertake School or Cardiff Met evaluations/surveys, nevertheless, most students are keen to contribute as they value the opportunity to have an input into programme development. See Post-graduate Taught Experience Survey.

Programme committees Programme committees are in place to monitor and evaluate the effectiveness of academic programmes. They are not permitted to sit without student representation.

At the beginning of the academic year, your cohort will be asked to nominate or elect a student representative. The representative will sit on two key Committees within the School (the Programme Committee and the Staff/Student Liaison Committee) and will represent the views of students in your cohort. This is an extremely important role as it ensures that, through the representative, all students have an input into areas such as programme content and delivery, assessment and feedback, learning and teaching strategies, timetabling needs, resource needs, student support mechanisms etc. Student representatives also feed back to the student cohort from such Committees thus ensuring that the student body remains informed.

A School Representative is in post from the beginning of the academic year and this person is responsible for co-ordinating student representatives across the School and for liaising with the Students Union. The contact details of the School Representative will be made available at the beginning of the academic year.

Learning and teaching committee The Learning and Teaching Committee has student representatives as part of its membership. It oversees the delivery of taught programmes, monitoring compliance with the University’s regulations and encourages enhancement in teaching quality and teaching innovation.

If student representatives identify areas that need to be discussed across the University (rather than just within the Cardiff School of Education) these are forwarded to the relevant Cardiff Met-wide

Boards for further consideration. There is student representation across all Boards including Academic Board. This ensures that the student voice is heard at both operational and strategic levels.

Student Staff Liaison Committee The Staff-Student Liaison Committee provides a forum that enables academic staff and students to discuss aspects of the work of the School.

Postgraduate Taught Experience Survey (PTES) If you are undertaking a postgraduate programme you will be invited to participate in the Post-graduate Taught Experience Survey. The survey is sector-wide and benchmarks your views of your experience against other universities.

What will my work placement entail? Not relevant to this programme.

Troubleshooting

Assignments https://tsr.cardiffmet.ac.uk/learning/ACSkills/Skills/Pages/Skills-Menu.aspx

Health https://tsr.cardiffmet.ac.uk/units/ss/Pages/Student.aspx

Finance http://www.cardiffmet.ac.uk/finance

Financial Contingency Fund: https://tsr.cardiffmet.ac.uk/Units/SS/Finance/Pages/FCF.aspx

Enrolment Financial Contingency Fund: https://tsr.cardiffmet.ac.uk/Units/SS/Finance/Pages/FCF.aspx

Accommodation http://www.cardiffmet.ac.uk/accommodation

For international students: http://www.cardiffmet.ac.uk/international/currentstudents/Pages/Living-in-Cardiff.aspx

I.T. https://tsr.cardiffmet.ac.uk/Learning/IT/Pages/Home.aspx To access the student portal homepage please click on the link below: https://tsr.cardiffmet.ac.uk/pages/student.aspx