STUDENT PROGRAMME HANDBOOK

MA(Education)

Postgraduate Certificate/Diploma

in Professional Practice

2012-13

Department of Education

This Student Handbook represents the outcome of a formal University of Chichester Approval procedure. It therefore has the status previously accorded to a „Definitive Document‟. It cannot be changed except by the University of Chichester procedure.

January 2012

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INTRODUCTION

A very warm welcome to the MA(Ed) Programme for all our returning students, and an especial welcome to those of you embarking on your first modules. This handbook is designed to provide you with informative guidance on all aspects of the MA (Ed) Programme and to demonstrate how it meets both the University‟s level descriptors for its Postgraduate Awards Scheme and the Quality Assurance Agency‟s Benchmarking statement in its 2008 Framework for Higher Education. While we hope that you will find much useful information in these and the other pages that follow, the Handbook may not answer all your questions, so do please contact us for help with any further queries that may arise. We hope that you enjoy your MA(Ed) studies with us and wish you every success in your work at the University of Chichester.

Barbara Thompson

Programme Leader, MA (Education), PG Awards Scheme

01243 812057

B.Thompson@chi.ac.uk

Aileen Arthur and Helen Wignall

MA (Education) Programme Administrators

01243 812045/ 812141

MAEducation@chi.ac.uk

Andy Wild

Head of Continuing Professional Development

01243 812147

A.Wild@chi.ac.uk

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CONTENTS Page No.

Introduction 2

Contents 3

Abbreviations and document availability 5

Section 1 The MA(Education) Programme 6

1.1 Programme Rationale 6

1.1.1 Distinctive Features of the Programme 6

1.2 Aims of the Programme 7

1.3 Learning Outcomes 7

1.3.1 Generic Learning Outcomes 8

1.4 Admissions and APL/APEL 9

Award Requirements 10

1.5 Programme Structure 10

1.5.1 Personalised Focus 10

1.5.2 Compulsory/introductory Research module 10

1.5.3 Content based modules 11

1.5.4 Dissertation 11

1.5.5 Tailored provision: Independent Study 12

1.5.6 Modules from other programmes 12

1.5.7 Viability of modules 13

1.5.8 Certificates and Diplomas 13

1.6 Attendance 14

Section 2 Staff Team 15

Section 3 Provision, locations 17

3.3 Key dates 18

Section 4 Learning and Teaching 19

4.1 How will I study, how will I learn? 19

4.2 Workload 20

4.3 Learning and Teaching approaches 20

4.4 Transferable skills 21

4.5 Writing skills 22

Section 5 Assessment 23

Modules: modes of assessment 24

5.1 Formative assessment 29

5.2 Awards 32

5.2.1 Classification of Awards 32

5.3 Grade Criteria 32

5.4 Role of External Examiner 34

5.5 Submission of assignments 34

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5.6 Reassessment 35

5.7 Extensions 36

5.8 Mitigating circumstances 36

5.9 Intermission 37

5.10 Academic malpractice 37

5.11 Appeals 37

5.12 Debts 37

Section 6 Student Guidance 38

6.1 Academic guidance and personal support 38

6.2 Disability and Academic Skills Service 38

6.3 Careers service 39

6.4 Learning resources 39

6.4.1 Library services and Support and Information Zone 39

Off site SCONUL access 40

6.4.2 Computer facilities 41

6.4.3 Media services 41

6.4.4 Reprographics 41

6.4.5 Equal opportunities 41

6.4.6 Resolving student complaints 42

Section 7 Management of the MA(Ed) Programme 43

7.1 Programme Leader 43

7.2 Module Co-ordinators 43

7.3 Programme Administrators 43

7.4 Programme Board 44

7.5 Student representatives 44

7.6 Evaluation 45

7.7 Management Group 45

7.8 Internal Board of Examiners 46 7.9 Postgraduate Awards Scheme (PGAS) Board of Examiners 46

Annexe 1 Generic Programme Specification 47

Annexe 2 Writing Skills 57

Annexe 3 Evaluation form 63

Annexe 4 Module Descriptors 64

Location of staff 137

Quick reference points Back

Cover

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Abbreviations and document availability AQSU Academic Quality and Standards Unit Academic Regulations 2011 – available on Portia, UniServices, AQSU, University documents AP(E)L Accreditation of Prior (Experiential) Learning BRC Bognor Regis Campus BOC Bishop Otter Campus CPD Continuing Professional Development LRC Learning Resource Centre PGAS – Postgraduate Awards Scheme 2001, extracts relating to assessment regulations available as appendix 3 to Academic Regulations 2011 (as above) Quality Handbook - available on Portia, UniServices, AQSU SIZ Support and Information Zone University Student Handbook - available on Portia, UniServices and Moodle University of Chichester Learning and Teaching Strategy 2010-13 – available on Portia, L&T, L&T Resources White Paper 2010 – The Importance of Teaching: The Schools White Paper 2010 www.education.gov.uk/schools/teachingandlearning

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Section 1 The MA(Ed) Programme

See Annexe 1 for the Programme Specification

1.1 Rationale

The essence of the Programme is to encourage you to develop your skills as a reflective practitioner who engages in critical analysis of your own professional work and the impact it has on your self, your pupils and your colleagues. The rationale of the Programme is to equip you with the necessary conceptual tools for developing theoretical knowledge, understanding and professional practice. The Programme has long worked closely with professional partners in schools and other professional bodies, both in terms of bespoke co-designed provision and also the accreditation of work undertaken by the National College of School Leadership for example the National Professional Qualification for Headship (NPQH). These partnerships will strengthen and develop as the University becomes involved with initiatives such as Training Schools and Teaching Schools as outlined in the Schools White Paper 2010. The increasing emphasis on workplace learning and the evaluation of impact of CPD training on educational outcomes for children/ students means that the 2012 Programme has strengthened its focus on evaluating impact on practice. The programme team are committed to the notion that practitioner research lies at the heart of this process. Thus the prime purposes of the Programme are to enable you to:

effect a confluence between critical reasoning, reflection-in-action and a deep understanding of the situation at classroom or teaching space, institutional, national and international levels;

gain substantial and sustained opportunity to engage with the research of others, as well as design, produce and disseminate your own.

1.1.1 Distinctive features of the Programme

over time the MA(Ed) Programme has enjoyed a sustained reputation for high quality, rigour, choice and value for money;

the new Programme has built on this reputation by taking account of the demands of the White Paper 2010 and increasing its focus on the impact of study on practice in schools;

the Programme team has a strong belief in the transformative power of research to enhance both personal and professional development. To this end, practitioner research underpins the Programme;

students will be given the opportunity to follow a personalised focus through their choice of modules (subject to availability) but also through their research focus in all modules. Please note: this will not lead to a named specialist Award

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the new Programme is developing its focus on blended learning and its progress towards this was commented on by External Examiner, Dr Sandra Eady, who noted that the variety of assessment types was to be commended, as was the use of blended learning techniques.

1.2 Aims of the Programme

The Masters in Education Programme seeks to:

enable you to develop your practice as a critical reflective practitioner; develop your effectiveness in initiating changes in your workplace and improving the quality of learning and teaching therein;

enable you to analyse the impact on practice;

provide a varied, flexible, accessible and relevant programme of study which meets the needs of educators at various stages of their careers;

make a significant contribution to the development of teaching as a profession in students‟ localities, including the development of curriculum expertise, the promotion of inclusion and the analysis of institutional effectiveness;

set and maintain high standards of academic work together with a high degree of professional relevance;

promote the development of a culture of teacher research as part of the wider mission of the Department of Education

1.3 Learning Outcomes

The intended learning outcomes of the route resonate with the qualification descriptors for Masters level in The Framework for Higher Education Qualifications in England, Wales and Northern Ireland: 2008 as defined by the Quality Assurance Agency for Higher Education. Qualifications at Masters (M) level are awarded to students who have demonstrated: i) a systematic understanding of knowledge and a critical awareness of current

problems and/or new insights, much of which is at, or informed by the forefront of their academic discipline, field of study, or area of professional practice;

ii) a comprehensive understanding of techniques applicable to their own research or

advanced scholarship;

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iii) originality in the application of knowledge, together with a practical understanding

of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;

iv) conceptual understanding that enables the student: - to evaluate critically current research and advanced scholarship in the

discipline: and - to evaluate methodologies and develop critiques of them and, where

appropriate, to propose new hypotheses. Typically holders of the qualification will be able to: a) deal with complex issues both systematically and creatively, make sound

judgements in the absence of complete data, and communicate these clearly to specialist and non-specialist audiences;

b) demonstrate self-direction and originality in tackling and solving problems, and act

autonomously in planning and implementing tasks at a professional or equivalent level;

c) continue to advance their knowledge and understanding, and to develop new

skills to a high level; and will have: d) the qualities and transferable skills necessary for employment requiring: - the exercise of initiative and personal responsibility; - decision making in complex and unpredictable situations; and

- the independent learning ability required for continuing professional development.

The modules have been constructed with three sets of objectives and expected learning outcomes in mind: a) general – those we would expect any student taking a course at M level to

develop; b) module specific – abilities we would expect a student taking the module to

develop; c) programme specific – abilities we would expect a student taking this programme

to develop.

1.3.1 Intended Generic Learning Outcomes of the Programme

In line with the level descriptors for Masters work in the The Framework for Higher Education Qualifications in England, Wales and Northern Ireland: 2008 as defined by the Quality Assurance Agency for Higher Education, students will be expected to enhance their ability to:

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communicate coherently in speech and in writing to specialist and non-specialist audiences, presenting positions or arguments based on the outcomes of reading and/or enquiry;

synthesise and draw upon a range of appropriate material, deal with complex issues both systematically and creatively, and make sound judgements in the absence of complete data;

evaluate current research and advanced scholarship in education;

evaluate methodologies and develop critiques of them and, where appropriate, develop new hypotheses;

demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in education and may enhance ethical workplace practice.

1.4 Admissions

The Masters in Education programme follows the regulations on admissions policy as set out in the Postgraduate Award Scheme Document (2001) Section 5. This covers standard entry requirements, non-standard entry, accreditation of prior learning and accreditation of prior experience. (see also Programme Specification, Annexe 1) The basic principle for admission is to seek evidence of personal, professional and educational experiences which indicate ability to meet the demands of the Programme Requirements of candidates are normally: • a good honours degree or equivalent; • teaching experience; • a command of written English equivalent to IELTS 6.5.

Non-standard Entry It is recognised that some applicants may not meet the standard requirements, yet may be desirable candidates with other appropriate and equivalent skills and knowledge. The Programme recognises the possibility of the developmental process that prospective students may have gone through during their professional lives. The Programme Leader examines all such applications and in some cases discusses with the applicant, their professional and academic background. Normally students will be admitted on to the programme to take the first compulsory module and if successful are awarded MA(Ed) credits in the normal way.

Advanced standing Under the Credit Accumulation Transfer (CATS) Scheme advanced standing can also be awarded to students, who have gained either relevant qualifications or experience in the preceding five years, which may result in the granting of credit towards an award. Students accepted onto the programme with Advanced Standing will be considered under the criteria detailed in the Postgraduate Award Scheme Document (2001) Section 6.

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Please note however, that a maximum of 90 credits only can be granted via AP(E)L, since at least half the degree, including the dissertation, must be completed at the institution making the award. To find out more about the AP(E)L scheme and your eligibility, please see the MA(Ed) website www.chiuni.ac.uk/teachered/MAEdapply.cfm , or contact the Programme Leader (B.Thompson@chi.ac.uk) or MAEducation@chi.ac.uk.

Award requirements (including interim awards)

The Programme has three possible levels of outcome – Postgraduate Certificate

in Professional Practice/Postgraduate Diploma in Professional Practice/MA in

Education. Each completed 30 credit module will represent 300 hours of study, including contact

time and individual study. This means that each completed stage i.e. 60 credits, of the MA(Ed) programme, namely Certificate, Diploma and Masters Award, represents approximately 600 hours of study, including contact time and individual study.

1.5 The Programme Structure

1.5.1 Personalised focus throughout the Programme

You can follow your own particular interest throughout every module. This can be by means of a dedicated module, for instance in leadership and management. However, you could focus on leadership and management within other chosen modules, for example SEN or curriculum. You will be encouraged and supported to ensure that the practitioner research you undertake during your study reflects your chosen focus, thus the programme is both specialised and personalised. Please note: this will not lead to a named specialist Award

1.5.2 Compulsory Research/Introductory Module

The Programme begins with a compulsory module, Exploring Research: informing and changing practice which you will normally be required to undertake. This module has two main purposes. First, it acts as a springboard to your Level 7 studies and helps to ensure that you understand and are familiar with what is entailed in Level 7 work. Second it helps to ensure that you become actively engaged in research in your workplace and extend your understanding of a range of research methodologies. In this module you will engage in small scale research as well as study published educational research and engage in further independent learning (please see the relevant module descriptors in Annexe 4 for more details). This module underpins the rest of your studies and forms an important part of your research training for the MA(Ed). It also complies with the level descriptors for Masters work in the The Framework for Higher Education Qualifications in England, Wales and Northern Ireland: 2008 as defined by the Quality Assurance Agency for Higher Education.

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By the end of this module you will have been introduced to the complex nature of educational enquiry and to a variety of strategies which will enable you to undertake your own individual research in future modules and in the dissertation.

1.5.3 Content Based Modules

A range of modules is available each semester. The introduction of the White Paper 2010 has influenced the content of those modules, e.g. there is a strong focus on leadership and management, SEN, early years, behaviour management, creativity, and personalised learning as well as curriculum. Advice can be given about your choices. There are few restrictions other than those imposed by student numbers and staffing. In order to be viable modules normally have to have 15 students. Modules are run at BRC and Hazelwick School, Crawley

1.5.4 Dissertation

This represents the culmination of both study and research skills acquired during the research and content modules. It focuses work previously undertaken into an original study, which is carried out by students usually in their own institution. A supervising tutor is allocated in negotiation with each student for ten hours‟ tutorial

time. The dissertation should be no more than 18,000 words long and a comprehensive handbook of Dissertation Guidelines is available online at www.chiuni.ac.uk/teachered/MAEdStudentDownloads.cfm The final dissertation stage has an emphasis on independent study, and its

assessment criteria are given below. You will be expected to show evidence of your ability to fulfil each of them.

Grounding in current research: make precise links with existing known studies or other relevant literature;

critically summarise key debates in the chosen field.

Methodological issues: identify an area worthy of investigation; analyse the problems arising from the issue; offer a critical commentary on the chosen methodology; offer a critical commentary on their role as practitioner-researcher or on

other appropriate research roles; discuss the origins of the issue; justify the strategies and techniques employed.

Analysis:

find ways of teasing out findings;

show an understanding of the differing viewpoints of those involved;

analyse evidence from different sources and relate it to the findings;

consider alternative interpretations of events and evidence;

develop new analyses and insights from documentary sources (particularly in library research).

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Discussion and implications: demonstrate how changes necessitated by the findings might be presented

to interested audiences (particularly in practitioner research); synthesise from the evidence and speculate upon the implications of the

findings.

In addition, you will be expected to present and submit your dissertation in accordance with the requirements laid down in the Dissertation Guidelines.

1.5.5 Tailored Provision: The Independent Study

The Programme also offers bespoke provision which can be tailored to meet school or cluster group‟s requirements. For example the Independent Study is a 30 credit module which gives accreditation for school-based research projects which may draw upon students prior studies or experience.

1.5.6 Taking modules from other Level 7 Programmes

For the most part the modules on offer are from what is called the MA(Education) Programme of the University's Postgraduate Awards Scheme, but there are other Masters degrees in this overall scheme which the student is able to access to create a truly personalised programme - the MA(Mathematics Education) which runs at a variety of times and locations and the Masters in Teaching and Learning which requires a school-based coach. However, though MA(Ed) students are encouraged to take other relevant modules to gain an MA(Ed) qualification at least 50%, including the dissertation module (90 credits in total), must be taken from the awarding programme.

Alternative Modules MA (Mathematics Education) modules include:

Mathematics - A human activity

Mathematics curricula, learning and assessment

Digital technologies and mathematical knowledge

Developing mathematical knowledge

Leadership and management of the mathematics curriculum

Contemporary issues in mathematics education

Independent study in mathematics education

Researching mathematics education

Masters in Teaching and Learning (MTL) modules include:

Reflecting on Professional Practice

Developing Professional Enquiry Skills: Reflective

Practitioners engaging in Critical Incident Theory

Teaching, Learning and Assessment for Learning

Subject Knowledge and Curriculum Development

Child Development and Inclusive Practice

Leadership and Working with Others Further information about alternative modules offered each term in these programmes, can be obtained from the website - www.chiuni.ac.uk/teachered/CPDindex.cfm

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1.5.7 Viability of modules

Viability of modules will depend on the numbers of students enrolling, but please note that on occasion it may be necessary to „cap‟ the numbers of students to prevent a module becoming oversubscribed. Hence it is advisable to apply sooner

rather than later in order to avoid disappointment. Please note and adhere to the

application deadlines given in our publicity material.

Please note that it is your responsibility at all times to register for a viable

programme of study. The Programme Leader and other tutors will be happy to discuss and advise on individual schedules or plans that you may have.

1.5.8 Certificates and Diplomas

As the following chart indicates, the MA(Ed) is structured so that you can leave with an interim award after two modules: *Postgraduate Certificate in Professional Practice; after four modules *Postgraduate Diploma in Professional Practice; or after four modules and the Dissertation, which results in the award of the MA(Ed). The interim awards are exit awards only, that is to say continuing students do not gain three separate awards. (*N.B. the nomenclature for these interim awards has changed to avoid confusion caused in the past between the PGCE in particular [a professional or postgraduate award for QTS], and our previously named Postgraduate Certificate in Education.)

Module One unit of up to 24 hours taught time, typically taught over one semester, with its own discrete assessment, and carrying 30 level 7 credit points.

Certificate Awarded to students leaving after successfully completing two level 7 modules. These Certificates carry 60 level 7 points.

Diploma Awarded to students leaving after successfully completing a further two modules. This brings the total of level 7 points to 120.

Dissertation This is the final element of the MA(Ed) programme and is an 18,000 word submission based on your own research and investigation. On successful completion it carries 60 level 7 points, making a total of 180 in all.

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1.6 Attendance

It is University policy that you are expected to attend all scheduled sessions

for each module. (See University Student Handbook on Portia, UniServices) This policy is based on an approach to learning which values the learning that comes from your active engagement with your peers, lecturing staff and other external or professional experts regarding the module‟s subject matter. If you are ever concerned that a session may not run because of inclement weather or other cause, please check the personal announcement box on Portia and your Moodle home page or telephone Programme administrative staff on 01243

812045/812141 after 3 pm of the day concerned. In the event of a session being cancelled because of tutor illness etc, we will make every effort to contact you as soon as possible.

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Section 2 The Staff Team

In addition to the information given below, each tutor in the MA(Ed) team has substantial professional experience in schools and/or other educational organisations, and is deemed credible to work at Masters level, in accordance with section 2.1 of the PGAS Definitive Document, 2001, p.6.

Hazel Beadle, PGCE, PGCert, PGDip, MSc (HR Management), MSc (Education

and Training Management) ; Educational Leadership and Management; h.beadle@chi.ac.uk

Sue Bentham, Cert Ed, BSc, MSc Research Modules‟ Co-ordinator and Senior Lecturer; Research, Educational Psychology; doctoral studies related to teaching assistants, s.bentham@chi.ac.uk

Antony Bignell, BA, PGCE Senior Lecturer; Middle Management, Emotional Intelligence, Mentoring; a.bignell@chi.ac.uk

Carole Bignell, BA, MA(Ed) Senior Lecturer; Literacy and Oracy; c.bignell@chi.ac.uk

Dr Suzanne Everley, BA (QTS), MA, PhD Senior Lecturer; Physical Education; s.everley@chi.ac.uk

Gianna Knowles. MA Senior Lecturer; Gianna‟s research interest is in the area of social justice, inclusion and diversity; g.knowles@chi.ac.uk

Dr Ruth Mantin, BA, PGCE, MA, PhD Senior Lecturer; Theology and Education; r.mantin@chi.ac.uk

Dr Katharine Milcoy, BEd, MA, DPhil Senior Lecturer; History PGCE subject co-ordinator; k.milcoy@chi.ac.uk

Julia O’Kelly, BA, PGCE, MA Principal Lecturer; Head of Secondary PGCE; j.okelly@chi.ac.uk

Dr Duncan Reavey, BA, PGCE, DPhil Principal Lecturer; Environmental Education; d.reavey@chi.ac.uk

Diana Seach, Cert Ed, Dip Art & Design, BA, MA(Ed) Senior Lecturer; Special Educational Needs, Early Years; d.seach@chi.ac.uk

Chris Shelton, PGCE, PGCert, MA Principal Lecturer; Head of Primary PGCE; ICT; c.shelton@chi.ac.uk

Dr Clare Taylor, BSc, PGCE, Adv Dip, MSc Associate Lecturer; Counselling, Research c.taylor@chi.ac.uk

Dr Barbara Thompson, Cert Ed, Cert Primary Science, BA, MA, PhD

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Programme Leader and Principal Lecturer; Gender Issues, doctoral studies in Gender Leadership and Management, Research; b.thompson@chi.ac.uk

Rebecca Webb, BA (Hons) QTS (English and Education), MA(Ed). Developing and supporting children‟s writing with a particular interest in multi-modality R.Webb@chi.ac.uk

Deborah Wilkinson, MA(Ed) Science, Learning Styles, Creativity, qualified Beach School Practitioner Debs is currently studying for her doctorate at the Institute of Education, D.Wilkinson@chi.ac.uk

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Section 3 Provision, Locations and Key Dates

3.1 Proposed provision for 2012

Provision for each term is shown on the website: www.chiuni.ac.uk/teachered/MAEdindex.cfm

3.2 Locations

The delivery of many of our modules takes place at the Bognor Regis Campus of the University of Chichester, where full IT and library facilities are available for student access throughout the year. For further details of the University‟s Libraries, Support and Information Zone (SIZ) on both campuses, and other services, please see pp. 37. A smaller range of modules is also offered at Hazelwick School near Crawley.

All students should note that they can access Chichester‟s 800 plus full text

Professional Development Collection of online journals via Moodle, the University‟s intranet, from home, Crawley or other locations.

However, the University’s principal education resource centre is the library at

the Bognor Regis Campus and thus students should endeavour to utilise these facilities as much as possible. The library staff will be happy to arrange a tour for new students to explain all the facilities available; just ring 01243 812099 to book a time.

Access to other HEI libraries via a scheme entitled SCONUL Access should be considered by those living or working at some distance from Bognor; for details please see p. 40.

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3.3 Key Dates

DATES FOR MA(Ed) TAUGHT SESSIONS 2012 only

Venues: Tuesdays at Bognor and Thursdays at Crawley for semester 2, 2012 only from 5:30 – 8:00pm

NB – this is the normal programme of study but there may be some variation, including substitution of a Saturday for two evenings

SEMESTER 2 Spring/Summer 2012 ONLY

Bognor Regis Campus Hazelwick School,

Crawley

1

Tuesday 21 February

Thursday 23 February

2

Tuesday 6 March

Thursday 8 March

3

Tuesday 20 March

Thursday 22 March

Easter break

4

Tuesday 17 April

Thursday 19 April

5

Tuesday 1 May

Thursday 3 May

6

Tuesday 15 May

Thursday 17 May

7

Tuesday 29 May

Thursday 31 May

8

Tuesday 12 June

Thursday 14 June

9

Tuesday 26 June

Thursday 28 June

Assignment submission date: Friday 27 July

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Section 4 Learning and Teaching

4.1 How will I study and how will I learn?

The University‟s Learning and Teaching Strategy 2010-13 (see Portia,L&T, L&T Resources) has the following aims:

1. To develop learning and teaching approaches which extend pedagogic practice and promote continued enhancement of the quality of student learning.

2. To continue to enhance the accessibility and flexibility of supportive learning experiences to a diverse student body through drawing on good practice and relevant legislation.

3. To encourage life-long learning and ensure a high degree of learner employability through developing graduates with appropriate skills to be able to make a positive contribution to the academic community, the local and national economy and wider society.

4. To develop all staff engaged in supporting student learning in order to improve the quality of the student learning experience.

5. Monitoring and evaluation of the implementation of the Learning and Teaching Strategy with appropriate revisions and adjustments made, which build upon past experience.

The approaches used by tutors on the Programme route are designed primarily to enable you to master effectively a broad base of concepts, skills and content in the context of problems that are relevant to you. Through the learning and teaching approaches adopted, the Programme considers that it is in a strong position to take forward the University‟s Learning and Teaching Strategy 2010-13. You will be challenged to go further than tackling immediate issues and at all times be given opportunities to apply your knowledge flexibly and appropriately in a variety of contexts. You will be continually expected to ask your own questions, generate your own hypotheses and provide explanations acceptable to the tradition of scholarship. In order for this to be facilitated, activities will be included early in the course that:

necessitate research skills;

demonstrate the power of technology;

encourage collaboration with other students and colleagues in the workplace;

develop your writing skills as a tool to support the process of thinking, organising thoughts and arguments and for communication.

The modules will be conducted mainly through a seminar format which will allow for lectures, workshops, case studies, whole group and sub-group activities as appropriate for the study of each module theme. Selected areas of the course are introduced through short inputs and sustained sub-group exploration, developed under guidance and through intervention by the tutor. These are devised to lead you to new understandings and appreciation of the topic under review. Each seminar is developed further through individual exploration and the use of supportive documentation and ICT based support.

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4.2 What a module is in terms of student workload

Each completed 30 credit module will represent 300 hours of study, including contact time and individual study. This study would take the form of:

independent research and reading;

classroom-based research;

responding to gap tasks in the form of notes relevant to the module theme;

participating in on-line or e-mail discussions; and

critiquing relevant research papers, articles and books;

practical assignments. As each module is resourced electronically through the University‟s portal Portia, it is essential that you have access to a computer with an internet connection. Tutors will promote the use of ICT in learning and teaching via Moodle, the University‟s intranet, by incorporating online:

the current version of each module handbook;

relevant modular notices; and will work towards a system of blended learning that includes:

message board usage for class discussion over a few weeks;

chat room usage for real time class discussion outside usual timetabled slots;

files‟ usage in order to increase the availability of documents, presentations, follow-up resources etc;

directed study tasks requiring access to the Moodle page or an Electronic Information Resource;

use of other ICT, such as video conferencing.

4.3 Learning and Teaching Approaches

It is important that you are prepared for the increased independence required by the Programme and the acquisition of transferable skills. The development of transferable skills depends on the interaction between your previous pedagogic experiences and the translation by the tutors of the University‟s Learning and Teaching Strategy. The integration of elements of transferable skills within both the module and learning outcomes and modes of assessment will facilitate and monitor the acquisition of identified skills. The aim is to raise the standards expected through planning and communicating ideas effectively so that exchanging ideas within groups of students becomes a useful learning experience for the whole group. Writing, both as an aid to refining personal reflections and for communicating ideas is encouraged from the outset. The Learning Strategies described in individual module outlines have been informed by the Strategy. A particular challenge, but also a commitment will be to develop further our use of ICT and supported self-study approaches. You will also be supported by a team of tutors who will engage with you, and your fellow students, interactively when you attend the campus based elements of the course.

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Tutors will also employ all or some of the following, as appropriate to a particular module or to dissertation work, and to your needs:

formative assessment that draws in part on developmental feedback from your recently assessed task and/or module which prepares you for the assessment of the module that you are currently undertaking.

Each module will utilise a blended learning approach (see above) which may include:

the use of videos, role plays, guest speakers, video-conferencing, online programmes;

lectures and seminar work which may be student-led;

discussion and debate;

opportunities for you to work collaboratively and present short oral/written contributions on specific work-based tasks;

critical review of others‟ work;

prescribed reading, field based observation and supportive self study;

seminars by tutors, invited lecturers, and members of staff to introduce a range of methodologies, tools and techniques used by researchers in education;

distance learning support via e-mail and telephone, including – within reasonable limits - constructive feedback by tutors on draft assignment work;

individual tutorials for a variety of purposes from initial assignment guidance to detailed comments on assignment or dissertation drafts.

4.4 Transferable Skills

On completion of the Programme you will also be expected to have enhanced and extended the qualities and transferable skills necessary for employment, which require:

the exercise of initiative and personal responsibility;

decision making in complex and unpredictable situations;

self-direction and originality in tackling and solving problems;

the ability to act autonomously in planning and implementing tasks at a professional or equivalent level;

the independent learning ability necessary for continuing professional development.

Thus whatever modules you take you will be encouraged to relate to your own experience and workplace practice the theoretical issues addressed, and by the end of your course you will have analysed, critiqued and evaluated relevant literature, drawn upon a range of relevant material, abstracted and synthesised hypotheses and reflected critically upon your own professional experience.

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4.5 Developing your writing skills

Many people worry about their writing skills and the course team hope that by having a compulsory module which addresses these issues, you will rapidly gain in confidence. There are a number of support and guidance materials published by the University‟s Academic Skill‟s Tutor and a series of workshops the details of which are available from the Academic Skills Home page on Portia. The following texts are recommended: Cottrell, S. (2005), Critical Thinking Skills, (Basingstoke: Palgrave Macmillan). Cottrell, S. (2008), 3

rd Edition The Study Skills Handbook (Basingstoke: Palgrave

Macmillan). There is also a useful guide to writing and referencing which can be found as Annexe 2

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Section 5 Assessment

The purposes of the Department of Education‟s Assessment Strategy are to help you improve your learning through both formative and summative processes; to provide accreditation and to contribute to quality assurance processes both at programme levels and the University‟s Academic Standards framework. The assessment framework and criteria for awards are described in full in Assessment principles, policy and regulations on awards of the Post Graduate Award Scheme Document (2001). The process for assessment is repeated here to ease cross-referencing. Assessment modes are sufficiently varied to enable you to give evidence of a range of knowledge, skills and understanding developed by the Programme. The procedures ensure that you gain a precise indication of your development as you progress through the Programme, which in turn empowers you to take responsibility for your learning. Assessment is entirely by coursework, due on the completion of each module. The Programme team have designed a range of assessments which enable to you explore the impact of your studies on your workplace practice in different ways. Some modules utilise a number of small assessments and others incorporate one large assessment. However in total, assignments whether single or in combination will not exceed 6000 words or their equivalent for 30 credits. Each module is assessed according to:

the general criteria given below and …

specific assessment criteria which will be made explicit to you by module co-ordinators and in module handbooks.

Meeting these criteria will enable you to demonstrate achievement of each module‟s intended learning outcomes. However, please ask your tutor(s) if you are unsure about what will be expected of you concerning assignments, or how they will be assessed. Each module will include tutorial support. The following grid provides the modes of assessment for each module. Please note: apart from those modules which are compulsory, provision is arranged in alphabetical order by module title. As has been noted elsewhere (see 1.1.1 and Programme Specification), you can follow your personalised interest through all the modules, whether or not they have a specific theme. As you will note all modules make a distinction between formative and summative assessment, though in most modules both types of assessments are marked and will contribute to your final grade.

Formative Assessment Where formative assessment is to be assessed, or contribute to your final grade, you will be given a task (written assignment or powerpoint presentation) which, upon submission of a draft, will receive formative and constructive comments from your tutor. After reading and reflecting on these formative comments, you will be required to resubmit this task for a final grade.

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Module title and code Mode of Assessment

Compulsory first module

Exploring Research: informing

and changing practice

Formative: Project proposal, 1,000 words (to be assessed) (17% final mark) Summative: Small piece of practitioner research, 5,000 words (83% of the final mark)

Behaviour and attendance in

schools: new approaches to

improving standards

Formative: Project proposal, 1,000 words (to be assessed) (17% final mark) Summative: Small piece of practitioner research, 5,000 words (83% of the final mark)

Coaching and Mentoring Formative: Project proposal, 1,000 words (to be assessed) (17% final mark) Summative: Small piece of practitioner research, 5,000 words (83% of the final mark)

Creativity Formative: To prepare and present a whole school policy (2,000 words equiv) for creativity within the curriculum. (to be assessed) (33.3% final mark) Summative: To write a rationale (4,000 words equiv), which demonstrates a balanced critical analysis of the policy. (66.7% final mark)

Educational Psychology Formative: Project proposal, 1,000 words (to be assessed) (17% final mark) Summative: Small piece of practitioner research 5,000 words (83% final mark)

Emotional Intelligence Formative: Project proposal, 1,000 words (to be assessed) (17% final mark) Summative: Small piece of practitioner research 5,000 words (83% final mark)

English - Aspiring Leaders:

Contemporary Issues in English

Education

Formative: either formally presenting an analysis of the first transcript of talk; or formally present an analysis of a child‟s reading portfolio (this will not attract any formal credit) Summative: Following the implementation of a small scale research project in their classroom, students will:

Either: submit a video diary of professional reflections upon the impact of the project (2,000 word equiv, 33.3% of final mark) . This will be supported by 2 short analyses of classroom discourse (2,000 words, 33.3% of final mark).

Or: submit a reading assessment portfolio for a focus child (2,000 words equiv, 33.3% of final mark). This will be supported by a critical analysis of the child‟s reading skills/attitudes (2,000 words, 33.3% of final mark).

Plus each of these options will be supported by the inclusion of an academically-referenced school policy for the teaching of reading or speaking and listening (2,000 words equiv, 33.3% of final mark).

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English – Aspiring Leaders: The

Reader in the Writer

Formative: Students will work with a peer partner to draft an academically referenced policy for the teaching of writing to then be submitted to the module tutor for feedback (900 words) (this will not attract any formal credit) Summative: Following the implementation of a small scale research project in their classroom, students will:

Either: critically analyse the impact of their small-scale research project upon the developing writing skills of a group of children in their class, identifying implications for staff development

(4,000 word assignment, 66.7% of final mark) Or: submit a detailed writing assessment portfolio for a focus child (2,000 words equiv, 33.3% of final mark). This will be supported by a critical analysis of the child‟s writing skills/attitudes (2,000 words, 33.3% of final mark).

Plus each of these options will be supported by the inclusion of an academically-referenced school policy for the teaching of writing (2,000 words equiv, 33.3% of final mark).

Environmental and Sustainability

Education

Formative: Range of individual and group tasks for which tutor and/or peer feedback and feedforward is provided. This will not attract any formal credit. Summative:Contributions to asynchronous message board discussions throughout module (2000 words or equivalent, 33.3% of final mark) Commentary formatted for submission to an appropriate academic or professional journal (4000 words or equivalent, 66.7% of final mark)

Leadership and Pedagogy in the

Early Years

Formative: A 10 minute presentation to the group identifying main themes and issues on a piece of work-based research they have carried out in their setting. portfolio (this will not attract any formal credit) Summative: A detailed analytical report of a piece of research based in their own setting in which they have planned, led and evaluated a change in practice. (6,000 words or equivalent, 100% of final mark)

Leading and Managing Learning

and Teaching

Formative: A 10 minute (2,000 word equivalent, 33.3% of final mark) presentation to the group identifying main themes and issues arising from contextualisation of studied leadership and management approaches. (to be assessed) Summative: An assignment of 4,000 words (66.7% of final mark) demonstrating the learner‟s ability to relate theory to practice by analysing processes occurring in their workplace with a specific focus on their own responsibilities for ensuring effective learning and teaching.

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Leading from the Middle Formative: A 10-minute (2,000 word equivalent, 33.3% of final mark) informal input relating learning to contextual experience. (to be assessed) Summative: Preparation of a 4,000 (66.7% of final mark) word critical incident diary drawing on key issues explored in the module and focusing on two module content themes in depth.

Maximising People Potential Formative: A 10 minute (2,000 word equivalent, 33.3% of final mark) presentation to the group identifying main themes and issues arising from their contextualisation of the studied people management practices. (to be assessed) Summative: An assignment of 4,000 words (66.7% of final mark) demonstrating the learner‟s ability to relate theory to practice by analysing processes occurring in their workplace and ensuring a specific focus on their own responsibilities for ensuring effective the maximisation of people potential.

Multisensory Approaches to

Teaching and Learning

Formative: Maintain a portfolio of key documents, relevant literature and case studies of work in a multisensory environment (2,000 word equivalent, 33.3% of final mark) (to be assessed) Summative: A critical evaluation of a multisensory environment and its impact on pupil‟s learning and achievement (4,000 words, 66.7% of final mark)

Personalised Learning Formative: students will be given tutor feed-back on their engagement with the e-learning sessions that form part of the module structure. (this will not attract any formal credit) Summative: an electronic portfolio (6,000 words equivalent) This will include three examples (3,000 words, 50% of final mark) of how e-learning technologies have been used to personalise learning for particular pupils, for example wikis, blogs, videocasts produced by 1 or a group of pupils, or e-learning materials produced as a teacher to personalise learning for particular pupils. A 3,000 word (50% of final mark) rationale that critically discusses how the e-learning examples submitted show how learning has been personalised to meet particular needs.

Physical Education: Young

peoples’ experience: implications

for learning

Formative: 10 minute presentation (2000 word equivalent, 33.3% of final mark) on an investigative piece regarding experiential learning in physical education or other subject utilising physical education as a stimulus or implementing health agendas in school (to be assessed) Summative: Students will be asked to submit a reflective assignment (4,000 words, 66.7% of final mark) evaluating the findings of a small scale research project regarding: Leadership in the health agenda; or Experiential learning within the physical education context; or Leading in cross-curricular applications of physical education

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Raising Achievement in Science Formative: Range of individual and group tasks for which tutor and/or peer feedback and feedforward is provided. This will not attract any formal credit. Summative: Blog of reflections on contemporary themes in science education maintained throughout module (4000 words or equivalent, 66.7% of final mark); A written rationale, plan and reflection on a peer mentoring session carried out by the student in which peers develop their understanding of aspects of science and assessment of their own and children‟s learning (2000 words or equivalent, 33.3% of final mark).

Resonance and Performance:

Emotionally Intelligent Leadership

and Management

Formative: A 10 minute (2,000 word equivalent, 33.3% of final mark) presentation to the group identifying main themes and issues arising from contextualisation of studied leadership and management approaches with a particular focus on the demonstration of emotional intelligence. (to be assessed) Summative: A 4,000 word (66.7% of final mark) reflective log which demonstrates the learner‟s ability to utilise the concepts and theories relating to emotional intelligence within their own leadership and management practice.

Special Educational Needs:

Contemporary Perspectives on

Inclusive Education

Formative: Maintain a portfolio of key documents, relevant literature and examples of a range of SEND and inclusive practices relevant for educational settings (this will not attract any formal credit) Summative: A 20 minute presentation (4,000 word equivalent, 66.7% of final mark). A critical evaluation of an aspect of SEND and inclusive provision within their own setting AND a 2,000 (33.3% of final mark) word review of literature relevant to a discussion on SEND and inclusive practices, linked to their presentation topic

Speech, Language and

Communication Needs: Teaching

and Learning Strategies

Formative: A 10 minute presentation to the group identifying the main focus of the case study they have carried out in their setting. (this will not attract any formal credit) Summative: A case study (6,000 words, 100% of final mark) carried out in the work-place that critically evaluates how the setting is supporting the learning and achievement of pupils with a SLCN

Subject Development Formative: A 10 minute presentation to peers detailing key issues in the subject (1,000 words equivalent, 17% of final mark) (to be assessed) Summative: Formal, on completion of module, by an assignment 5,00 words (83% of the final mark), The content of the assignment will vary according to subject focus.

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The Developing Child Formative: A ten minute presentation to the group outlining the process of engagement in carrying out observations of children. (2000 word equivalent, 33.3% of final mark) (to be assessed) Summative: Portfolio of 2 to 3 observations, exploring the use of observations and how theory can help in planning children‟s future development and learning. (4000 words or equivalent, 66.7% of final mark)

The Role and Status of Play in

Early Education

Formative: A ten minute presentation to the group to promote discussion on the importance of play in the early years. A reflective log recording examples of adult/child and child/child play and interaction (this will not attract any formal credit) Summative: A 6,000 (100% of final mark) word case study on a topic of their own choice which focuses on the role of play in children‟s learning and development

The Role of Strategy in

Leadership and Management

Formative: A 10 minute (2,000 word equivalent, 33.3% of final mark) presentation to the group identifying main themes and issues arising from contextualisation of studied leadership and management approaches with a particular focus on the demonstration of emotional intelligence. (to be assessed) Summative: A 4,000 word (66.7% of final mark) reflective log which demonstrates the learner‟s ability to utilise the concepts and theories relating to emotional intelligence within their own leadership and management practice.

Compulsory final module

Dissertation

Summative: an assignment of not more than 18,000 words long or their equivalence.

Tailored provision

Independent Study Formative:

Because of the limited face to face contact on this module it is important that students submit an assignment outline (2,000 word equivalent, 33.3% of final mark). (to be assessed)

Summative:

An assignment of 4,000 words (66.7% of final mark) related to an agreed focus

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5.1 Formative Assessment

From our experience, criteria based assessment relies on your interpretation and, as you question the criteria it leads to a more rigorous level of assessment. Diagnostic feedback is integral to each of the taught sessions, and through this you begin to have a clearer understanding of the progress you are making and what is required for you to achieve your desired outcomes. Therefore, the processes of formative assessment are an integral part of the learning and teaching strategy.

A variety of sessional and inter-sessional tasks and activities will inform tutors of your needs and progress. Formative assessment is designed to help you prepare

for your next assignment. Moreover, in order to encourage reflective practice on

the part of students and to assist tutors in tracking their progress as they move

between modules, you will be required to:

extract from their most recent assignment any significant developmental aspects and points of constructive criticism given in the detailed feedback and suggestions for improvement that tutors have made;

tutors will discuss these points with you at tutorials, assist with any perceived difficulties, and refer to the points in their own feedback commentary, when it is subsequently written for the current module;

this mechanism should prove invaluable in signalling and facilitating support in areas of specific need for students, and assist with their development and progression through the programme.

General Assessment Criteria (in accordance with Module Assessment, section 6.5, PGAS Definitive Document, 2001, pp. 17-18) Candidates must demonstrate the following: - knowledge of the major concepts of the area of study without significant

omissions, errors or irrelevancies; - evidence that the relationship of these concepts to workplace practice is

understood; - the ability to write coherently and concisely presenting a position or argument

based on the outcomes of reading and/or enquiry; - the ability to analyse critically and reflect on professional practice using an

identified framework and/or general theory; - the ability to evaluate critically the findings of published research and other

literature; - the ability to synthesise and draw upon a range of appropriate material.

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Determining the final grade when a module has two different assessments

Assumptions:

The two components of the assessment are marked separately, with separate MAF forms (and separate grades) probably returned to students at different times

When both are marked, the module leader determines the overall grade using the grid below.

This is weighted according to the weighting of the two different components of the assessment.

If exactly midway between two grades, round grade upwards except when component grades are D and

E in which case second marker considers both parts of the assessment and agrees with first marker to round upwards to D or downwards to E

3000 words and 3000 words

Assessment of 3000 words or equiv

A B C D E

5 4 3 2 1

A 5 A A B B C

B 4 A B B C C

Assessment of 3000 words or equiv C 3 B B C C D

D 2 B C C D 2nd mark to decide D or E

E 1 C C D 2nd mark to decide D or E E

4000 words and 2000 words

Assessment of 4000 words or equiv

A B C D E

5 4 3 2 1

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A 5 A B B C D

B 4 A B C C D

Assessment of 2000 words or equiv C 3 B B C B D

D 2 B C C D 2nd mark to decide D or E

E 1 B C D 2nd mark to decide D or E E

5000 words and 1000 words

Assessment of 5000 words or equiv

A B C D E

5 4 3 2 1

A 5 A B C C D

B 4 A B C D D

Assessment of 1000 words or equiv C 3 A B C D 2nd mark to decide D or E

D 2 A B C D 2nd mark to decide D or E

E 1 B C D 2nd mark to decide D or E E

Duncan Reavey, 12/12/11

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5.2 Awards

The Route has three possible levels of outcome – Postgraduate Certificate in Professional Practice, Postgraduate Diploma in Professional Practice and MA (Education).

5.2.1. Classification of Final Awards

(in accordance with section 6.9 of PGAS Definitive Document, 2001, p.19)

The Postgraduate Certificate/Diploma in Professional Practice and MA(Ed) will each

be awarded on a two-point scale: Distinction or Pass. Failure to obtain an award is also detailed below.

PGCiPP PGDiPP MA(Ed)

Distinction:

at least 1A + 1B/C

at least 2As + 2B/Cs

at least 2 As and 2 B/Cs, with at least one A gained in each phase, incl. the dissertation.

Pass: Any combination of grades, except those listed for distinction or fail

2

4

4 + dissertation

Fail:

An E grade in any one module or stage after resubmission has been allowed; N.B. a second E grade in any one stage will also result in failure.

5.3 Grade Criteria

The grading system below is based on section 6.5 of PGAS, Definitive Document,

2001, pp.17-18, and will operate for each module, and for dissertations, according to how well the relevant assessment criteria have been met:

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Distinction - Grade A

Displays evidence of meeting each criterion listed for a good pass and in addition demonstrates ability to: gain insight into complex social issues; evince individual flair in producing original approaches and solutions; abstract and synthesise hypotheses from areas of research studied; communicate methodology and arguments fluently and effectively to others.

Good Pass - Grade B

Displays evidence of ability to: organise and interpret material well; reflect on and critically analyse material with no omissions, errors or irrelevancies; use an extensive range of literature and published research to support study; make strong links between content and practice; communicate understanding cogently; study aspects of the module thoroughly and pursue enquiries in depth.

Pass - Grade C Displays evidence of ability to: organise and interpret material satisfactorily; reflect on and critically analyse material with few omissions, errors or irrelevancies; use a wide range of literature and published research to support study; make a number of effective links between content and practice; communicate understanding effectively; study aspects of the module satisfactorily and pursue enquiries effectively.

Minimal Pass - Grade D

Displays evidence of ability to:

organise and interpret material adequately; reflect on and critically analyse material, despite some omissions, errors or irrelevancies; use an adequate, though reduced, range of literature and published research to support study; make some satisfactory links between content and practice; communicate understanding sufficiently; study aspects of the module and pursue enquiries with some degree of success.

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Fail - Grade E

Displays a lack or weak evidence of meeting many of the PASS criteria above plus

an inability to:

treat descriptive work reflectively; organise material coherently; make links between content and practice; produce a balanced study that pays due regard to requirements; submit work on time unless a prior request has been made for an extension or for consideration of mitigating circumstances; submit the work at all; comply with regulations concerning plagiarism or other forms of academic malpractice.

5.4 The Role of the External Examiner

The MA(Ed) has three external examiners who act as:

critical friends to the team of tutors;

moderators of standards in student achievement. The external examiners are:

Paula Bousanquet - inclusion, school based Masters provision

Dr Sandra Eady – primary education, curriculum, mentorship, research;

Dr Anthony Thorpe - leadership and management, research. All examiners receive a sample of the assignments from each module and comment against a set of criteria which are:

how the standards set for the MA(Education) programme at University of Chichester relate to the M level criteria;

how the standards set for the MA(Education) programme at University of Chichester relate to comparable programmes nationally;

whether the processes for assessment and the determination of Awards are sound and fairly conducted;

to highlight any strengths, distinctive or innovative features of the programme in relation to standards and assessment processes;

to comment upon whether the programme meets the requirements of the relevant external framework.

5.5 Submission of Assignments

Every assignment should be:

securely fixed in a floppy backed folder;

accompanied by: o a completed submission sheet [available from your module tutor(s), the

MA(Ed) Office or from the Student Downloads page of the website: www.chi.ac.uk/teachered/MAEDStudentDownloads.cfm ]

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o an electronic version of your assignment on a disc or memory stick (returnable), securely fastened into the folder.

put into MA(Ed) pigeon hole in the Staff Club in St Michael‟s House at BRC; or

brought in to the MA(Ed) office in room 7, Arran House at BRC; or

posted to MA(Ed) Office (Assignments), Room 7 Arran House, University of Chichester, Bognor Regis Campus, Upper Bognor Road, Bognor Regis, West Sussex, PO21 1HR, provided it:

o is postmarked on or before the deadline date; o is securely packaged; and o has the correct amount of postage. Posting an assignment after the last collection time on the day of submission will make it late.

NB. If the assignment is late without an extension then the module will sustain a FAIL grade

Assignments cannot be accepted by email.

Please do not e-mail, give or post your assignment directly to your module tutor; they are not in a position to record formally that it has been received.

Always put the word count (excluding the bibliography) at the end of the assignment.

Always keep a copy of your assignments.

5.6 Provision for re-assessment

In the event of failure, you must resubmit your revised assignment, and in accordance with section 6.9.4 of PGAS Definitive Document, 2001, p.20, you are allowed to resubmit one failed assignment at each stage (see below), and will receive tutorial guidance according to need. You may: either begin work on the next module, while the process of resubmitting is in progress; or discontinue a new module you may already have started in order to concentrate on your resubmission.

The maximum grade obtainable for such resubmitted work will be D. If you fail more than one assignment in the first (Certificate) stage or second (Diploma) stage, or fail a resubmission in any stage, you cannot continue towards a Masters level award. You can keep the points you have already accumulated, and if you have enough (60 or more), you can „cash them in‟ for a Postgraduate Certificate in Professional Practice or a Postgraduate Diploma in Professional Practice. In February, May and September of each year Examination Boards are held to confirm formally all passes and fails in preceding modules, and to set resubmission dates. They also mark a formal boundary between stages and approve students‟ progression to the Dissertation (September Board).

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In the event of a dissertation being assessed as a fail, where no academic malpractice is involved, the Board of Examiners usually recommends that the candidate be permitted to resubmit the dissertation.

5.7 Applying for extensions

If you think that you are not going to meet the submission deadline for a module, please contact the Programme Leader (Dr Barbara Thompson), at your earliest opportunity. Normally it will be possible to offer an extension of up to two weeks. However, if we do not hear from you, a non-submission will be deemed a failure. Extensions cannot exceed the timing of the next External Exam Board and can be granted only by Barbara Thompson (b.thompson@chi.ac.uk) or, in her absence by Andy Wild, Head of CPD (a.wild@chi.ac.uk), and though the request might be oral, it must also be put in writing or e-mailed. If you require more than two weeks extension then you must put in for mitigating circumstances, accompanied by evidence (see 5.8 below)

Extensions cannot be given by module tutors, though they might support a request. You will always receive confirmation by e-mail of the new submission date.

Please be aware that deadlines are very strictly enforced. If something has

gone wrong, we cannot urge you strongly enough to get in touch before the

deadline expires.

5.8 Mitigating Circumstances

If you consider that there are particular circumstances that the examination board should take into account in the mitigation of your performance on any assessment, you should complete a Mitigating Circumstances form. These are available, with information and guidelines from:

o online via Portia, UniServices, Academic Quality and Standards Unit; o AQSU office at BOC; and o SIZ and

should be returned to the AQSU along with accompanying documentation.

You are advised to check with the Programme Administrator for relevant deadline dates for the submission of requests for mitigating circumstances to be taken into account. Mitigating circumstances should not be confused with alternative or additional examination/assessment arrangements, which may be made for students with disabilities or specific learning difficulties.

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5.9 Intermission from Study

Intermitting is a formal procedure. You will need to contact Intermissions@chi.ac.uk for the necessary form to complete. On acceptance of your request you will be given a date for resumption. Please note that during a period of intermission, access to tutors will be “frozen” as will free access to the library. You will however be able to access library facilities (this does not include elibrary) for a fee of £10 (correct at time of print). If, however, you are in the process of resubmitting an assignment while intermitting, you will be given access to Portia. See Academic Regulations, 2011, section 9.8 and section 6.9.9 of appendix 3

5.10 Academic Malpractice

Academic Malpractice is treated very seriously by the University. For this reason, programmes give you detailed guidance about how to reference the work of others and support you to develop good academic practice. Students who are suspected of Academic Malpractice will be invited to attend an Assessment Enquiry Panel. The panel does not seek to conclude whether the malpractice was intentional or not, it focuses on whether or not it occurred. Where Academic Malpractice is confirmed the outcome is reported to the Board of Examiners, which determines the nature and extent of the penalty to be imposed. Details of the procedures for dealing with Academic Malpractice are to be found in the Academic Regulations 2011, section 11.3 – Portia, UniServices, Academic Quality and Standards Unit on the left hand side/university documents.

5.11 Appeals

Appeals will be dealt with through the procedures established by the Academic Board as listed in section 11.5 of Chichester‟s Academic Regulations 2011

5.12 Student Debts

If you have any outstanding debts with the University you will not normally be allowed to receive an award or progress to the next stage of the Programme until these have been discharged.

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Section 6 Student Guidance

6.1 Academic Guidance and Personal Support

You should have access to an academic advisor in case a difficulty arises or you need guidance or advice. Students will be placed under the guidance of a member of the MA(Ed) team who will refer you to the most appropriate source of support. This arrangement may subsequently be altered at the dissertation stage, when your supervisor may assume the role, or at any stage according to a tutor‟s workload or on request by either party. Academic advisors can:

advise you on your choice of modules through the programme;

monitor your progression through the programme ensuring that you develop academically through the accumulation of knowledge and experience;

refer you to additional Student Support Services where required

refer you to the Programme Leader if this is deemed appropriate.

6.2 Disability and Academic Skills Services

This combined service is available for all students with disabilities, medical conditions and additional learning needs (for example dyslexia). This is a confidential, friendly and inclusive service where students are recommended to disclose their additional learning requirements / disability. Advice and help can be offered for applications for the Disabled Student Allowance (DSA). The University policy on dyslexia is tailored for Masters students. As in all cases, students with this need are supported by a SARA (Students with Additional Requirements Agreement) and their work is tagged to indicate the need for sensitive marking. However, because of the nature of the Award, the grade is not adjusted. Therefore students are strongly advised to seek support from the Student Support Centre. See the link on Portia, UniServices, Student Support Services.

Contact details: The Service is located on both campuses within the Student Support Service areas, located in New Hall, Bishop Otter Campus and in Student Support Centre, Bognor Regis Campus.

Disability and Academic Skills Co-ordinator Steve O‟Melia Tel: 01243 812076 Minicom: 01243 812013 e-mail disabilityacademicskills@chi.ac.uk

Sensory Advisor Tel: 01243 812145 Minicom: 01243 812013 e-mail sensadvisor@chi.ac.uk

Academic Skills Tutor Tel: 01243 812143 e-mail academicskillsadviser@chi.ac.uk

Dyslexia Adviser Sue Goff Tel: 01243 812111 or 816065 e mail disabilityacademicskills@chi.ac.uk

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Nurse Health Adviser 01243 816111 e-mail studenthealth@chi.ac.uk

Mental Health Adviser 01243 816402 mentalhealth@chi.ac.uk

Counselling Service This service is confidential and aims to be responsive to the needs of all students and a support to staff in their advisory role. Students may request an appointment by telephoning 01243 816042, or emailing stucounselling@chi.ac.uk Alternatively an academic advisor may do this for you with your consent. Further information is available on Portia, Uni Services, Student Support, Counselling.

6.3 Careers Service

The Careers Service and Job shop provide a friendly, confidential and comprehensive service for all current students including part-time and postgraduate students. The service offers careers advice, vacancies, and a range of excellent resources and also organise workshops and employer events. There is an area on Portia dedicated to Personal Development Planning www.chi.ac.uk/pdp/index.cfm which contains useful guidance and advice. Confidential careers advice can be valuable at any stage of your course. For further information go to Portia, UniServices, Student Support, Careers and Jobshop

The Careers Centre is located in Room 108, New Hall, Bishop Otter Campus and is open from Monday to Friday. Tel: 01243 816035 Email: careers@chi.ac.uk

6.4 Learning Resources

The provision of learning resources and a fully supported learning environment is the responsibility of the Information Services department. At each campus you have access to a range of resources, facilities and services, comprising Library, Computing, Media Services and Reprographics. Support and training is available from Information Services staff.

6.4.1 Library Services in the Learning Resources Centre (LRC) and Support

and Information Zone (SIZ)

Of critical importance to your work at Masters level is regular access to library and electronic resources. These are now part of the facilities in the LRC and SIZ. At

Induction you will be introduced to the range of services provided in order to support your future studies.

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Library information is available on Portia, Library tab Bishop Otter Campus (01243) 816089 Bognor Regis Campus (01243) 812099

OPENING HOURS FOR THE LRC AND SIZ AT Bishop Otter Campus [correct at time of going to press]

Semesters 1 and 2

Monday – Friday 08.00 – 22.00 5 September 2011 – 16 December; and 2 January – 18 May 2012

Weekends 10.00 – 19.00

Non semester times (16 weeks per year)

Monday - Friday 08.00 – 17.00 w/b 19 December 2011; and 19 May – 31 August 2012 Weekends CLOSED

OPENING HOURS FOR THE LRC AND SIZ AT Bognor Regis Campus [correct at time of going to press]

Semesters 1 and 2

Monday – Friday 8.00 – 22.00 5 September 2011 – 16 December; and 2 January – 29 June 2012

Weekends 10.00 – 19.00

Non semester times (10 weeks per year)

Monday - Friday 08.00 – 17.00 w/b 19 December 2011; and 2 July – 31 August 2012 Weekends CLOSED

On both campuses during the last 5 weeks of each semester, from 22.00 weekdays and 19.00 on weekends, the SIZ service will close but the LRC will remain open for self-service and open access only.

It is advisable to telephone the library or check on the website to confirm

opening times before making a special visit in vacation periods.

Library Enquiries Online (LEO) leo@chi.ac.uk is an email base enquiry service which aims to:

answer brief, factual questions;

suggest relevant electronic and/or print sources for research on specific topics;

advise on searching skills. LEO may be unable to answer questions if they are beyond the scope of our resources or better answered by someone with more expertise. In such cases alternative sources will be suggested. Detailed subject-specific questions will be passed on to your subject librarian.

Off-site Students and SCONUL Access If you live and work at some distance from the University and find it difficult to come to the Bognor Regis Campus, you should be able to borrow books from Higher Education Institutions that are closer to your own location.

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In order to do this you should:

register with SCONUL Access (www.access.sconul.ac.uk) – you will find an application form on the website and a list of the Institutions in the scheme;

send the completed application, showing your University of Chichester Library/ID card number (with a SAE) to Bognor Regis Campus library, who will process it as your home institution.

6.4.2 Computer Facilities

Open access computer facilities are available as part of SIZ at both Bishop Otter and Bognor Regis campuses. Printing - Network printing is available at both campuses. Student printing accounts can be credited at the Library counters. Software All networked PCs provide access to the Microsoft Office suite and Internet Explorer. Specialist software such as SPSS (Statistical Package for the Social Sciences) is also available.

6.4.3 Media Services

The Media Centre is in LRC and SIZ at Bishop Otter Campus and is supported by a team of specialist technicians. You can borrow a range of media equipment (video cameras, sound recording equipment, lighting kits) from the Equipment Loans counter in the Learning Resource Centre, Bishop Otter Campus for course-related media work.

6.4.4 Reprographics

Photocopiers are provided in the LRC and SIZ on both campuses and are card-operated. The Reprographics Centre at Bognor offers binding, laminating and copying services for students as a paid service. It also has self-service student workshop. The Reprographics Centre is open from 09:00 until 17:00 on weekdays.

6.4.5 Equal Opportunities

The University of Chichester has an Equality and Diversity Policy which states that as fundamental to its principles and values it:

is committed to building and maintaining an inclusive community which recognises and values the inherent worth and dignity of every person; fosters mutual respect, sensitivity and understanding among its members; and encourages every individual to reach his or her own potential. In pursuit of its goal of academic excellence, Chichester seeks to develop and nurture its diversity.

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Should anyone feel that they have been unfairly treated with respect to the above they should consult the University‟s published procedures concerning The Equality and Diversity Policy, The Race Equality Policy, The Disability Policy and procedure to follow in case of harassment. All are available on Portia, Uni Services, Uni Policies and Strategies

6.4.6 Procedures for Resolving Student Complaints

In the event of your wishing to make a complaint about the quality of the service provided, the University seeks to provide a framework for the resolution of such complaints by ensuring that they are:

i) treated seriously and dealt with speedily and fairly; ii) resolved as close as possible to their point of origin with a minimum of

formality; iii) progressed through two stages where necessary, an informal and formal

stage, and resolved at the informal stage wherever possible (see below); iv) dealt with in a way that respects privacy and confidentiality; v) resolved without prejudice to the complainant.

At the Informal Stage a student should discuss the matter with the member of staff associated with the matter in question. S/he may also seek advice or assistance from University officers or staff, including the Programme Leader (b.thompson@chi.ac.uk), 01243 812057). If action under the informal stage does not successfully resolve the difficulty, the

Formal Stage of the procedure may be invoked by the complainant writing a clear and concise letter, setting out the grounds for the complaint. This should contain all relevant details, including why the complainant believes the informal stage provided no redress in this case. For further information see Academic Regulations, 2011 Appendix 5, sections 1 & 2, which may be viewed on Portia, UniServices, Academic Quality and Standards Unit, University Documents.

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Section 7 Management of the MA(Education) Programme

7.1 Programme Leader

The MA(Education) programme is led by Barbara Thompson who has overall responsibility for:

the overall management of the Programme, including the internal quality assurance procedures;

convening management meetings;

convening the termly Programme Board meeting;

preparing the Student Handbook;

monitoring students‟ evaluations;

presenting your grades at the Examination Board meetings.

7.2 Module co-ordinators

Each module is assigned a module coordinator who has responsibility for:

informing you of the times and dates of the module sessions;

answering your questions relating to the module content, assessment criteria and assignment;

preparing the module handbook;

resourcing, planning and teaching the module;

providing appropriate online resources via Moodle and e-mail;

liaising with any visiting lecturers to the programme;

providing feedback on your assignment;

first-marking your assignment;

evaluating the module and making such changes as are necessary to the learning and teaching structure and content in light of evaluations;

writing a summary of evaluations, to be included in the next module handbook;

sending raw evaluation sheets, composite data sheet and summary to the Programme Leader within six weeks of completing a module;

liaising with the Programme Leader as necessary, concerning any aspect of the module or Programme.

7.3 Programme Administrators

The Programme Administrators are Aileen Arthur and Helen Wignall. They and have responsibility for:

liaising with the Admissions Office over your admission to the Programme;

liaising with Registry on matters relating to your student record;

answering students‟ queries and deal with enquiries;

acting as a filter to tutors for distribution of submitted assignments and dissertations, receipt of assessed assignments and dissertations, despatch of

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recorded, copied samples to external examiners, return of assignments and dissertations to students;

taking, publish and circulate minutes of meetings as required;

prepare evaluation and re-enrolment forms and distribute to tutors;

retaining module registers;

liaising with Programme Leader and with tutors as necessary.

You should be able to contact someone in the administration office (01243 812141/812045) on any weekday in office hours, 8.30 am – 5 pm (8.30 am - 4.30 pm Fridays). Messages can also be left on voicemail and will be dealt with as quickly as possible, or email MAEducation@chi.ac.uk

7.4 Programme Board

The purpose of the MA(Ed) Programme Board is to provide the overall management of the programme and to be responsible for the academic control and administration of the Programme. The MA(Ed) Programme Leader will chair the MA(Ed) Programme Board. Membership will include: Leader of MA(Ed) Programme Head of CPD Module co-ordinators, tutors and dissertation supervisors Representative of the Learning Resources Unit Two student representatives The Chair, on behalf of the team, may invite guests or other members of University of Chichester staff to address particular issues. The MA(Ed) Programme Board will be quorate when 1/3rd of the membership are present. The MA(Ed) Programme Board will meet on at least three occasions during the academic year, with additional meetings called as and when necessary. The notes and action points of the Programme Board will be circulated to all members and issues arising may be raised at the Department Management Team meetings.

An MA(Ed) administrator will service the MA(Ed) Programme Board.

7.5 Student Representatives

Student representatives attend the Programme Board which takes place once a term where they report formally on any issues arising from the student body. Representatives also monitor whether issues raised by the Annual Monitoring process have been addressed. An important part of the role is to meet informally with the Programme Leader to discuss any issues so that, where possible, problems can be resolved quickly. Student representatives may also be asked to meet external examiners and inspectors if appropriate. In the event of more than two representatives coming forward, an election will take place among the current modular groups and dissertation students, with voting papers, containing brief information on the candidates, distributed in a teaching

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session or posted. Votes, to be returned by a stipulated deadline, will be counted by a programme administrator and checked by a second administrator. All candidates and the rest of the student body will be informed of the outcome by an announcement on Moodle.

The Programme recognises that most MA(Ed) students are in full-time employment and that taking on the role of student representative may be difficult. Nonetheless the role of representative is an important one in that it represents the student voice. It provides you with an opportunity to shape the ongoing development and management of the Programme, as well as being an important element in the quality assurance process. In order to facilitate students to undertake the role of representative, the Programme has changed the timings of the Programme Boards to early twilight sessions so that practising teachers and other professionals may attend in the role of representative. For those students who are able to undertake this role, training is available, run by the Student Union and sponsored by the University. Representatives are also aided in representing the student voice by having access electronically or by telephone to a random sample of students on research modules, each of whom by definition has a breadth of knowledge of the learning experience on a variety of content and research modules. The views obtained are shared with the MA(Ed) Programme Leader, who relays them to team members at meetings of the MA(Ed) Programme Board and in the annual report to this Board.

7.6 Evaluation of modules

The MA(Ed) Programme values both the „student voice‟ and constructive criticism from any source: students, internal and external colleagues, and outside agencies. You will be asked to fill in an anonymous evaluation of each module you complete on the programme. This evaluation data is used to:

inform the Module Tutor and Programme Coordinator of the strengths and weaknesses of the module to influence future planning;

compile the Programme Coordinator‟s annual report in line with the University‟s Annual Monitoring procedures.

An exemplar of the formal summative evaluation sheet is provided in Annexe 3 although this will change to an on-line format in the near future.

7.7 Management Group

The Programme Management Group meets, as a minimum, three times a year to deal with the management, organisation and resourcing of the programme. Sub-group meetings or development meetings may be called to deal with programme issues including new developments. The Management Group consists of: Programme Leader Module Co-ordinators Workplace representatives as appropriate

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Key deliberations from the Management Group are taken forward to the Programme Board.

7.8 Internal Board of Examiners

The purpose of the MA(Ed) Internal Examination Board is to make recommendations regarding the progression of students throughout the Programme and prepare marks for presentation to the Postgraduate Awards Scheme Board of Examiners. The MA(Ed) Programme Leader will chair the MA(Ed) Examination Board. Membership will include:

Leader of MA(Ed) Programme

Head of CPD

Module co-ordinators, tutors and dissertation supervisors. The duties of the Internal Examination Board are (in accordance with PGAS Definitive Document, 2001, p.21, section 6.9.7):

To discuss and agree the assignment and dissertation marks to be awarded to students.

To discuss and agree the progression of all students on the programmes in accordance with the university‟s overall policy for the evaluation and monitoring of students.

To prepare the report on student awards and progression for the Postgraduate Awards Scheme Boards.

To identify any issues, as a result of marking and progression, that require addressing by the MA(Ed) Programme Board.

To receive reports from External Examiners and address any issues raised.

7.9 The Postgraduate Awards Scheme (PGAS) Board of Examiners

The Board of Examiners for Postgraduate Awards meets thrice yearly (February, May and September) and the MA(Ed) Leader is required to attend on behalf of the MA(Ed) Awards team. The role and function of Boards of Examiners include:

approving procedures for marking;

approving procedures and regulations for assessment;

agreeing the collation of assessments which lead to an Award;

determining whether candidates have achieved the profile required in order to progress or to achieve an Award;

setting conditions for the retrieval of failure;

approving the Pass List;

making Awards.

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ANNEXE 1 Generic Programme Specification

Introduction The Programme specification is an important section of this handbook as it serves as the formal document of programme approval within the University. It is available to all interested parties (internal and external) through the Academic Standards and Quality Unit pages within Portia. It is designed to give the clearest overview of what the Programme is designed to do, what the intended learning outcomes are, what key skills are offered, how the Programme is assured in terms of quality, what the formal admission requirements are and what is required in order to pass. The Programme specification also provides an overview of the modules that are available both on the MA (Ed) as well as other Level 7 Programmes with a specific education focus.

1. Award Postgraduate Certificate in Professional Practice, Postgraduate Diploma in Professional Practice

Master of Arts in Education 2. Route Education 3. Awarding Institution/Body University of Chichester 4. Teaching Institutions University of Chichester 5. Programme Accredited by University of Chichester 6. UCAS code n/a 7. QAA benchmarking group Education 8. Validation History First validated 1987;

Quinquennial review and revalidation 1992; Major validation 1997 as part of Southampton Universities degree awarding powers process; Review and revalidation 2001; Programme review and revalidation 2006; Periodic review and revalidation 2011; Re-approval 2012.

Programme Rationale and Distinctive Features

The aim of this programme is to foster and encourage MA(Ed) students to develop as reflective practitioners who engage in critical analysis of their own professional work, thereby equipping them with the necessary conceptual tools for developing theoretical knowledge, understanding and improving their own professional practice. The Programme has long worked closely with professional partners in schools and other professional bodies, both in terms of bespoke co-designed provision and also the accreditation of work undertaken by the National College of School Leadership for example the National Professional Qualification for Headship (NPQH).These Partnerships will strengthen and develop as the University becomes involved with initiatives such as Training Schools and Teaching Schools as outlined in the White Paper 2010. The increasing emphasis on

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workplace learning and the evaluation of impact of CPD training on educational outcomes for children/pupils means that the 2012 Programme has strengthened its focus on encouraging the MA(Ed) student to forge links between theory and practice and to reflect and evaluate the impact that educational interventions have on practice. The programme team are committed to the notion that practitioner research lies at the heart of this process and have therefore designated that the first compulsory module should be: „Exploring Research: informing and changing practice‟. Thus the prime purposes of the Programme are to enable you to:

gain a deep understanding of situations in classroom or other teaching spaces, at institutional, national and international levels;

gain substantial and sustained opportunity to engage with the research of others, as well as design, produce and disseminate your own.

Distinctive features

over time the MA(Ed) Programme has enjoyed a sustained reputation for high quality provision;

the new Programme has built on this reputation by taking account of the demands of the White Paper 2010 and increasing its focus on the impact of study on practice in schools;

the Programme team has a strong belief in the transformative power of research to enhance both personal and professional development. To this end, practitioner research underpins the Programme;

you will be given the opportunity to follow a personalised focus through their choice of modules (subject to availability) but also through their research focus in all modules. Please note: this will not lead to a named specialist Award;

the new Programme is developing its focus on blended learning.

Aims of Programme The Masters in Education Programme seeks to:

enable students to develop their practice as critical reflective practitioners and develop:…

effectiveness in initiating changes in their workplace and improving the quality of learning and teaching therein;

provide a varied, flexible, accessible and relevant programme of study which meets the needs of educators at various stages of their careers;

make a significant contribution to the development of teaching as a profession in students‟ localities, including the development of curriculum expertise, the promotion of inclusion and the analysis of institutional effectiveness;

set and maintain high standards of academic work together with a high degree of professional relevance;

promote the development of a culture of teacher research as part of the wider mission of the Department of Education

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Intended learning outcomes:- The programme provides opportunities for students to develop and demonstrate the achievement of the following:

Subject Knowledge

In keeping with the Quality Assurance

Agency’s January 2008 Framework for

Higher Education (FHEQ) you will be

expected to:

demonstrate an increase in the breadth and depth of knowledge and understanding of their selected areas of educational study;

demonstrate a systematic understanding of knowledge and a critical awareness of current problems and/or new insights, much of which is informed by their own academic disciplines, fields of study or areas of professional practice;

continue to advance awareness of the nature of education, its changing dynamics and processes and how these may be applied effectively.

In addition, you are encouraged to be

involved in:

the critical appreciation, interpretation or creation of knowledge through advanced scholarship or original research, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication.

Teaching and learning strategies and

methods Tutors will promote a learner-centred environment that develops students‟ independent and informed sense of enquiry, through a blended learning approach comprising all or some of the following, as appropriate to a particular module or to dissertation work:

lectures and student-led seminar work;

discussion and debate;

use of ICT via Moodle for asynchronous and synchronous class discussion, directed study tasks and electronic information resources;

use of videos, role plays, guest speakers, video-conferencing;

opportunities for students to work collaboratively in groups/pairs and present short oral/written contributions on specific work-based tasks;

critical review of others‟ work;

prescribed reading and field based observation;

distance learning tutor support via e-mail and telephone, including constructive feedback on draft assignment work;

individual tutorials for a variety of purposes from initial assignment guidance to detailed comments on assignment or dissertation drafts.

seminars by tutors, invited lecturers, and members of staff to introduce a range of methodologies, tools and techniques used by researchers in education;

small group discussion and seminar work;

input by fellow students presenting material for discussion;

supportive self study.

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Intellectual/practical skills

You will be expected to:

communicate coherently and concisely in speech or writing to specialist and non-specialist audiences, presenting positions or arguments based on the outcomes of reading and/or enquiry;

synthesise and draw upon a range of appropriate material, deal with complex issues both systematically and creatively, and make sound judgements in the absence of complete data;

evaluate critically current research and advanced scholarship in the discipline, evaluate methodologies and develop critiques of them and, where appropriate, propose new hypotheses;

demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline and may enhance ethical workplace practice.

Transferable Skills You will be expected to demonstrate the qualities and transferable skills necessary for employment requiring:

problem solving and decision making - establishing criteria, using appropriate techniques, implementing and reviewing approaches;

independent learning - time management, critical reading skills, self-direction and originality in tackling and solving problems, and associated research;

communication - listening, oral and written communications using a range of media for a range of audiences.

Teaching and Learning strategies and

methods

Assessment

Formative assessment: Initial needs assessment, tutor-student dialogue on development points from previously assessed work, and ongoing responses to prescribed reading and other sessional tasks.

Content Based Module Assessment

Module assessment is normally based on an

assignment of 6,000 words, or equivalent using

generic and module specific assessment criteria, linked to defined grade criteria, that explicitly inform written feedback on the quality of students‟ work. A range of formative and summative strategies will be employed.

Dissertation Assessment Like modular assessment, this is linked to specific grade criteria and specifies assessment criteria related to:

grounding in current research;

methodological issues;

analysis;

discussion and implications;

presentation.

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Quality indicators

The quality of this programme is monitored by the following methods:

compliance with Chichester‟s quality assurance procedures as specified in the Quality Handbook (2011);

internal marking, second marking and moderation;

External Examiners‟ Reports and a supportive developmental working relationship with the External Examiners who act as „critical friends‟, to ensure parity of academic standards and quality alongside other HEIs;

student representative(s) meeting with Programme Leader;

informal student feedback to Programme Leader;

peer observation of teaching sessions;

Management Group and Programme Board meetings and Internal Committees of Examiners, both of which also reflect PGAS directives and recommendations and produce minuted records;

CPD meetings which produce minuted records;

formal, written interim evaluations during running of new modules;

formal, written, summative module evaluations with statistical composites drawn up of this data, scrutinised by the Programme Leader with relevant feedback to tutors;

individual summaries written by tutors of the formal, summative evaluations described above, incorporating points for action, which are published in subsequent module handbooks. These are also scrutinised by the Programme Leader and inform any necessary discussion with tutors;

formal, written evaluations of dissertation supervision scrutinised by the Programme Leader with feedback to the tutor team;

Annual Monitoring Report incorporating internal and external review and data;

AP(E)L decisions based on the judgement of the Programme Leader, Head of Education and the Deputy Dean.

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Admission Requirements

The MA(Education) Programme follows the regulations on admissions as set out in the PGA

Scheme Document (2001), Section 5. This covers standard entry requirements, non-standard entry, accreditation of prior learning and accreditation of prior experience. The basic principle for admission is to seek evidence of personal, professional and educational experiences which indicate ability to meet the demands of the Programme. Requirements of candidates are normally:

a good honours degree or equivalent;

work in an education related sector;

a command of written English equivalent to InternationaI English Language Testing System (ELTS) 6.5

Non-standard Entry It is recognised that some applicants may not meet the standard requirements, yet may be desirable candidates with other appropriate and equivalent skills and knowledge. The Programme recognises the possibility of the developmental process that prospective students may have gone through during their professional lives. The Programme Leader examines all such applications and in some cases discusses with the applicant, their professional and academic background. Normally students will be admitted on to the programme to take the first compulsory module and if successful are awarded MA(Ed) credits in the normal way.

Advanced standing AP(E)L Under the Credit Accumulation Transfer (CAT) Scheme advanced standing can also be awarded to students, who have gained either relevant qualifications or experience in the

preceding five years, which may result in the granting of credit towards an award. However, though MA(Ed) students are encouraged both to AP(E)L relevant credits and to take other relevant modules to gain an MA(Ed) qualification at least 50% including the dissertation module (90 credits in total), must be taken from the awarding programme.

Award requirements (including interim awards)

The Programme has three possible levels of outcome – Postgraduate Certificate in

Professional Practice/Postgraduate Diploma in Professional Practice/ MA in

Education.

Each completed 30 credit module will represent 300 hours of study, including contact time

and individual study. This means that each completed stage i.e. 60 credits, of the MA(Ed) programme, namely Certificate, Diploma and Masters Award, represents approximately 600 hours of study, including contact time and individual study.

To obtain an MA(Ed) students must complete four modules and a dissertation. Normally, students start their study with a compulsory module, Exploring Research, informing and changing practice; after which they must take three content based modules and are unrestricted in terms of choice of module. The only restrictions imposed are those relating to student numbers and staffing.

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Modules: Assessment for each module will be based on the specific assignment(s) related to the module objectives and be equivalent to approximately 6,000 words in total. The assessment criteria will be available to students when the assignment is set. These criteria reflect the Programme‟s generic criteria and the content, aims and objectives of the module, and are used to determine one of four Pass grades: A -Distinction, B – Good Pass, C - Pass, D - Minimal Pass or E - Fail.

The Postgraduate Certificate will be awarded on successful completion of 2 modules if students opt to terminate their studies at this point with a Postgraduate Certificate in Professional Practice.

The Postgraduate Diploma will be awarded to students who have satisfied the requirements for the Certificate, have passed 2 further modules and opt to terminate their studies at this point.

MA(Ed) Award is made on successful completion of four modules (see above) and the dissertation

Personalised focus Students will be given the opportunity to follow a personalised focus through their choice of modules (subject to availability) but also throughout their research focus in all modules. Please note: this will not lead to a named specialist Award

The Postgraduate Certificate, Postgraduate Diploma and Masters Degree The Postgraduate Certificate, Postgraduate Diploma and MA (Ed) will be assessed on the five point scale - (A) Distinction, (B) Good Pass, (C) Pass, (D) Minimal Pass, (E) Fail, as detailed in the general descriptors below:

(A) DISTINCTION Displays evidence of meeting each criterion listed for

a Good Pass and in addition demonstrates ability to:

gain insight into complex issues;

evince individual flair in producing original approaches and solutions;

abstract and synthesise hypotheses from areas of research studied;

communicate methodology and arguments fluently and effectively to others.

(B) GOOD PASS Displays evidence of ability to:

organise and interpret material well;

reflect on and critically analyse material with no omissions, errors or irrelevancies;

use an extensive range of literature and published research to support study;

make strong links between content and practice;

communicate understanding cogently;

study aspects of the module thoroughly and pursue enquiries in depth.

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(C) PASS Displays evidence of ability to:

organise and interpret material satisfactorily;

reflect on and critically analyse material with few omissions, errors or irrelevancies;

use a wide range of literature and published research to support study;

make a number of effective links between content and practice;

communicate understanding effectively;

study aspects of the module satisfactorily and pursue enquiries effectively.

(D) MINIMAL PASS Displays evidence of ability to:

organise and interpret material adequately;

reflect on and critically analyse material, despite some omissions, errors or irrelevancies;

use an adequate, though reduced, range of literature and published research to support study;

make some satisfactory links between content and practice;

communicate understanding sufficiently;

study aspects of the module and pursue enquiries with some degree of success.

(E) FAIL Displays a lack or weak evidence of meeting many of

the PASS criteria above plus an inability to:

treat descriptive work reflectively;

organise material coherently;

make links between content and practice;

produce a balanced study that pays due regard to requirements;

submit work on time unless a prior request has been made for an extension or consideration of mitigating circumstances;

submit the work at all;

comply with regulations concerning plagiarism or other forms of academic malpractice.

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Standard Diagram - programme requirements

Modules and

Dissertation

Awards

Completion of four modules, each of which is normally taken on a semesterised basis. - A first compulsory research module - Three content modules

- Dissertation, which is the culminating stage of the Masters degree and is normally completed over two semesters.

The Postgraduate

Certificate in

Professional Practice

The award of the Postgraduate Certificate (60 CATS points) will be made on satisfactory completion

of two modules

The Postgraduate

Diploma in

Professional Practice

The award of the Postgraduate Diploma (120 CATS points) will be made on satisfactory

completion of four

modules.

The MA in

Education

The award of a Masters Degree (180 CATS points) will be made on satisfactory completion of

four modules and a

dissertation.

List of modules for The University of Chichester’s Level 7 Programmes with a

specific education focus.

MA (Education) – in alphabetical order Behaviour and Attendance in Schools: New Approaches to improving standards

Coaching and Mentoring

Creativity

Dissertation

Educational Psychology

Emotional Intelligence – the Key to Success?

English - Aspiring Leaders: Contemporary Issues in English Education

English - Aspiring Leaders: The Reader in the Writer

Environmental and Sustainability Education

Exploring Research, informing and changing practice

Independent Study

Leadership and Pedagogy in the Early Years

Leading and Managing Learning and Teaching

Leading from the Middle

Maximising People Potential

Multisensory Approaches to Teaching and Learning

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Personalised Learning

Physical Education: Young People‟s experience: the implications for learning

Raising Achievement in Science

Resonance and Performance – Emotionally intelligent leadership and management

Special Educational Needs: Contemporary Perspectives on Inclusive Education

Speech, Language and Communication Needs: Teaching and Learning Strategies

Subject Development

The Developing Child

The Role and Status of Play in Early Education

The role of strategy in Leadership and Management

Alternative Modules

MA (Mathematics Education) modules include: Mathematics - A human activity

Mathematics curricula, learning and assessment

Digital technologies and mathematical knowledge

Developing mathematical knowledge

Leadership and management of the mathematics curriculum

Contemporary issues in mathematics education

Independent study in mathematics education

Researching mathematics education

Masters in Teaching and Learning (MTL) modules include: Reflecting on Professional Practice

Developing Professional Enquiry Skills: Reflective

Practitioners engaging in Critical Incident Theory

Teaching, Learning and Assessment for Learning

Subject Knowledge and Curriculum Development

Child Development and Inclusive Practice

Leadership and Working with Others

Further information on the MA(Ed) programme can be found on the website: www.chi.ac.uk/teachered/MAEdindex.cfm or by contacting: Programme Leader: B.Thompson@chi.ac.uk or the administration team on MAEducation@chi.ac.uk

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ANNEXE 2 Writing skills

You are very likely to find that it takes some time to become confident in using the kind of style considered appropriate for Masters level assignments. It seldom comes easily or at the first draft; work that you read published in journals has probably been through ten or more drafts and your own dissertation will be read, re-read and tinkered with many times.

For those returning to assignment writing after some time, the following advice might be useful.

Make sure you set out and keep to a clear structure. The old adage - say what you’re going to say, say it, and say what you’ve said - is not a bad one. Aim at initially explaining the structure of the assignment, followed by the evidence and arguments you wish to use, followed by a conclusion (which should restate your key argument and not introduce anything new). This presents a clear set of

signposts to the reader and an overall impression of coherence.

Be duly cautious and not over-sweeping about your own experience, but on no

account should you discount it, because part of this MA‟s philosophy is to value the expertise and knowledge students bring to the programme, whilst locating these elements in the wider picture. (For example schools vary considerably in respect of size, ability range, leadership and management structure and style, patterns of gender interaction, market position, social class context, suitability of buildings and many other things.)

Use „authoritative‟ evidence when you can, cited in ways similar to those illustrated below. This may seem like name dropping, indeed sometimes it is, but it can buttress or support your argument against criticism. Be careful to maintain

confidentiality however, of respondents, personnel, institutions and in some instances organisations.

Use theoretical perspectives when you can, e.g. different theories of leadership or the way children learn, to interpret accounts and evidence from your reading, your own experience or the accounts of others.

Check all the criteria (general & specific) carefully. Each one must be met in some way for you to pass. If the criteria say you must „refer to relevant literature‟ and you don‟t, then the tutor has no discretion about failing the assignment.

Avoid words and phrases like obviously, this proves that..., everyone recognises that...., and avoid value-judgements too, except perhaps in your conclusion. Words and phrases like fantastic, brilliant, ridiculous, unfair, racist, politically correct, we must... and rubbish should not be used in the assumption that your reader will agree.

Try not to make sweeping statements of any kind; aim instead at making your statements sound cautious rather than tentative, and probable rather than certain. Where you are making a claim of some sort, qualify it at the very least or better still substantiate it.

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It may seem a redundant comment, but please carefully proofread your work before submitting it. Incorrect punctuation can be common even in MA students‟ work and poor English is unacceptable; remember too that computer spell checks don‟t pick up „right‟ words in the wrong context.

Lastly and contentiously for some, aim at non-gendered language. Heads are not all -masters, pupils are not always he, people (generically) are not men (or Man). This may seem to you a „politically correct‟ imposition, but you will find a similar stipulation in the Notes for Contributors in almost any academic education journal or publisher. Unlike them however, we will not penalise you for ignoring this advice. Some suggestions from an MA(Ed) tutor sum up many of these comments:

The genre for most assignments is an academic essay. It should be written using mainstream academic discourse. This usually implies 'problematism' rather than dogmatism. A relatively strong argument or thesis is required in your own voice. You should drag yourself up to your full height and adopt the authoritative but relaxed persona of someone, who is a little more experienced and a little wiser than yourself, for writing this essay. It may be helpful to pretend you already have an MA that was awarded a few years ago. You should provide relatively robust statements and claims, but they should be carefully supported by reasons, evidence, argument and references to the literature. In general it is best not to let the literature lead your argument; quotes should be used in a subordinate capacity to support what you have said. Such quotes do not speak for themselves. You will need to 'frame' them or incorporate them into your argument. This does not mean running them into the backs of your sentences; rather, it means providing mini-introductions to them and then ‘milking’ the contents with some subsequent discussion, which engages with the precise vocabulary used in the quote. In general, you should have the last word.

Try to construct a polished systematic argument, where each paragraph plays a part in a logical or progressive sequence. Your persona should address the audience, as if it were made up of intelligent lay people rather than educational philosophers or curriculum historians. In other words you need to provide explicit explanations in order to display the quantity and quality of your scholarship.

Presentation of Assignments

You are asked to wordprocess and double space assignments, though double spacing applies only to the main body of your text. Appendices for example can be single spaced. Use 1.5 spacing for dissertations. Please use only one side of the paper for assignments and dissertations.

Please note that quotations longer than twenty words should be entirely indented, single spaced and not enclosed in inverted commas; however, quotations of twenty words or less should be embedded in your text, double spaced

and enclosed in single inverted commas. Please use emboldened font for main and subheadings only; you may italicise, but not embolden, anything you wish to emphasise.

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While such conventions of presentation are not inherently right or wrong, we would

urge you to learn and consistently keep to these and the other conventions of current, educational, academic writing listed below (historians have different conventions). In brief, these are:

BOOKS

Single author in the text: (Ball, 1987) in the bibliography: Ball, S. (1987) The Micro-politics of the School, London:

Methuen.

Two authors or editors in the text: (Lawn & Grace, 1987) in the bibliography: Lawn, M. & Grace, G. (1987) Teachers: the culture and

politics of work, Lewes: Falmer Press.

More than two authors in the text: (Bryan et al., 1985) in the bibliography: Bryan, B., Dadzie, S. & Scafe, S. (1985) The Heart of the

Race: black women's lives in Britain, London: Virago.

A single author's chapter in an edited collection in the text (Ozga, 1987) in the bibliography: Ozga, J. (1987) 'Part of the Union: NUT school

representatives and their work' in Lawn, M. & Grace, G. (eds) Teaching: the Culture and Politics of Work, Lewes: Falmer Press.

(The conventions for joint and multiple authorship of chapters are as in the second and third points above.)

If a book has more than one edition, make clear which edition you have used in the bibliography:

Lundberg, G. A. (1942, 2nd edn) Social Research, New York: Longmans, Green & Co.

ARTICLES IN JOURNALS

Single author in the text: (Bourne, 1983) in the bibliography: Bourne, G. (1983) 'Towards an anti-racist feminism', Race

and Class, 25(1), pp. 1-21. (Note that volume number, in this case 25, part number, where available, and page numbers [but neither place of publication nor publisher] should be provided.) The conventions for joint and multiple authorship of articles are as above.

GOVERNMENT PUBLICATIONS in the text: (Central Advisory Council for Education, 1967)

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in the bibliography: Central Advisory Council for Education (1967) Children and their Primary Schools, London: HMSO (The Plowden Report).

WEBSITES When there is a named author - in the text: (Gaine, 2001) in the bibliography: Gaine, C. (2001) Britkid [online], available from http://www.britkid.org, [accessed 6/7/02].

When an organisation is named – in the text: (QCA website, 1999) in the bibliography: QCA, (1999) Flexibility in the School Curriculum [online], available from http://www.qca.org.uk, [accessed 8/8/00].

(Please note that the date the website is accessed, must be enclosed in square brackets, as shown in both examples above.) Here is a short extract from some academic writing which illustrates some common conventions:

In Britain there are patterned differences in the jobs, earnings and housing

of white people and those of people with clearly darker skin. In these

respects, at least, there is clear evidence of ‘race’ as a persisting and

significant social marker. Three key studies (Daniel, 1968; Rose, 1969;

Brown, 1985a, 1985b) describe in considerable detail a pattern of lower pay

and poorer provision.

For example, in 1983 61% of white men with 'O' levels were in work

compared with 42% of Afro-Caribbeans and 29% of Asians. (Brown, 1985a,

cited in Runnymede, 1991, p.5). Indeed, early drafts of the first of these

reports provided the impetus for the 1968 Race Relations Act, and while

Conservative Party conferences regularly hear motions for its repeal, we

might reasonably assume that it keeps its place in the statute books

because there is some agreement that a degree of discrimination persists.

The Runnymede survey in 1991 found that 38% of white people thought the

law in this respect was ‘about right’ and a further 31% thought it ‘not tough

enough’ (Runnymede Trust, 1991, p. 11).

Lord Scarman, in his report after the uprisings of the early 1980s, wrote:

There are indications ... that unemployment among members of the

ethnic minorities is of longer duration than that among the white

population .... discrimination - by employers and at the work place - is a

factor of considerable importance .... (Home Office, 1982, pp. 35-6)

Some of the material inequality can be explained by indirect discrimination

or by what some commentators call institutional racism(1). The 1985 PSI

study revealed how systems of word-of-mouth recruitment or housing

allocation by inappropriate criteria can result in ‘racial’ disadvantage

without it being anyone's conscious intention.

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(1) The two terms are not synonymous, and are explained more fully in

Chapter 5.

You might like to look for examples of how the following details are handled: a) quotations of more than a line;

b) very short quotations; c) paraphrasing; d) use of numerals; e) referring to sources; f) referring to one source which is citing another; g) footnotes.

COMMON CONVENTIONS IN BIBLIOGRAPHIES:

- ensure your bibliography is listed alphabetically by the (first) author‟s surname and that you include only one initial per author; note the punctuation used for each entry below;

- include all entries in one list, i.e. books, articles, reports, websites etc you

should not list them separately; as stated above list them all alphabetically;

- underline or italicise the title of a book, journal, newspaper or report;

- the title of an article should be in single quotation marks and neither underlined nor italicised;

- if you are citing two works by the same author published in the same year, then refer to them in the text as (1994a) and (1994b) and list them in the bibliography as shown in the example below;

- in recent years the date of publication has tended to be placed after the author's name, previously it was often at the end of the reference;

- the place of publication (i.e. the headquarters town/city of the publisher) must also be included and should precede the publisher‟s name;

- Government publications are usually referenced by the department which produced them, the Home Office in the example given below, or it could be the DfES, or a Select Committee. In all cases the publisher is HMSO;

- Do not arrange the bibliography in columns, but employ a linear format as

shown below, and ensure that the sequence consistently comprises:

Author, Initial, (date) Title, City: Publisher

- Please note how commas, full stops and colons are used below, and while a comma is shown here following a title, you are free to use either a full stop or comma, but should be consistent in your choice.

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Example of a Bibliography:

(N.B. Please do not use a table or grid format, but arrange your bibliography in

linear fashion as shown below)

Brown, C. (1985a) Black and White Britain, Aldershot: Policy Studies Institute Brown, C. (1985b) Racial Discrimination 17 Years After the Act, London: Policy Studies Institute Daniel, W. (1998, 3

rd edn) Racial Discrimination in England, Harmondsworth:

Penguin Evers, C., French, B. & Lakomski, G. (1999) The Hidden Face of Organisations, Sheffield: Sheffield Hallam University Home Office (1981) The Brixton Disorders 1981: Report of an Enquiry by Lord Scarman, London: HMSO QCA (2005) Flexibility in the Citizenship Curriculum [online], available from http://www.qca.org.uk, [accessed 27/9/06] Runnymede Trust (1993) Different Worlds, London: Runnymede Trust/ Borough of Lewisham Walker, A & West-Burnham, J. (2005) „Re-engineering “mindsets” ‟, School Leadership and Management, 17 (3): 461-76 Watkins, C. (2005) „Will policy-makers always fail teachers?‟ Parliamentary Brief, 8 (2): 11-12 Wilmot, V. (2006) Social Exclusion [online], available from http://www.social-exclusion.com, [accessed: 26/9/07] ADDITIONAL HELP

Please note that a comprehensive Guidance Booklet specifically for MA(Ed)

students on Academic Writing and Other Skills is available on the Student

Downloads page of the MA(Ed) website

www.chi.ac.uk/teachered/MAEDindex/StudentDownloads

You may be asked to refer to it at different points in your modular or

dissertation work, including the deconstruction of assignment exemplars.

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ANNEXE 3 Module Evaluation

In order to evaluate the effectiveness of MA(Ed) Modules it would be helpful if you could complete this Module Evaluation sheet.

MODULE TITLE: DATE:

Module Objectives:

To what extent were these objectives met? Very Well Well Not very well

Specific objectives which were not met:

CONTENT:

Considering the module’s objectives: Was the level of topic treatment: About right Too advanced Too elementary

Was the subject material: Very Relevant in Not at all relevant part only relevant

METHOD: Was the module length: About right Too long Too short

Was the pace of the module: About right Too fast Too slow

What were the strengths of the module?

How do you think this module has or will influence your own practice:

a) with pupils;

b) with colleagues;

c) personally?

How do you think the module could be improved?

Did your tutor discuss with you the issue of ethics in terms of confidentiality etc.

Please make any further comment which you think might be appropriate.

You will be asked to complete a sheet like this towards the end of a module, and may

be contacted at a later date for feedback on the module’s subsequent impact. Thank

you for your help with the University’s evaluation processes. [NB this form would normally be spread over two pages]

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ANNEXE 4 Module Descriptors (arranged alphabetically)

TITLE MODULE

CODE

Behaviour and Attendance in Schools: New Approaches to improving standards EDU02

Coaching and Mentoring EDU03

Creativity EDU04

Dissertation EDU26

Educational Psychology EDU05

Emotional Intelligence – the Key to Success? EDU06

English - Aspiring Leaders: Contemporary Issues in English Education EDU07

English - Aspiring Leaders: The Reader in the Writer EDU08

Environmental and Sustainability Education EDU09

Exploring Research: informing and changing practice EDU01

Independent Study EDU10

Leadership and Pedagogy in the Early Years EDU11

Leading and Managing Learning and Teaching EDU12

Leading from the Middle EDU13

Maximising People Potential EDU14

Multisensory Approaches to Teaching and Learning EDU15

Personalised Learning EDU16

Physical Education: Young People‟s experience: the implications for learning EDU17

Raising Achievement in Science EDU18

Resonance and Performance – Emotionally intelligent leadership and management

EDU19

Special Educational Needs: Contemporary Perspectives on Inclusive Education EDU20

Speech, Language and Communication Needs: Teaching and Learning Strategies

EDU21

Subject Development EDU22

The Developing Child EDU23

The Role and Status of Play in Early Education EDU24

The Role of Strategy in Leadership and Management EDU25

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Module Title: Behaviour and Attendance in Schools: New Approaches to improving

standards

Module Code: EDU02

Credits: 30

Level: Seven

Home school and subject area: Department of Education, Postgraduate Professional Development

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutor responsible: Sue Bentham

Entry requirements: Normally a good honours degree and work in an education related sector.

Aims: 1. To explore and critically evaluate factors underpinning behaviour and attendance from a

psychological, ecological and social viewpoint. 2. To be aware of behavioural, cognitive and therapeutic models of support for pupils with

BESDs 3. To critically evaluate a whole school approach to behaviour and engaging parents in

positive behaviour strategies. 4. To encourage participants to reflect on their own practice in relation to the different

models of supporting individual pupil and promoting a whole school approach to behaviour.

5. To analyse critically current literature relating to behaviour and attendance from an individual to whole school level, taking into account a range of viewpoints

6. To explore examples of good and innovative practice

Learning Outcomes: By the end of this module participants should attain general learning outcomes of the MA(ED) and be able to: 1. demonstrate enhanced awareness of the factors affecting behaviour and attendance and

their impact on learning 2. critically examine the different models of support for pupils with BESDs; 3. familiarise themselves with and critically appraise recent research literature relating to

behaviour, attendance and BESDs; 4. analyse their own context(s) by relating and comparing them with a broader picture,

through activities, discussion and collaboration with course colleagues and tutor.

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Transferable Skills: - relate relevant theories to practice, utilizing this knowledge to make informed decisions - formulating and presenting clear critical arguments both orally and in writing - develop skills in critical analysis and problem solving with regard to this area of study - presentation skills and the ability to lead group discussions and seminars - develop decision-making skills and work effectively in complex situations

Indicative Curriculum content: Factors underpinning behaviour and attendance and how behaviour and attendance impacts on learning outcomes; Implications of Every Child Matters and Achievement for all for pupils with BESDs; Behaviour Audits; Listening and taking account of student voice; Engaging parents in promoting positive behaviour strategies; Various Approaches to working to enhance behaviour for learning from an individual to whole school level.

Learning strategy: The module will be conducted through a seminar format. A variety of materials and techniques will be used including presentations by the tutor and guest speakers, group and paired work and debate, case studies, video material, on-line learning and short presentations by participants.

Mode of assessment:

Formative Assessment: A brief proposal of 1,000 words (17% of the final mark), both setting out their project and providing a rationale for their project, supported by relevant literature. This proposal will firstly be submitted in draft form, which will be reviewed by the tutor, before a final version is submitted, to be graded.

Summative Assessment: Formal on completion of module, by an assignment (83% of the final mark) or their equivalence, which will include a small piece of practitioner research relating to Behaviour and Attendance in schools.

Assessment criteria include the General Assessment Criteria of the MA(Ed) and evidence that the student has demonstrated:

a critical appreciation for factors underpinning behaviour and attendance from an individual to whole school level.

an ability to analyse and evaluate the models of provision to promote positive behaviour and attendance within their workplace.

to undertake a small piece of practitioner research that examines one aspect of behaviour and attendance within their educational environment.

Indicative Reading: Chinn, S. (2010) Addressing the Unproductive Classroom Behaviours of Students with Special Needs, London: Jessica Kingsley Publishers DfES (2004) Removing Barriers to Achievement, Nottingham, DfES Publications DCSF (2009) Achievement for All: Guidance for Schools, Nottingham: DCSF Publications Dweck, C. S. (2008) Mindset, The New Psychology of Success, New York: Ballantine Books Ecclestone, K. & Hayes, D. (2008) The Dangerous Rise of Therapeutic Education: London: Routledge Ellis,S. & Tod, J.(2009) Behaviour for Learning: Proactive Approaches to Behaviour Management, London: Routledge

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Feiler, A. (2010) Engaging ‘Hard to Reach’ parents: Teacher Parent collaboration to Promote Children’s Learning; Chichester: Wiley Blackwell Geddes, H. (2005) Attachment in the Classroom , Worth Publishing Glasser, W., (1998) Choice Theory in The Classroom, New York: Harper Collins Hallam, S. & Rogers, L. (2008) Improving Behaviour and Attendance at School, Open University Press House of Commons Education Committee (2011) Behaviour and Discipline in Schools, London: The Stationary Office Limited Morrison, I. (2009) Teaching Happiness and Well-being in Schools: Learning to Ride Elephants, London: Continuum

Journals Educational Therapy and Therapeutic Teaching Emotional and Behavioural Difficulties Support for Learning Pastoral Care in Education

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Module Title: Coaching and Mentoring

Module Code: EDU03

Credits: 30

Level: Seven

Home school and subject area: Department of Education, Postgraduate Professional Development

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutors responsible: Sue Bentham and Antony Bignell

Entry requirements: Normally a good honours degree and work in an education related sector.

Aims: 1. To explore and critically evaluate theoretical understandings of coaching and mentoring. 2. To be aware of similarities and distinctions between the two conceptual models. 3. To critically evaluate a whole school approach to coaching and mentoring and the impact

these initiatives have on teaching and learning. 4. To analyse critically current literature relating to coaching and mentoring. 5. To explore examples of good and innovative practice regarding coaching and mentoring.

Learning Outcomes: By the end of this module participants should attain general learning outcomes of the MA(ED) and be able to: 1. demonstrate enhanced awareness of theoretical understandings of coaching and

mentoring. 2. critically examine similarities and distinctions between the two conceptual models.

familiarise themselves with and critically appraise recent research literature relating to coaching and mentoring.

3. analyse their own involvement in the coaching and mentoring process by relating and comparing their experience and context with a broader picture, through research, activities, discussion and collaboration with course colleagues and tutor.

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Transferable Skills:

utilizing this knowledge to make informed decisions about educational practices;

formulating and presenting clear critical arguments both orally and in writing;

developing skills in critical analysis and problem solving with regard to coaching and mentoring;

developing presentation skills and the ability to lead group discussions and seminars;

developing decision-making skills and work effectively in complex situations;

develop skills of reflection and reflexivity.

Indicative Curriculum content:

Exploring the potential distinctions between mentoring and coaching

Investigating the roles and responsibilities of coaches and mentors

Becoming familiar with the skills of coaching conversations and other communication techniques

Analysing how mentoring and coaching can impact on a school‟s learning and teaching

Learning strategy: The module will be conducted through a seminar format. A variety of materials and techniques will be used including presentations by the tutor and guest speakers, group and paired work and debate, case studies, video material, on-line learning and short presentations by participants.

Mode of assessment:

Formative Assessment: A brief proposal of 1,000 words (17% of the final mark) setting out their coaching and/or mentoring project, providing a rationale for their project, supported by relevant literature. This proposal will firstly be submitted in draft form, which will be reviewed by the tutor, before a final version is submitted, to be graded.

Summative Assessment: Formal, on completion of the module, by an assignment of 5,000 words (83% of the final mark)) or their equivalence, which will include a small piece of practitioner research on coaching and/or mentoring.

Assessment criteria include the General Assessment Criteria of the MA(Ed) and evidence that the student has demonstrated:

1) A critical appreciation of the theoretical understandings of coaching and mentoring. 2) An awareness and implications of similarities and distinctions between the two conceptual models. 3) An ability to analyse and evaluate the models impact on the promotion of learning and teaching. 4) An ability to undertake a small piece of practitioner research that examines one aspect of coaching and/or mentoring within their educational environment.

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Indicative Reading: Boud D & Soloman N (2001) Workplace Learning: a new higher education? Buckingham: Open University Press

Clutterbuck, D. and Megginson, D. (2004) Techniques for Coaching and Mentoring, Butterworth-Heinemann

Clutterbuck, D. and Megginson, D. (2009) Further Techniques for Coaching and Mentoring, Butterworth-Heinemann

Creasy, J. & Paterson, F. (2005) Leading Coaching in Schools, www.ncsl.org.uk

Evans K, Hodkinson P and Unwin L (Eds) (2002) Working to Learn: Transforming Learning in the Workplace London: Kogan Page

Goodson I (2003) Professional knowledge, professional lives: studies in education and change Maidenhead: Open University Press

Hutton W, Fillingham D, Attwood, M and Pedlar, M (2003) Leading Change: A guide to whole systems working. Bristol: The Policy Press

Moon J (1999) Reflection in learning and professional development London: Kogan Page

Parsloe, E. and Leedham, M. (2009) Coaching and Mentoring: Practical Conversations to Improve Learning, Kogan Page

Pask, R. & Joy, B. (2007) Mentoring-Coaching: a guide for education professionals, McGraw Hill Education, London: Continuum International Publishing Group,

Thomas, W. and Smith, S. (2009) Coaching Solutions: Practical Ways to Improve Performance in Education, Network Continuum Education

Unwin L (2003) Expanding Learning in the Workplace: The relationship between work organisation, workplace pedagogy and better practice. London: NAICE

Websites:

British Educational Research Association http://www.bera.ac.uk/

DfE http://dfe.gov.uk

Research and Informed Practice site: www.standards.dfe.gov.uk/research National College for School Leadership; www.ncsl.org.uk Education-Line: www.leeds.ac.uk/educol

Journals: Assessment in Education British Education Research Journal

British Educational Research Journal British Educational Research Journal Cambridge Review of Education Comparative Education

Discipline-specific and profession specific professional journals Education Management

Journal of Teacher Education

Oxford Review of Education Professional Development in Education Research Papers in Education

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Module Title: Creativity

Module Code: EDU04

Credits: 30

Level: Seven

Home faculty and subject area: Department of Education, Postgraduate Professional Development

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutor responsible: Sally Hawkins

Entry requirements: Normally a good honours degree and work in an education related sector

Aims: 1. This module aims to develop teachers‟ understanding of the place of creativity in schools and

the relationship between the creative curriculum and the National Curriculum. 2. It aims to explore the theory, underpinned by an understanding of creative teaching

approaches, which can facilitate the development of innovative, independent and engaged learners.

Transferable Skills

- relate relevant theories to practice, utilizing this knowledge to make informed decisions; - formulating and presenting clear critical arguments both orally and in writing; - develop skills in critical analysis and problem solving with regard to this area of study; - presentation skills and the ability to lead group discussions and seminars; - develop decision-making skills and work effectively in complex situations; - develop skills of reflection in relation to their own practice.

Learning Outcomes By the end of this module participants should attain general learning outcomes of the MA(Education) and be able to: 1. demonstrate a critical understanding of seminal and current research and scholarship

underpinning the approach to creativity; 2. critically evaluate contemporary issues affecting creativity; 3. evaluate approaches to the learning, teaching and assessment of creativity and make

informed judgements in developing their own and others‟ practice; 4. make critical judgements about how to devise and plan a creative experience for children; 5. use critical reasoning to plan for learning in the medium/long term.

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Indicative Curriculum content: This module will explore the philosophy and issues related to creativity and the relationship between a creativity curriculum and the national curriculum. It will also develop a critically evaluative approach to how they teach creativity. This module will explore: theories related to creativity; research into effective teaching and learning related to creativity and enquiry based learning; the teacher‟s role in facilitating and enhancing learning through a creative approach; and how teachers can enrich learning through developing a creative classroom. Issues explored will include: the tension between the „standards agenda‟ and creativity to raise attainment; approaches to supporting the development of a more creative approach - reflecting upon the creative teacher and creative teaching; and gender, diversity and creativity. Guided independent study sessions will be used to support students in writing school policies for a creative curriculum and review the curriculum.

Learning strategy: Practical workshop activities will allow students to explore their own teaching and pupils‟ learning in a critical context. Students will be encouraged to reflect upon their own pedagogy and practice and explore this during seminars to challenge and extend their thinking and learning. A variety of sources and techniques will be used, for example: tutor input; student-led presentations and on-line discussions; group and paired work, guided independent study; and online collaborative activities and discussion/analysis. Individual assignments tutorials in support of the assessment will be offered to all students.

Mode of assessment: The students will be both formatively and summatively assessed as they will submit a two-part assignment in the form of a school policy for a creative curriculum and rationale.

Formative assessment: To prepare and present a whole school policy (2,000 words equiv.,33.3% of the final mark, for creativity within the curriculum.

Summative assessment: To write a rationale (4,000 words, 66.7% of the final mark), which demonstrates a balanced critical analysis of the policy. This rationale will be assessed against the criteria below and be clearly academically-referenced.

Assessment Criteria: Students‟ writing will include both the General assessment Criteria of the MA(Ed) and demonstration of the following specific criteria, and demonstrate: the ability to critically explore the theory that underpins a creative curriculum;

the ability to analyse and reflect upon how the policy affects children‟s learning;

the ability to support the content of the policy and its relation to practice;

the ability to identify clear implications for future curriculum design and classroom practice.

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Indicative Reading: Berkun, S (2005) The Art of Project Management, O‟Reilly Media Craft, A (2005) Creativity in Schools: Tensions and Dilemmas, Routledge Craft, A (2011) Creativity and education futures: learning in the digital age Cropley, A (2001) Creativity in Education & Learning, Routledge Cropley, A.J (2008) Creativity in education and learning, Routledge Falmer Green, S (2005) Creativity Routledge Jackson, N (2006) Developing Creativity in Higher Education: The Imaginative Curriculum, Routledge Jeffery, B & Woods, P (2003) The Creative School, Routledge Kaufman, J.C. & Sternberg, R.J (2006) The international handbook of creativity, Cambridge University Press Starko, A.J (2010) Creativity in the Classroom 4

th Ed, Routledge

Wilson, A (2007) Creativity in Primary Education, Learning Matters Wyse, A & Dowson, P (2009) The Really Useful Creativity Book, Routledge

Journals: Cambridge Review of Education Journal of Teacher Education

Professional Development in Education Research Papers in Education

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Module title: Dissertation

Module Code: EDU26

Credits: 60

Level: Seven

Home school and subject area: Department of Education, Postgraduate Professional Development

Programmes to which the module contributes: MA(Education) and interim Awards

Tutor responsible: Barbara Thompson

Entry requirements: Normally a good honours degree and work in an education related sector.

Aims: The dissertation represents the culmination of students‟ study for the MA(Ed) degree; it focuses work previously undertaken into a project initiated by the student and carried out in their own institution(s); it may alternatively be based upon documentary/ library research. In particular this module aims to develop students‟ … 1. expertise in an area of professional interest; 2. skills in the process of educational research; 3. ability to produce findings of potential interest to other educators.

Learning Outcomes: By the end of this module participants should be able to: 1. identify an area to be investigated, plan for and select appropriate methods of data

collection, recognise strengths and limitations, justify methods and procedures and discuss difficulties;

2. present a rationale which justifies how and why chosen theoretical and practical issues and methods of investigation are appropriate for studying selected areas of concern;

3. demonstrate that the selected issues and their treatment lend themselves to developing possible strategies for future action;

4. indicate how the data will be evaluated to show understanding of the area or problem being investigated;

5. interpret the findings to reveal a critical grasp of the area or problem and a conceptualised understanding of an educational issue;

Transferable Skills: - relating relevant theories to practice, utilizing this knowledge to make informed decisions; - formulating, synthesising and presenting clear critical arguments in writing; - developing skills in critical analysis and problem solving with regard to your chosen area of study; - developing decision-making skills and work effectively in complex situations; - developing the skill of sustaining arguments over a lengthy piece of work.

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Indicative Curriculum content: The module is concerned with the selection by the student of an area of study, which can be investigated within his/her own setting or circumstances. In consultation with a supervising tutor, the student will work towards the production of a dissertation which addresses the criteria referred to in the Assessment Criteria section below.

Learning strategy: Up to ten hours tutorial support is available for this module, which will include face to face meetings and reviews of drafts, in addition to contact by other mutually agreed means. Tutorial support will focus in particular on helping the student to generate:

a theoretical framework for the research;

clear research questions;

appropriate methods for carrying out the research;

critical analysis and effective interpretation of the data;

coherent communication of the above.

Mode of assessment: Formal, on completion of module, by an assignment of no more than 18,000 words or their equivalence.

Assessment Criteria: Students will be expected to show evidence of their ability to demonstrate each of the following: Grounding in current research:

make precise links with existing known studies or other relevant literature;

critically summarise key debates in the chosen field. Methodological issues:

identify an area worthy of investigation

analyse the problems arising from the issue;

offer a critical commentary on the chosen methodology;

offer a critical commentary on their role as practitioner-researcher or on other appropriate research roles;

discuss the origins of the issue;

justify the strategies and techniques employed. Analysis:

find ways of teasing out findings;

show an understanding of the differing viewpoints of those involved;

analyse evidence from different sources and relate it to the findings;

consider alternative interpretations of events and evidence;

develop new analyses and insights from documentary sources (particularly in library research).

Discussion and implications: n demonstrate how changes necessitated by the findings might be presented to

interested audiences (particularly in practitioner research); synthesise from the evidence and speculate upon the implications of the findings.

Presentation

present and submit the dissertation in accordance with the requirements laid down in the Dissertation Guidelines Handbook, among which is the requirement that, in terms of written accuracy, work should be of publishable quality.

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Indicative Reading: Bell, J. (2010) Doing your Research Project: A Guide for First-Time Researchers in Education and Social Sciences Fifth Edition. Open University Press. Milton Keynes. Bryan, H.;Carpenter, C.; and Hoult, S. (2010) Learning and Teaching at M-Level: a Guide for Student Teachers. Sage Publications Ltd: London. Bryman, A. (2008) Social Research Methods Third Edition. Oxford University Press: Oxford. Charmaz, K. (2004) Grounded Theory, in M.S.Lewis-Beck, A.Bryman and T.F. Lido (eds.). The Sage Encyclopaedia of Social Science Research Methods, Vols.1-3 Thousand Oaks, California: Sage. Cohen, L., Manion, L. & Morrison, K. (2011) Research Methods in Education, London: Routlege/Falmer Denscombe, M. (2010) The Good Research Guide for small- scale social research projects fourth edition. Open University Press: Maidenhead. Francis, B. (2001) Beyond postmodernism: feminist agency in educational research, in Francis, B. and Skelton, C. (eds) Investigating Gender. Open University Press: Buckingham. Gilborn, G. (2008) Racism in education: conspiracy or co-incidence? Routledge: London Mayfield M (2007) Thinking for yourself: developing critical thinking skills through reading and writing Boston: Thomson Wadsworth

Newby, P.(2010) Research Methods for Education. Pearson Education Ltd: Harlow. Siverman, D. (2007) Interpreting Qualitative Data: methods for analysing talk, text and interaction, third edition. Sage Publications: London. Somekh, B.& Lewin, C (eds) (2006) Research Methods in the Social Sciences. Sage Publications: London.

websites British Educational Research Association (BERA) (2004) Revised Ethical Guidelines for Educational Research[online], available from www.bera.ac.uk./blog/category/publications/guidelines

journals British Education Research Journal

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Module Title: Educational Psychology

Module Code: EDU05

Credits: 30

Level: Seven

Home school and subject area: Department of Education, Postgraduate Professional Development

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutor responsible: Sue Bentham

Entry requirements: Normally a good honours degree and work in an education related sector.

Aims: 1. The intention of this module is to introduce students to psychological principles as they

apply to teaching and learning. 2. The use of the scientific method and research in developing an underpinning knowledge

base of educational psychology will be examined. 3. Various principles and theories pertaining to educational psychology will be discussed in

terms of supporting evidence and the relative success of any applications.

Learning Outcomes: By the end of this module participants should attain general learning outcomes of the MA(Education) and be able to: 1. develop an overview of educational psychology and understand how it can help teachers

and administrators carry out their respective roles; 2. identify and evaluate factors (e.g. biological, social-emotional, cultural, environmental)

that will impact on student learning; 3. compare and contrast factors that cognitive, behavioural and humanistic theorists believe

influence the learning process; 4. critically examine theories of motivation and their application to the classroom; 5. become conversant with major approaches to assessing educational performance.

Transferable Skills: - relate relevant theories to practice, utilizing this knowledge to make informed decisions; - formulating and presenting clear critical arguments both orally and in writing; - develop skills in critical analysis and problem solving with regard to this area of study; - presentation skills and the ability to lead group discussions and seminars; - develop decision-making skills and work effectively in complex situations; - develop the skills of problem formulation and solving.

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Indicative Curriculum content: Role of educational psychology and the educational psychologist in improving outcomes for pupils; Biological, social-emotional, cultural and environmental factors that influence the learning process; Perspectives on learning: the cognitive, behaviourist and humanist approaches; Assessing educational performance; The use of motivational interviewing, interactive factors framework and personal construct psychology; Value and limitations of psychometrics: A comparison between intelligent tests (WISC) and dynamic assessment; Motivation, attribution theory, improving motivation and reducing learned helplessness

Learning strategy: This module integrates theory with practice and will encourage students to develop a problem formulation and solving perspective. Psychological principles, as they apply to teaching and learning, will be discussed through lectures, critiquing of articles, small group presentations, on-line learning and input from guest speakers.

Mode of assessment:

Formative Assessment: A brief proposal of 1,000 words (17% of the final mark) both setting out their project and providing a rationale for their project supported by relevant literature. This proposal will firstly be submitted in draft form, which will be reviewed by the tutor, before a final version is submitted, to be graded.

Summative Assessment: Formal on completion of module, by an assignment of 5,000 words (83% of the final mark) or their equivalence which will include a small piece of practitioner research on an aspect of educational psychology.

Assessment Criteria include both the General Assessment Criteria of the MA(Ed) and demonstration of the following specific criteria:

an understanding of how psychological principles have been applied to teaching and learning;

an ability to synthesise and draw upon a range of appropriate material;

an ability to reflect critically on the application of the theory to practice;

an understanding of the role that the scientific method and research has played in the development of the theory and application;

the ability to present material in an appropriate and suitable form. Students will be required to research one area of educational psychology. Specifically students will need to discuss critically and evaluate how one theory/principle has been applied to their teaching practice. In carrying out this assignment students are required to undertake a small piece of practitioner research that explores how one aspect of educational psychology theory/research impacts on their practice.

Indicative Reading:

Beaver, R. (2011) Educational Psychology Casework: A Practice Guide, London: Jessica Kingsley Press Bentham, S and Hutchins, R. (2012) Improving Pupil Motivation Together: Teachers and Teaching Assistants Working Collaboratively, London: Routledge Dornyei, Z. (2010) Teaching and Researching Motivation; London: Pearson Education Dweck, C. S. (2008) Mindset, The New Psychology of Success, New York: Ballantine Books Frederickson, N., Miller, A. & Cline, T., (2008) Educational Psychology, New York: Hodder Education

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Gathercole, S.E. & Alloway, T.P. (2008) Working Memory and Learning, A Practical Guide, London: Sage Geddes, H. (2005) Attachment in the Classroom , Worth Publishing Gilbert, I. (2002) Essential Motivation in the Classroom, London: Routledge Kohn,A. (2000) Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise and Other Bribes, Boston: Houghton, Mifflin Long, M., Wood, C., Littleton, K., Passenger, T., Sheehy, K. (2010) The Psychology of Education, London, Routledge Rubie-Davies, M. C. (2010) Educational Psychology: Concepts, Research and Challenges, London: Routledge Woolfolk, A. (2009) Educational Psychology, London: Pearson Education

Journals: British Journal of Educational Psychology Journal of Educational Psychology Assessment in Education Support for Learning

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Module Title: Emotional Intelligence – the Key to Success?

Module Code: EDU06

Credits: 30

Level: Seven

Home school and subject area: Department of Education, Postgraduate Professional

Development

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutor responsible: Antony Bignell

Entry requirements: Normally a good honours degree and work in an education related

sector.

Aims:

A great deal of prominence has been given in recent years to the development of basic

skills such as numeracy and literacy, sometimes to the detriment of the development of

personal, social and emotional skills: “The ability to recognise, understand, handle and

appropriately express emotions‟ (Peter Sharp 2003). This Module will:

1. examine the links between emotions and learning in a variety of contexts;

2. consider the implications of this for teaching and learning – for pupils, teachers, and the

whole school.

Learning Outcomes: By the end of this module participants should attain the general

learning outcomes of the MA(ED) and be able to:

1. demonstrate knowledge, skills, attitudes and critical understanding of strategies to promote emotional intelligence in teaching and learning;

2. examine and analyse their own emotional intelligence and understand ways to nurture their own emotional health;

3. develop strategies to facilitate a whole school approach to emotional intelligence.

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Transferable Skills:

1. utilising this knowledge to make informed decisions about educational practices; 2. formulating and presenting clear critical arguments both orally and in writing; 3. developing skills in critical analysis and problem solving with regard to emotional

intelligence and its application in classrooms and across the school; 4. developing presentation skills and the ability to lead group discussions and seminars; 5. developing decision-making skills and work effectively in complex situations.

Indicative Curriculum content:

Emotional Intelligence – the Main Theorists; Emotions and Learning; Self-Review and the

Emotions of Success; Building Positive Relationships in the Classroom; Self-Awareness;

Emotionally Literate Classrooms and Schools; Managing Teacher Stress.

Learning strategy: The module will be conducted through a seminar format. A variety of

materials and techniques will be used including presentations by the tutor, group and paired

work, discussion and debate, case studies, video material, on-line learning and short

presentations by participants.

Mode of assessment:

Formative Assessment: A brief proposal of 1,000 words (17% of the final mark), setting

out their project on an aspect of emotional intelligence, providing a rationale for their

project, supported by relevant literature. This proposal will firstly be submitted in draft

form, which will be reviewed by the tutor, before a final version is submitted, to be graded.

Summative Assessment: Formal, on completion of the module, by an assignment of

5,000 words (83% of the final mark) or their equivalence, which will include a small piece

of practitioner research on an aspect of emotional intelligence.

Assessment criteria include the General Assessment Criteria of the MA(Ed) and

evidence that the student has demonstrated:

A critical appreciation of the theoretical understandings of emotional intelligence;

An awareness of the possible implications in a classroom and across the school of

aspects of emotional intelligence;

An ability to analyse and evaluate the impact of various models of emotional

intelligence on the promotion of learning and teaching within classrooms and across

the whole school

An ability to undertake a small piece of practitioner research that examines one

aspect of emotional intelligence within their educational environment.

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Indicative Reading:

Breazley, M. (2003) Emotional Intelligence in the Classroom London: Crown House

Brooks, R. & Goldstein, S. (2003) The Power of Resilience New York: McGraw Hill

Chapman, P (2003) How to Promote Children’s Social and Emotional Competence

Cambridge: Webster-Stratton

Gilbert, D. (2005) Stumbling on Happiness New York: Vintage Books

Goleman, D (1996) Emotional Intelligence London: Bloomsbury

Merlevede, P.E. (2003) 7 Steps to Emotional Intelligence London: Crown House

Park, Haddon & Goodman (2003) The Emotional Literacy Handbook London: David Fulton

Neenan, M. (2009) Developing Resilience London: Routledge

Pink, D. (2009) Drive – the surprising truth about what motivates us New York: Riverhead

Books

Plummer, D (2007) Helping Children to Build Self-Esteem London: Jessica Kingsley

Seligman, M. (2006) Learned Optimism New York: Vintage Books

Sharp, P (2003) Nurturing Emotional Literacy London: David Fulton

Websites:

British Educational Research Association http://www.bera.ac.uk/

DfE http://dfe.gov.uk

Research and Informed Practice site: www.standards.dfe.gov.uk/research

National College for School Leadership; www.ncsl.org.uk

Education-Line: www.leeds.ac.uk/educol

Journals:

EQ Today

Journal for Pastoral Care and Personal and Social Education

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Module Title: English - Aspiring Leaders: Contemporary Issues in English Education

Module Code: EDU07

Credits: 30

Level: Seven

Home faculty and subject area: Department of Education, Postgraduate Professional

Development

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutor responsible: Carole Bignell

Entry requirements: Normally a good honours degree and work in an education related sector

Aims: This module aims to 1. develop teachers‟ understanding of the place of talk in learning and the relationship between talk and the development of reading; 2. explore the relationship between talk and higher order thinking and the means by which effective classroom talk, underpinned by a secure understanding of effective teaching approaches, can facilitate the development of confident, capable and motivated readers.

Learning Outcomes By the end of this module participants should be able to: 1. demonstrate a critical understanding of seminal and current research and scholarship

underpinning talk for learning and the learning and teaching of reading; 2. critically evaluate contemporary issues affecting the teaching of oracy and reading and the

role of the teacher in creating and supporting a rich language curriculum; 3. evaluate a range of strategies and approaches to the learning, teaching and assessment of

oracy and reading and make informed judgements in developing their own and others‟ practice;

4. analyse their own and pupils‟ talk, through discourse analysis.

Transferable Skills:

relate language and literacy theories to practice, utilising this knowledge to make informed decisions;

formulate and present clear critical arguments both orally and in writing;

develop presentation skills and the ability to contribute effectively to group discussions and seminars;

develop skills in critical analysis and problem solving with regard to leadership and pedagogy in the teaching of English;

use observational and analytical skills to support children‟s reading development through sensitivity to spoken language.

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Indicative Curriculum content: This module will explore contemporary issues related to children‟s oracy and the relationship between oracy and development of reading skills and attitudes with a view to extending the subject knowledge of current or aspiring English subject leaders. The first half of this module will explore: theories of language acquisition; current research into effective teaching and learning talk; the teacher‟s role in facilitating and enhancing learning through dialogic talk and effective questioning; and how teachers can enrich learning through developing „talkative classrooms‟. The second half of the module will introduce students to the reading debate and how teachers might enable pupils to become confident, capable and motivated readers. Issues explored will includes: the phonics debate; current research into pupil attitudes to reading; approaches to supporting the development of reading comprehension; gender and reading, what it means to be a twenty-first century reader; and supporting children for whom EAL in reading development. Guided independent study sessions will be used to support students in writing school policies for the teaching of speaking & listening and reading which reflect contemporary understanding of good practice in language teaching.

Learning strategy: Practical workshop activities will allow students to explore their own teaching and pupils‟ learning in a critical context. Students will be encouraged to practise the effective talk models and reading development strategies discussed and explore their responses during seminars to challenge and extend their thinking and learning. A variety of materials and techniques will be used, for example: tutor input; student-led presentations and on-line discussions; group and paired work, guided independent study; and online collaborative activities and discussion/analysis of classroom practice. Individual assignments tutorials in support of the assessment will be offered to all students.

Mode of assessment:

Formative: either formally presenting an analysis of the first transcript of talk; or formally present an analysis of a child‟s reading portfolio (this will not attract any formal credit) Summative: Following the implementation of a small scale research project in their classroom, students will either: submit a video diary of professional reflections upon the impact of the project (2,000 word equiv, 33% of final mark). This will be supported by 2 short analyses of classroom discourse (2,000 words, 33.3% of the final mark)). Or: submit a reading assessment portfolio for a focus child (2,000 words, 33.3% of the final mark) equiv). This will be supported by a critical analysis of the child‟s reading skills/attitudes (2,000 words, 33.3% of the final mark)).

Plus each of these options will be supported by the inclusion of an academically-referenced school policy for the teaching of reading or speaking and listening (2,000 words, 33.3% of the final mark) equiv).

Assessment Criteria: Students‟ writing will demonstrate:

the ability to analyse and reflect upon the impact of their developing practice on children‟s learning; the ability to support this impact through a detailed discourse or reading analysis; the ability to critically explore the theory that supports the development of oracy or reading; the ability to identify clear implications for future classroom practice.

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Indicative Reading:

Alexander, R. (2010) Towards Dialogic Teaching: rethinking classroom talk, Dialogos Bearne E. & Marsh J. (Eds) (2007) Literacy and Social Inclusion: closing the gap, Stoke on Trent, Trentham Books Bearne, E. (2007) Classroom Action Research in Literacy: a guide to practice, Leicester, United Kingdom Literacy Association Cremin, T. Mottram, M. Collins, F. Powell, S. & Safford, K (2009) Teachers as Readers: building communities of readers. Literacy, Vol. 43 pp. 11–19. Goouch, K. Lambirth, A. (2007) Understanding Phonics and the Teaching of Reading, Berkshire, OU Press Lambirth, A. (2006) Challenging the Laws of Talk: ground rules, social reproduction and the curriculum. The Curriculum Journal, Vol. 17 pp. 59 –71 Mercer, N. & Hodgkinson, S. (2008) Exploring Talk in School, London, Sage Moss, G. (2007) Literacy and Gender: researching texts, contexts and readers, London, Routledge Rose, J. (2006) The Independent Review of the Teaching of Early Reading, available from, http://www.education.gov.uk/publications/standard/Developingreadingwritingandnumericalskills/Page1/DFES-0201-2006

Twist, L. Schagen, I. & Hodgson, C. (2007) Readers and Reading: the national report for England, available from, http://www.nfer.ac.uk/nfer/publications/PRN01/PRN01_home.cfm?publicationID=366&title=Readers%20and%20Reading:%20the%20National%20Report%20for%20England%202006 Younger, M. Warrington, M with Gray, J. Rudduck, J. McLellan, R. Bearne, E. Kershner, R. & Bricheno, P. (2005) Raising Boys' Achievement in Primary Schools: towards an holistic approach, Maidenhead, OU Press

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Module Title: English - Aspiring Leaders: The Reader in the Writer

Module Code: EDU08

Credits: 30

Level: Seven

Home faculty and subject area: Department of Education, Postgraduate Professional

Development

Programmes to which the module contributes: MA(Education) and interim Awards

Tutor responsible: Carole Bignell

Entry requirements: Normally a good honours degree and work in an education related sector

Aims: This module aims to develop teachers‟ understanding of: 1. children's development as readers and writers. 2. the teacher as role model reader and writer through an exploration of the relationship between reading and writing; 3. how to promote and support enthusiastic, skilled and motivated writers through the implementation of a rich reading environment.

Learning Outcomes By the end of this module participants should be able to: 1. demonstrate a critical understanding of seminal and current research and scholarship

underpinning children's development as readers and writers. 2. critically evaluate contemporary issues affecting the teaching of reading and writing

and the role of the teacher in creating and supporting a language rich classroom; 3. evaluate a range of strategies and approaches to the learning, teaching and

assessment of reading and writing and make informed judgements in developing their own and others‟ practice;

4. analyse their own and pupils‟ writing and through the creation of a writing portfolio.

Transferable Skills:

relate language and literacy theories to practice, utilising this knowledge to make informed decisions;

formulate and present clear critical arguments both orally and in writing;

develop presentation skills and the ability to contribute effectively to group discussions and seminars;

develop skills in critical analysis and problem solving with regard to leadership and pedagogy in the teaching of English;

use observational and analytical skills to support children‟s writing development.

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Indicative Curriculum content: With a view to extending the subject knowledge of current or aspiring English subject leaders, this module will develop ideas explored in „English - Aspiring Leaders: Contemporary Issues in English Education‟ in consideration of the relationship between reading and the development of children‟s writing skills and attitudes.

The first half of this module will explore: the teacher as role model reader; creating a rich reading environment; reading for purpose and pleasure; and reading as a stimulus for writing.

The second half of the module will introduce students to the genre debate and how teachers might develop children's understanding of genre to enable them to become confident, capable and motivated readers. Issues explored will include: the genre debate; current research into pupil attitudes to writing; the relationship between talk and writing; the value of response partners and peer assessment; and developing creativity and promoting pupil voice through writing.

Guided independent study sessions will be used to support students in writing school a policy for the teaching of writing which reflects contemporary understanding of good practice in language teaching.

Learning strategy: Practical workshop activities will allow students to explore their own teaching and pupils‟ learning in a critical context. In developing their skills as role model writers and teachers of writing, students will be required to undertake two pieces of curriculum-related creative writing (under the direction of the tutor) and keep a writing journal which they will share with a response partner from within the group. A variety of materials and techniques will be used, for example: tutor input; student-led presentations and on-line discussions; group and paired work, guided independent study; and online collaborative activities and discussion/analysis of classroom practice. Individual assignments tutorials in support of the assessment will be offered to all students.

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Mode of assessment:

Formative: Students will work with a peer partner to draft an academically referenced policy for the teaching of writing to then be submitted to the module tutor for feedback (900 words) (this will not attract any formal credit)

Summative: Following the implementation of a small scale research project in their classroom, students will either: critically analyse the impact of their small-scale research project upon the developing writing skills of a group of children in their class, identifying implications for staff development (4000 word assignment, 66.7% of final mark) Or: submit a detailed writing assessment portfolio for a focus child (2,000 words, 33.3% of the final mark) equiv). This will be supported by a critical analysis of the child‟s writing skills/attitudes (2,000 words, 33.3% of the final mark)).

Plus each of these will also be supported by the inclusion of an academically-referenced school policy for the teaching of writing (2,000 words equiv., 33.3% of the final mark).

Assessment Criteria: Students‟ writing will demonstrate:

the ability to analyse and reflect upon the impact of their developing practice on children‟s learning; the ability to support this impact through a detailed reading analysis or analysis of the impact of a small-scale research project; the ability to critically explore the theory that supports the development of oracy or reading; the ability to identify clear implications for future classroom practice;

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Indicative Reading: Chambers, A. (2011) Tell Me (Children, Reading & Talk) with The Reading Environment, Thimble Press Cremin, T. & Myhill, D (2012) Writing Voices: Creating Communities of Writers, London, Routledge Esme Fairbairn (2008) Writing is Primary, available from: http://www.esmeefairbairn.org.uk/docs/WIP_web.pdf [accessed 6th June 2011] Grainger, T. Goouch, K. and Lambirth, A. (2006) Creativity and Writing: developing voice and verve in the classroom, London, Routledge. Grainger, T & Pickard, A. (2009) Drama: reading, writing and speaking our way forward, UKLA Graves, D. (1983/2003) Writing: teachers and children at work, Heinemann Martin, J. (2009) „Genre and language learning: A social semiotic perspective‟ in Linguistics and Education, Vol. 20 pp 10-21 Pahl, K. Rowsell, J. (2011) Literacy and Education: understanding the New Literacy Studies in the classroom, London, Sage Warrington M & Younger M with Bearne E (2006) Raising Boys’ Achievement in Primary Schools, Maidenhead, Open University Press Whitehead, M. (2009) Supporting Language and Literacy Development in the Early Years, Berkshire, Open University Press

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Module Title: Environmental and Sustainability Education

Module Code: EDU09

Credits: 30

Level: Seven

Home school & subject area: Education, Postgraduate Professional Development

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutor responsible: Dr Duncan Reavey

Entry requirements: Normally a good honours degree and work in an education related sector.

Aims: 1. In this module we focus on the changing nature of environmental education (EE), its

broader focus as part of education for sustainable development (ESD), and ways in which best practice from research and from practitioners can enhance activities in the formal and nonformal sectors.

2. We do more than provide recipes for successful EE and ESD. Rather, we focus throughout on a critical appreciation of current debates, theory and research relating to aspects of environmental and sustainability education that underpin successful EE and ESD.

Learning Outcomes:

By the end of this module participants should attain general learning outcomes of the MA(Ed) and be able to: 1) analyse critically and reflect on major concepts and current developments in

Environmental Education and Education for Sustainable Development; 2) use best practice from research and from practitioners to enhance their own activities in

formal and/or nonformal education; 3) use present day scientific understanding as a basis for designing learning activities on

current environmental issues 4) deliver a diverse range of EE and ESD learning experiences.

Transferable Skills

- relate relevant theories to practice, utilizing this knowledge to make informed - decisions - formulating and presenting clear critical arguments both orally and in writing - develop skills in critical analysis and problem solving with regard to this area of study - presentation skills and the ability to lead group discussions and seminars - develop decision-making skills and work effectively in complex situations

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Indicative Curriculum content: Outdoor games with environmental messages / The changing relationship between humans and their environment – and how EE and ESD fit in / Climate change & coastal squeeze / Group work tasks / Children‟s awareness of environmental issues / EE and the night sky / Electronic information resources for EE and ESD / Critical evaluation of current EE and ESD literature / Current research needs / Round the camp fire: story telling and songs in EE, and dusk walk / Beach Schools and Forest Schools / School grounds / Renewable energy for children and youth / Video conference with overseas practitioner / Magical creatures / Individual tutorials as required.

Learning strategy: Sessions will be diverse in their structure, content and learning approaches. Guest speakers will contribute to this diversity as we encourage them to use the learning and teaching styles with which they are most comfortable. Other emphases are on learning from the diverse professional experiences of fellow students, and on exploration of present day research. There will be opportunities to look at and try out some useful classroom ideas and to enjoy a hands-on as well as „minds-on‟ approach. Sessions will also include updates on the science that underpins contemporary issues (eg implications of global warming).

Mode of assessment:

Formative: Range of individual and group tasks for which tutor and/or peer feedback and feedforward is provided. This will not be formally assessed.

Summative: Contributions to asynchronous message board discussions throughout module (2000 words or equivalent, 33.3% of final mark) Commentary formatted for submission to an appropriate academic or professional journal (4000 words or equivalent, 66.7% of final mark)

Assessment Criteria: For both parts of the assessment, students must demonstrate:

critical understanding of major concepts in Environmental Education and Education for Sustainable Development without significant omissions, errors or irrelevancies;

evidence that the relationship of these concepts to professional practice is understood;

the ability to write coherently and concisely presenting a position or argument based on the outcomes of reading and/or enquiry;

the ability to analyse critically and reflect on professional practice using an identified framework and / or general theory;

the ability to evaluate critically the findings of published research and other literature;

the ability to synthesise and draw upon a range of appropriate material.

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Indicative Reading: Azeiteiro, U. et al (2004) World trends in environmental education Environmental education, communication and sustainability vol. 14. Peter Lang Cutter-Mackenzie, A. (2010) Eco-Literacy: The missing paradigm" in environmental education. Lambert Academic Publishing Dillon, J., Brody, M., Stevenson, R., Wals, A. (2012) International handbook of research on environmental education Routledge Henley, T., Peavy, K. (2007) As if the Earth matters: recommitting to environmental education New Society Hopnina, H. (2011) Anthropology of environmental education Nova Science Publishers Johnson, E. & Mappin, M. (eds) (2009) Environmental education and advocacy: changing perspectives of ecology and education. Cambridge University Press McKeown, R. & Hopkins, C. (2003) EE ≠ ESD: defusing the worry. Environmental Education Research 9:117-128 Palmer, J.A. (1998) Environmental education in the 21

st Century: theory, practice, progress

and promise. Routledge Peacock, A. (2004) ECO-literacy for primary schools. Trentham Books Saylan, C., Blumstein, D. (2011) The failure of environmental education (and how we can fix it) University of California Press Stevenson, R.B., Dillon, J. (2010) Engaging environmental education: learning, culture and agency Sense Publishers

Journals Environmental Education Research Journal of Environmental Education

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Module Title: Exploring Research: informing and changing practice

Module Code: EDU01

Credits: 30

Level: Seven

Home school and subject area: Department of Education, Postgraduate Professional Development

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutor responsible: Sue Bentham (Research modules co-ordinator)

Entry requirements: Normally a good honours degree and work in an education related sector.

Aims: 1 This module is designed to enable participants to become reflective practitioners and

agents of change within their educational workplaces. 2 It aims to facilitate identification of the key variables that determine successful learning

and teaching. 3 The theoretical frameworks advanced by major commentators in the field will be

considered, with a clear focus on the place of practitioner research as a tool for improving practice.

This module will be a compulsory first module for any student wishing to enrol on the MA(Ed) programme and will also aim to support participants in developing their thinking, reading and writing at Masters level.

Learning Outcomes: By the end of this module participants should attain general learning outcomes of the MA(Education) and be able to: To enable students to: 1. undertake a critical analysis of relevant literature that informs their understanding of their

own practice 2. become critically conversant with the practicalities of the practitioner research; 3. focus on enquiry strategies appropriate to their research interest; 4. discuss different research perspectives from a critically informed position; 5. undertake a small-scale, analytical study, probably in tandem with a critical friend, in an

educational area or issue in the student„s own workplace; 6. interpret and analyse the results in a manner, which not only makes sense to the student,

but also informs change; 7. develop critical thinking and appropriate skills in writing in order to communicate

effectively and persuasively with an audience of peers .

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Transferable Skills: - relate relevant theories to practice, utilizing this knowledge to make informed - decisions; - formulating and presenting clear critical arguments both orally and in writing; - develop skills in critical analysis and problem solving with regard to your chosen area - of study; - presentation skills and the ability to lead group discussions and seminars; - develop skills of reflection and reflexivity; - develop decision-making skills and work effectively in complex situations;

Indicative Curriculum content:

consideration of areas suitable for small-scale research;

examination of how to move from an initial identification of an area of interest to identifying specific research questions;

examination of research techniques appropriate to the student„s enquiries;

planning, preparing and implementing a small-scale research task;

consideration of ethical issues of practitioner research;

identification of ways to disseminate findings to colleagues.

Learning strategy: This module will encompass seminars/workshops focussing on study and writing skills aimed at working at M- level and on the specific principles and practicalities of undertaking small-scale practitioner research. Participants will be required to undertake professionally focussed work in schools and will be required to act as critical friends to support other students in their learning through the use of action learning sets. Within this module there is likely to be a Saturday workshop to allow for an extended day where previous M-level students will return to present their work. These sessions will enable participants to see their own work within a community of learners engaged in active research and scholarship. Research principles and techniques will be discussed through lectures, critiquing of articles, small group presentations, on-line learning and input from guest speakers.

Mode of assessment

Formative Assessment: A brief proposal of 1,000 words (17% of the final mark), both setting out their project and providing a rationale for their project, supported by relevant literature. This proposal will firstly be submitted in draft form, which will be reviewed by the tutor, before a final version is submitted, to be graded.

Summative Assessment: Formal, on completion of module, by an assignment of 5,000 words (83% of the final mark) or their equivalence which will include a small piece of practitioner research relevant to their practice.

Assessment Criteria include both the General Assessment Criteria of the MA(Ed) and demonstration of the following specific criteria:

clear identification of the problem or desirable practice;

clear articulation of the research question and construction of an appropriate research plan;

judgement in choice and use of data-gathering techniques;

use of appropriate literature to inform the project and vice versa;

professional insights and sensitivities as an agent of change in the practitoner research context;

development of practical, workable recommendations and implementation strategies.

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Indicative Reading: Bartlett, S. & Burton, D. (2004) Practitioner Research for Teachers, New York: Harper Collins Bryman, A. (2004) Social Research Methods, 2

nd Ed., Oxford University Press

Butterfield, D., W. Borgen, N. Amundson and A. Maglio (2005) Fifty years of the critical incident technique: 1954-2004 and beyond, Qualitative Research 5: 475-497. Cohen, L., Manion, L. & Morrison, K. (2011) Research Methods in Education, London: Routlege/Falmer Denscombe, M. (2010) The Good Research Guide: for small scale social research projects, Buckingham: OU Denzin, N. & Lincoln, Y. (eds.) (2000) Handbook of Qualitative Research, London: Sage Drever, E. (2003) Using Semi-Structured Interviews in Small-Scale Research, SCRE Gilbert, N. (ed.) (2001) Researching Social Life, London:Sage Gilham, B. (2000) Developing a Questionnaire, London: Continuum McNiff, J. & Whitehead, J. (2002) Action research: Principles & Practice, Routledge/Farmer Newby, P. (2009) Research Methods for Education, London: Continuum Robson C. (2011) „Real World Research, Research Methods in Social Sciences, Chichester: John Wiley & Sons Journals British Educational Research Journal Educational Research Research in Education Research Papers in Education Review of Educational Research

Websites

British Educational Research Association: www.bera.ac.uk Research and Informed Practice site: www.standards.dfes.gov.uk/research National College for School Leadership; www.ncsl.org.uk Education-Line: www.leeds.ac.uk/educol Australian Educational Researcher www.aare.edu.au/aer/aer.htm Early Childhood Research & Practice (USA) http://ecrp.uiuc.edu/ European Educational Research Association www triangle.co.uk/EERJ

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Module Title: Independent Study

Module Code: EDU10

Credits: 30

Level: Seven

Home school and subject area: Department of Education, Postgraduate Professional

Development

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutor responsible: Antony Bignell and Barbara Thompson

Entry requirements: Normally a good honours degree and work in an education related

sector

Aims: The rationale of this module is:

1. to enable a highly motivated student, who is already engaged in workplace learning, to

pursue a topic of study on their own with tutorial support;

Or:

2. to support a group of students who are undertaking similar projects.

Learning Outcomes: in the area under investigation participants will be able to:

1. clearly demonstrate knowledge, skills, attitudes and understanding of their

chosen subject area;

2. critically relate theory to practice;

3. through personal reflection and reflexivity acknowledge their confidence in and

ability to undertake self-supported study;

Transferable Skills: 1. utilising this knowledge to make informed decisions about educational practices; 2. formulating and presenting clear critical arguments both orally and in writing; 3. developing skills in critical analysis and problem solving with regard to the topic being

researched; 4. developing presentation skills and the ability to lead group discussions and seminars; 5. developing subject knowledge; 6. developing decision-making skills and work effectively in complex situations.

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Indicative Curriculum content

The Independent study module by definition has no module outline, but the focus may be

library based and/or informed by empirical research, provided that participants feel

confident to undertake the latter element. The focus of the Independent Study will initially

be negotiated in order to allocate tutorial supervision according to need and subject to

availability, provided that participants‟ plans are viable and can address the assessment

criteria listed.

Learning Strategy For individual applicants up to four hours tutorial support is available

for this module, which may include face to face meetings and reviews of drafts. For

groups of students who are undertaking similar projects up to three I ½ hour group

tutorials will be provided in addition to the equivalent of up to 2 hours of individual support

which will need to be negotiated with the tutor. Again this individual tutorial support may

include face to face meetings and reviews of drafts. While it is expected that tutorial

support will include comments about writing, structure, referencing etc, it should focus

more upon the substantive topic, facilitating discussion of ideas, research sources and

references, theoretical models, policy implications etc. In addition the delivery of this

module will benefit from the use of electronic message board facilities to assist

communication between students.

Mode of assessment:

Formative Assessment

Because of the limited face to face contact on this module it is important that students

submit an assignment outline (2,000 word equivalent, 33.3% of final mark); (to be

assessed)

Summative Assessment

An assignment of 4,000 words (66.7% of the final mark)related to an agreed focus.

Assessment criteria

A critical awareness of the relationship of theory, research and practice related to the

issue in question.

Indicative Reading: Indicative Reading: this will vary according to the focus of the

module.

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Module title: Leadership and Pedagogy in the Early Years

Module Code: EDU11

Credits:30

Level: Seven

Home faculty and subject area: Department of Childhood Studies and Department of Education, Postgraduate Professional Development

Programmes to which the module contributes: MA (Ed) and interim Awards; EYPS (Full, Long, Short pathway)

Tutors responsible: Pia Parry and Diana Seach

Entry requirements: Normally a good honours degree and work in an education related sector AND/OR EYPS or acceptance on EYPS training pathway

Aims: 1. to critically examine theories and concepts of leadership and how they pertain to the

diversity of leadership roles in Early Years settings. 2. explore understandings of pedagogy as revealed in early years practice, with specific

reference to the themes and commitments and guidance materials for the Early Years Foundation Stage and current Early Years legislation

3. to ensure inclusion and entitlement for all children in the Early Years 4. to consider their own approaches to practice in their settings, how this might be

developed and how to bring about change.

Learning outcomes: on successful completion of this students will have: 1. Critically evaluated the range of roles and responsibilities of those who lead practice in

EY settings and how these relate to different models of leadership 2. Developed their understanding of what makes a good leader and how these qualities can

contribute to improving outcomes for children 3. Considered in depth the origins of current early years practice and different pedagogical

approaches in the private, voluntary, independent and maintained sectors 4. Developed their understanding of curriculum policy background and the motivation for the

EYFS and explore how its themes and commitments fit in with their own vision and values.

5. To develop a critical awareness of some of the current theories related to social justice, diversity and equality with particular reference to the Early Years and how their own and others views impacts on their practice

6. Analysed the processes involved in making changes in thinking and critically examine practices practice and professional responsibilities in Early Years settings in general and in their own settings in particular.

7. Taking all these strands into account, reflected on how they work in multi agency teams in their own settings to develop practice and make a difference to outcomes for children.

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Transferable Skills:

relate leadership theories to practice, utilizing this knowledge to make informed decisions;

formulating and presenting clear critical arguments both orally and in writing;

develop skills in critical analysis and problem solving with regard to leadership and pedagogy in the Early Years;

develop presentation skills and the ability to lead group discussions and seminars;

develop decision-making skills and work effectively in complex situations.

Indicative curriculum content:

Theories and models of leadership (general and specific); Models of change within organisations; Collaborative approaches to change; Democratic Leadership, Relational Agency; Historical perspectives on the development of early years sector Different pedagogical approaches: child-centred approach, structured curricula, Forest Schools, Reggio Emilia, Te Whariki, folk schools etc.; Critical analysis of key issues of equality, diversity and inclusive practices in the Early Years; The social justice and the social welfare of children and families in relation to gender, race, minority ethnic groups, religion, disability and working with vulnerable children and families; Creating effective environments and support colleagues in establishing an inclusive pedagogy and work in partnership with parents and other agencies to promote children‟s development and learning potential; Policy context and its relationship to national and statutory frameworks & guidelines (EYFS); Introduction to the action research process as a vehicle for change and as a research tool.

Learning strategies: presentations (including visiting speakers e.g. EYPs, Forest School Leaders, Nursery Head teachers) seminars (prepared response to papers circulated in advance) opportunities to present short papers on their own projects designed to bring about change

Mode of assessment:

Formative: A 10 minute presentation to the group identifying main themes and issues on a piece of work-based research they have carried out in their setting. (this will not attract any formal credit)

Summative: A detailed analytical report of a piece of research based in their own setting in which they have planned, led and evaluated a change in practice. (6,000 words or equivalent, 100% of the final mark)

Assessment Criteria: Students must demonstrate

An enhanced knowledge and understanding of different models of leadership and how these relate to different early years settings

An increased understanding of the concept of pedagogy, its relation to different early years settings and an ability to use this to reflect critically on national frameworks for children‟s learning and development.

An ability to use theoretically informed analysis to examine the processes involved in making changes in thinking and practice

Use of an appropriate range of research evidence and an ability to draw conclusions based upon clear evidence

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Indicative reading: Aubrey, C. (2011)(2

nd Ed) Leading and Managing in the Early Years. London: Sage

Publications

BERA: Early Years SIG (2002) Early Years Research: Pedagogy, Curriculum and Adult Roles, Training and Professionalism. Available from http://www.ttrb.ac.uk/

Beaty, C. (2010) Integrated Children’s Centres: Overcoming Barriers to Trly Integrated Services. London: David Fulton

Berthelsen, D., Brownlee, J. and Johansson, E (2009) Participatory Learning in the Early Years; Research and Pedagogy London: Jessica Kingsley

Cremin, T., Burnard, P. and Craft, A. (2006) Pedagogy and possibility thinking in the early years Thinking Skills and Creativity Volume 1, issue 2, p 108-119

Miller, M. (2012) Policy Issues in the Early Years. London: Sage Publications

Moyles, J (2006) Effective Leadership and Management in the Early Years Maidenhead: Open University Press

Papatheodorou, T & Moyles J (2008) Learning Together in the Early Years: Exploring Relational Pedagogy. London: Routledge

Rinaldi, C., (2006) In dialogue with Reggio Emilia: listening, researching and learning London: Routledge.

Rodd, J (2005) Leadership in Early Childhood: The Pathway to Professionalism. 3rd edition Maidenhead, Berkshire: Open University Press

Siraj-Blatchford, I, (2007) Effective Leadership in the Early Years Sector (Issues in Practice): London. Institute of Education

Siraj-Blatchford, I. (2002) Researching Effective Pedagogy in the Early Years. Available at www.dcsf.gov.uk/research/data/uploadfiles/RR356.pdf

Useful websites:

www.standards.dfes.gov.uk/primary/foundation_stage/ www.teacherscouncil.govt.nz/communication/publications/occasional.stm (see „Conceptualising Leadership in Early Childhood Education in Aotearoa New Zealand‟ by Kate Thornton, Deborah Wansbrough, Jeanette Clarkin-Phillips, Helen Aitken and Aroaro Tamati, July 2009)

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Module Title: Leading and Managing Learning and Teaching

Module Code: EDU12

Credits: 30

Level: Seven

Home faculty and subject area: : Department of Education, Postgraduate

Professional Development

Programmes to which the module contributes: MA(Education) and interim Awards

Tutor responsible: Hazel Beadle

Entry requirements: Normally a good honours degree and work in an education related sector

Aims: 1. This module takes as its core focus the processes involved in establishing, monitoring

and maintaining an environment of high expectations for learning and teaching. 2. It aims to increase leadership practice through enhancing knowledge and

understanding in creating and managing an effective learning environment, and including and valuing the broader learning community.

Transferable Skills

- relate relevant theories to practice, utilizing this knowledge to make informed - decisions; - formulating and presenting clear critical arguments both orally and in writing; - develop skills in critical analysis and problem solving with regard to this area of - study; - presentation skills and the ability to lead group discussions and seminars; - develop skills of reflection and review; - develop decision-making skills and work effectively in complex situations

Learning Outcomes By the end of the module participants should be able to: 1. Identify their educational values and beliefs and the way these seek to influence their

professional practice; 2. Analyse how personality impacts upon both learning and teaching; 3. Consider alternative mechanisms for enhancing the learning experience; 4. Synthesise alternative perspectives within the learning community in order to enhance

educational value; 5. Familiarise themselves with and critically appraise relevant research literature; 6. Analyse their own context by relating and comparing these with alternatives through

discussion and collaboration with course colleagues and tutors.

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Indicative Curriculum content: Values and beliefs in teaching and learning, theories of learning, brain friendliness, learning-centred leadership, personalised learning, social capital in an educational context, recent trends and perspectives.

Learning strategy: This module blends theory with practice and provides participants with insight into contemporary and comparative theory and contextualised exemplification, whilst encouraging reflection and review of participants own workplace contexts and those of others. Participants will have opportunities to articulate and thus develop their own views, to undertake analysis of aspects of the leadership and management of learning and teaching at national and local levels, and to explore the development needs at their own workplace(s). A variety of materials and techniques will be used, for example tutor input, seminars which include group and paired work and debate, case studies, video material and some self analysis.

Mode of assessment:

Formative: A 10 minute (2,000 word equivalent, 33.3% of final mark) presentation to the group identifying main themes and issues arising from contextualisation of studied leadership and management approaches. (To be assessed)

Summative: An assignment of 4,000 words (66.7% of the final mark)demonstrating the learner‟s ability to relate theory to practice by analysing processes occurring in their workplace with a specific focus on their own responsibilities for ensuring effective learning and teaching.

Assessment Criteria include both the General Assessment Criteria of the MA(Education) and demonstration of the following specific criteria:

Understanding of the main theoretical processes underpinning the processes of leading and managing effective learning and teaching;

Critical appreciation of published research into aspects of leading and managing learning and teaching;

Ability to analyse and evaluate the processes of leading and managing effective learning and teaching within own organisation, with a special focus on own leadership and management role.

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Indicative Reading: Ainscow, M., Dyson, A. and Booth, T. (2006). Improving schools, developing inclusion. London: Routledge. Ball, S. (2002). Class strategies and the education market: The Middle Classes and Social Advantage. London: Routledge Falmer. Bell, L. and Stevenson, H. (2006). Education Policy: Process, Themes and Impact. London: Routledge. Best, B. and Thomas, W. (2007). The creative teaching and learning toolkit. London: Continuum. Bottery, M. (2004). The challenges of educational leadership: Values in a globalized age. London: Paul Chapman. Nind, M. (2005). Curriculum and pedagogy in inclusive education: Values into practice. London: Routledge Falmer. Prashnig, B. (2006). Learning styles and Personalized teaching. London: Network Continuum Education. Roulis, E. (2003). Transforming learning for the workplace of the new millennium: students and workers as critical learners. Lanham, Md. : Scarecrow Press. Shank, G. and Brown, L. (2007). Exploring Educational Research Literacy. New York: Routledge. Skinner, D. (2010). Effective teaching and learning in practice. London: Continuum. Smith, R., Brundrett, M. and Burton, N. (2003). Leadership in Education. London: Sage. Tett, L. (2006). Community education, lifelong learning and social inclusion. Edinburgh: Dunedin Education.

Journals Improving Schools School Effectiveness and School Improvement

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Module Title: Leading from the Middle

Module Code: EDU13

Credits: 30

Level: Seven

Home faculty and subject area: : Department of Education, Postgraduate

Professional Development

Programmes to which the module contributes: MA(Education) and interim Awards

Tutor responsible: Hazel Beadle

Entry requirements: Normally a good honours degree and work in an education related sector

Aims: 1. This module takes as its core focus the position, responsibilities, issues and potential

arising from middle leadership in an educational setting. 2. It aims to increase management and leadership practice, identifying that there is a

difference between the two, through enhancing workplace and role understanding.

Learning Outcomes By the end of the module participants should be able to: 1. Reflect critically on the core elements of the Middle Leadership role; 2. Consider how to effectively handle some of the difficulties which arise from middle

leadership responsibilities; 3. Synthesise alternative perspectives within the learning community in order to

enhance, through effective leadership and management, educational value; 4. Familiarise themselves with and critically appraise relevant research literature; 5. Analyse their own context by relating and comparing these with alternatives, through

discussion and collaboration with course colleagues and tutors.

Transferable Skills

- relate relevant theories to practice, utilizing this knowledge to make informed - decisions; - develop subject knowledge; - formulating and presenting clear critical arguments both orally and in writing; - develop skills in critical analysis and problem solving with regard to this area of - study; - presentation skills and the ability to lead group discussions and seminars; - develop decision-making skills and work effectively in complex situations.

Indicative Curriculum content: Leadership versus management; Supporting, leading and managing colleagues; Assertiveness; Policy formulation; Implementing change; Boundary setting; Ethical, social and moral dimensions; Managing time.

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Learning strategy: This module deals with many practical issues and participants are presented with opportunities to consider their own particular development requirements in relation to the concepts being taught. Practice-based application is underpinned with contemporary and comparative theory and contextualised exemplification, making use of workplace examples. A variety of materials and techniques will be used, for example tutor input, seminars which include group and paired work and debate, case studies, video material and some self analysis.

Mode of assessment:

Formative: A 10-minute (2,000 word equivalent, 33.3% of final mark) informal input relating learning to contextual experience. (To be assessed)

Summative: Preparation of a 4,000 word critical incident diary (66.7% of final mark) drawing on key issues explored in the module and focusing on two module content themes in depth.

Assessment Criteria include both the General Assessment Criteria of the MA(Education) and demonstration of the following specific criteria:

Understanding of the main theoretical processes underpinning effective leadership and management at Middle Leader-level;

Critical appreciation of published research into aspects of leading and managing, both generally and in relation to an educational context;

Ability to analyse and evaluate the roles and functions of Middle Leadership within own organisation, with a special focus on own leadership and management- orientated professional development.

Indicative Reading: Amos, J. (2002). You’re in charge now: The first-time manager’s survival kit. Oxford: How to Books Blandford, S. (2006). Middle leadership in schools: Harmonising leadership and learning. Harlow: Pearson Education. Bowie, N. (2005). Management ethics. Oxford: Blackwell. Bridges, W. (2009). Managing transitions: Making the most of change. London: Nicholas Brealey. Fullan, M. (2001). Leading in a culture of change. San Francisco, Calif.: Jossey-Bass Levin, P. (2007). Skilful time management! Maidenhead: Open University MacGilchrist, B. (2004). The intelligent school. London: Sage Thompson, J. (2005). Strategic management: Awareness and change. London: Thomson. Thompson, N. (2009). People Skills. Basingstoke: Palgrave Macmillan. Tranter, S. (2000). From teacher to middle leader: Making the Next Step. Harlow: Pearson Education. Tranter, S. (2006). Teaching and managing in schools: The next step. New York: Pearson Education Williams, J. (2002). Professional leadership in schools: Effective middle management and subject leadership. London: Kogan Page.

Journals Improving Schools School Effectiveness and School Improvement

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Module Title: Maximising People Potential

Module Code: EDU14

Credits: 30

Level: Seven

Home faculty and subject area: : Department of Education, Postgraduate

Professional Development

Programmes to which the module contributes: MA(Education) and interim Awards

Tutor responsible: Hazel Beadle

Entry requirements: Normally a good honours degree and work in an education related sector

Aims: 1. This module is one of two (the other being Resonance and Performance –

Emotionally Intelligent Leadership and Management) that takes as its core focus the role that effective leadership and management of people plays in working to secure educational organisational effectiveness.

Learning Outcomes By the end of the module participants should be able to: 1. Identify a range of leadership theories and how these might be applied in practice; 2. Consider the impact of individuality within the workplace; 3. Critically examine communication skills; 4. Identify the place of continuing professional development in retaining organisational

momentum; 5. Familiarise themselves with and critically appraise relevant research literature; 6. Analyse their own context through relating and comparing these with alternatives

through discussion and collaboration with course colleagues and tutors.

Transferable Skills

- relate relevant theories to practice, utilizing this knowledge to make informed - decisions; - formulating and presenting clear critical arguments both orally and in writing; - develop skills in critical analysis and problem solving with regard to this area of - study; - presentation skills and the ability to lead group discussions and seminars; - develop skills of analysis and reflection; - develop decision-making skills and work effectively in complex situations.

Indicative Curriculum content: Managerial competencies, Leadership styles, Team building; Team dynamics; Communication skills; Managing managerial time, Theories of motivation, Managing performance through professional development, Resourcing.

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Learning strategy: This module blends theory with practice and provides participants with insight into contemporary and comparative theory and contextualised exemplification, whilst encouraging reflection and review of participants own workplace contexts and those of others. Participants will have opportunities to articulate and thus develop their own views, to undertake analysis of aspects of people leadership and management and to explore their own development needs and those at their own workplace(s). A variety of materials and techniques will be used, for example tutor input, seminars which include group and paired work and debate, case studies, video material and some self analysis.

Mode of assessment:

Formative: A 10 minute (2,000 word equivalent, 33.3% of final mark) presentation to the group identifying main themes and issues arising from their contextualisation of the studied people management practices. (To be assessed)

Summative: An assignment of 4,000 words (66.7% of the final mark)demonstrating the learner‟s ability to relate theory to practice by analysing processes occurring in their workplace and ensuring a specific focus on their own responsibilities for ensuring effective the maximisation of people potential.

Assessment Criteria include both the General Assessment Criteria of the MA(Education) and demonstration of the following specific criteria:

Understanding of the main theoretical processes underpinning the processes of leading and managing personnel in a contextualised environment;

Critical appreciation of published research into aspects of leading and managing;

Ability to analyse and evaluate the processes of leading and managing within own organisation, with a special focus on own leadership and management role.

Indicative Reading: Blanchard, K. and Muchnick, M. (2003). The leadership pill: The missing ingredient in motivating people today. London: Simon and Schuster. Blanford, S. (2004). Professional development manual: a practical guide to planning and evaluating successful staff development. London: Pearson Education. Bower, J. and Gilbert, C. (2007). From resource allocation to strategy. Oxford: Oxford University. Bush, T. (2011). Theories of educational leadership and management. London: Sage. Denny, R. (2002). Motivate to win: How to motivate yourself and others. London: Kogan Page. DuFrene, D. and Lehman, C. (2005). Building high performance teams. Mason, Ohio: South West College. Morrison, K. (2002). School leadership and complexity theory. London: Routledge/Falmer. Northouse, P. (2007). Leadership Theory and Practice. London: Sage. Reeve, J. (2009). Understanding motivation and emotion. Chichester: John Wiley. Stanton, N. (2004). Mastering communication. Basingstoke: Palgrave Macmillan. Trenholm, S. and Jensen, A. (2008). Interpersonal communication. Oxford: Oxford University. Van Wart, M. (2008). Leadership in Public Organisations: An introduction. London: Sharpe.

Journals Journal of In-Service Education School Effectiveness and School Improvement

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Module title: Multisensory Approaches to Teaching and Learning

Module Code: EDU15

Credits: 30

Level: M

Home faculty and subject area: Childhood Studies and Department of Education, Postgraduate Professional Development

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutors responsible: Diana Seach

Entry requirements: Normally a good honours degree and work in an education related sector.

Aims: 1. To develop critical understanding of how multisensory approaches to teaching are

essential for early brain development 2. To critically evaluate the range of multisensory approaches for teaching children and

young people with complex learning needs 3. To critically evaluate the use of multisensory approaches to plan effective learning

experiences for children and young people with complex learning needs

Learning outcomes: on successful completion of this students will have: 1. a broader understanding of the range of multisensory approaches and theories in

relation to educating pupils with complex learning needs 2. familiarized themselves with and critically appraise recent research literature in the

field of multisensory approaches to teaching and learning 3. critically evaluated the use of multisensory approaches for supporting progress and

achievement in learning 4. analysed their own context(s) by relating and comparing them with a broader picture,

through activities, discussion and collaboration with course colleagues and tutor

Transferable Skills:

utilizing this knowledge to make informed decisions about educational practices;

formulating and presenting clear critical arguments both orally and in writing;

develop skills in critical analysis and problem solving with regard to multisensory approaches to teaching and learning;

develop presentation skills and the ability to lead group discussions and seminars;

develop decision-making skills and work effectively in complex situations.

Indicative curriculum content: Sensory processing and early brain development; sensory integration; promoting readiness

for learning; multisensory storytelling, art, drama and movement; developing a sensory curriculum; using technology and other sensory integration programmes; planning sensory environments, communication, creativity and learning; assessments and profiling in sensory processing, and developing individual programmes.

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Learning strategies:

The module will be conducted through a seminar format. There will be a strong practical element to aid understanding and evaluation of the use of different techniques and resources. It will include presentations by the tutor and guest speakers, group and paired work and debate, case studies, video material, E-learning tasks and presentations by participants.

Mode of assessment:

Formative Assessment: Maintain a portfolio of key documents, relevant literature and case studies of work in a multisensory environment (2,000 word equivalent, 33.3% of final mark) (to be assessed) Summative Assessment: A critical evaluation of a multisensory environment and its impact on pupil‟s learning and achievement (4,000 word equivalent, 66.7% of final mark)

Assessment Criteria: Students must demonstrate

a critical appreciation of current debates, theory and research relating to multisensory teaching and learning

an ability to analyse and evaluate the sensory learning needs of pupils with complex learning needs

an awareness of how their own work in using a multisensory approach to teaching to promote learning and achievement of children and young people with complex learning needs

Indicative reading:

Caldwell, P. & Horwood, J. (2008) Using Intensive Interaction and Sensory Integration: A Handbook for Those Who Support People with Severe Autistic Spectrum Disorder, London: JKP Crimmens, P. (2006) Drama Therapy and Storymaking in Special Education. London: JKP Davies, C. (2011) Creating Multisensory Environments: Practical Ideas for Teaching and Learning, London: Routledge Goddard-Blythe, S. (2012) Assessing Neuromotor Readiness for Learning. Chichester: Wiley-Blackwell Kranowitz, C. (2005) The Out-Of-Sync Child: Recognizing and Coping with Sensory

Processing Disorder, Maryland: Perigee Longhorn, F. (1993) Prerequisites To Learning for Very Special People. Wootton: Catalyst Education Resources Ltd. Longhorn, F (2007) The Sensology Workout – Waking up the Senses. Great Britain. Flo Longhorn Reebe, P. & Stalker, A, (2007) Understanding Regulation Disorders of Sensory Processing in Children: Management Strategies for Parents and Professionals, London : JKP Seach, D. (2007) Interactive Play for Children with Autism, London: Routledge Sherborne, V. (2001) Developmental Movement for Children: Mainstream, special needs and pre-school, London: Worth Publishing Smith, A (2004 ) The Brains behind it: New Knowledge about the Brain and Learning. Stafford: Network Educational Press Ltd White, H. & Evans, C. (2005) Learning to Listen to Learn: Using Multi-Sensory Teaching for Effective Listening. London: Lucky Duck Books

Journals British Journal of Special Education British Journal of Support for Learning Special Children SLD Experience

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Module Title: Personalised Learning

Module Code: EDU16

Credits: 30

Level: Seven

Home school and subject area: Department of Education, Postgraduate Professional Development

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutor responsible: Gianna Knowles

Entry requirements: Normally a good honours degree and work in an education related sector.

Aims: 1. This module examines what is meant by personalised learning and how, through the

effective use of personalised learning pupil achievement can be raised. 2. In particular the module explores how to personalise the curriculum to meet pupils‟

learning needs and needs that arise due to the diversity of pupils backgrounds. For example, the module will cover learning needs, such as pupils, who are on the autistic spectrum, are G&T or who have a disability.

3. With regard to diversity challenges the module will explore, for example, personalising learning for pupils who come from low-income backgrounds or who speak English as an additional language.

4. The module aims to approach personalised learning through using a range of e-learning approaches to explore how learning can be better personalised through readily available technologies.

Learning Outcomes: At the conclusion of this module, students should be able to: 1. critically evaluate current research and practical issues in relation to personalised

learning; 2. demonstrate a critical awareness of the range of needs and diversity challenges

pupils bring to the classroom; 3. demonstrate a critical awareness of how learning may be personalised to meet

individual need; 4. be able to reflect critically on their own use of and experience and interaction with e-

Learning initiatives tools; 5. demonstrate a systematic understanding and critical awareness of how e-Learning

tools can support the personalisation of learning.

Transferable skills: Personal initiative, independence, utilizing this knowledge to make informed decisions about educational practices, formulating and presenting clear critical arguments in writing, critical analysis and problem solving with regard to issues of diversity related to approaches to teaching and learning. Develop skills of online learning.

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Indicative Curriculum content:

The module will explore what is meant by personalised learning, need and diversity. It will engage students in working with a range of e-learning technologies to support the development of personalised learning teaching strategies for individual pupils; for instance, virtual learning environments or communities; social learning and social networks; podcasting; wikis and blogging.

Learning strategy: Students and tutors will meet for traditional taught sessions as well as engaging with the module learning through the e-learning initiatives to be trialled to personalise learning for pupils. For example, some lectures will be face-to-face and cover specific topics, such as G&T pupils, pupils from low-income backgrounds. These sessions will be complemented with blended, self-directed and distance learning which will give students the opportunity to experience learning personalised for themselves. This in turn will act as a model for how they may personalise learning for their pupils.

Mode of assessment:

Formative Assessment: students will be given tutor feed-back on their engagement with the e-learning sessions that form part of the module structure. (this will not attract any formal credit)

Summative Assessment: an electronic portfolio 6,000 words equivalent. This will include three examples (3,000 words, 50% of final mark) of how e-learning technologies have been used to personalise learning for particular pupils, for example wikis, blogs, videocasts produced by 1 or a group of pupils, or e-learning materials produced as a teacher to personalise learning for particular pupils. A 3,000 word (50% of final mark) rationale that critically discusses how the e-learning examples submitted show how learning has been personalised to meet particular needs.

Assessment Criteria Students will be assessed on their ability to:

display critical analysis in evaluating relevant theory, research and practice as it relates to personalised learning;

display critical analysis in evaluating relevant theory, research and practice as it relates to learning need and challenges of diversity;

utilise relevant technologies and supporting materials to facilitate pupil learning;

reflect on the significance of e-Learning activities in their own practice.

present written information in a coherent, disciplined and creative manner.

Indicative Reading: Akaslan, D., (2010) A Model for Personalised Learning on the Internet: A Solution for Issues in Departments of Electrical Education in Technical Education Faculties in Universities in Turkey Lambert Academic Publishing Beetham, Helen and Sharpe, Rhona (eds) (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering e-Learning, Abingdon: Routledge De Freitas, Sara and Yapp, Chris (2005) Personalizing Learning in the 21st Century, Network Continuum Learning Knowles, Gianna and Lander, Vini (2011) Diversity, Equality and Achievement in Education, Sage Littlejohn, Alison and Pegler, Chris (2007) Preparing for Blended e-Learning: Understanding Blended and Online Learning, Abingdon: Routledge Richardson, Will (2010) Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms, Thousand Oaks: Corwin (Third Edition) Salmon, Gill (2002) E-tivities: The Key to Active Online Learning, London: Koogan Page

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Limited Wankel, Chris (2011) Teaching Arts and Science with the New Social Media (Cutting Edge Technologies in Higher Education), Bradford: Emerald Webster, M., (2008) Personalised Learning: Taking Choice Seriously Educational Heretics Press West-Burnham, John and Coates, Max (2005) Personalizing Learning: Transforming Education for Every Child, Network Educational Holt, J., How Children Learn (1991) Penguin Education Illeris, K., (Ed) (2008) Contemporary Theories of Learning Routledge

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Module Title: Physical Education: Young people‟s experience: implications for learning

Module Code: EDU17

Credits: 30

Level: Seven

Home faculty and subject area: Department of Education, Postgraduate Professional Development

Programmes to which the module contributes: MA (Education) and interim awards

Tutor responsible: Suzanne Everley

Entry requirements: Normally a good honours degree and work in an education related sector

Aims: 1. This module aims to develop teaching practitioners‟ understanding of leading the

school in health agendas and the place of physical education in the development of young people within the immediate context of the subject and beyond.

2. The focus will be on encouraging teachers to reflect upon the process of experiential learning within a physical environment and the implications of this for the subject itself and whole school practice.

Learning Outcomes By the end of this module participants should be able to: 1. Leading the school in the development of health agendas 2. Demonstrate a critical understanding of the nature of experience within physical

education and the relationship this has with personal and social development 3. Reflect critically on personal experience and the shaping of the subject field 4. Critically evaluate the place and potential of physical education as a cross-curricular

phenomenon within individualised school settings 5. Analyse the place of physical education within a whole-school framework of health

Transferable skills

- relate relevant theories to practice, utilizing this knowledge to make informed - decisions; - formulating and presenting clear critical arguments both orally and in writing; - develop skills in critical analysis and problem solving with regard to this area of - study; - presentation skills and the ability to lead group discussions and seminars; - develop skills of reflection and reflexivity; - develop skills of subject matter; - develop decision-making skills and work effectively in complex situations.

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Indicative Curriculum content:

Consideration will be given to the way in which students may lead their school in the development of cross-curricular and health agendas. The place and nature of physical education in the curriculum continues to be a contested issue. The first part of this module will explore the nature of experience within physical education both for the young person and for teachers. There will be critical engagement in reviewing seminal and contemporary texts that explore the teacher‟s impact on learning experience and leading in the development of pedagogy across the school.

The module will progress to explore the nature of learning in which young people engage through the process of the interactive phenomenon of physical education. The implications of personal and social development will be explored with reference to developing self-efficacy skills of self-evaluation and self-actualisation.

Contextualising the implications of such learning will be a consideration of policy and organisational frameworks in which physical education takes place.

Learning strategy:

Practical reflective activities will allow students to explore their own teaching and pupils‟ learning in a critical context. A range of techniques will be used to develop skills of reflection and identification of experiential learning. Student presentations of reflective exercise will be used to formulate interactive discourse. Discussion and analysis to draw a comparative evaluation of different contextual frameworks of physical education will be utilised. Individual assignments tutorials in support of the assessment will be offered to all students.

Mode of assessment:

Formative: 10 minute presentation (2000 word equivalent, 33.3% of final mark) on an investigative piece regarding experiential learning in physical education or other subject utilising physical education as a stimulus or implementing health agendas in school. (to be assessed)

Summative: Students will be asked to submit a reflective assignment (4,000 words, 66.7% of final mark) evaluating the findings of a small scale research project regarding:

Leadership in the health agenda or Experiential learning within the physical education context or Leading in cross-curricular applications of physical education

Assessment Criteria:

Students‟ assignments will demonstrate the ability to:

adopt a leading role in the development of health agendas

analyse and reflect upon the impact of their developing practice on young people‟s learning;

explore the nature of experience as reality for young people

critically evaluate rhetoric with reference to practice

critically justify developmental recommendations with reference to teaching approaches

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Indicative Reading: Armour, K (Ed)(2011) Sport Pedagogy – An Introduction for Teaching and Coaching London, Prentice Hall Bailey, R (Ed) (2010) Physical Education for Learning London, Continuum Bailey, R and Kirk, D (Eds) (2009) The Routledge Reader in Physical Education London, Routledge Berry,M and Hodgson, C (Eds)(2011) Adventure Education – an Introduction London, Routledge Emler, N. (2001) Self-Esteem – The Costs and Causes of low self-worth York, York Publishers Evans, J. (2004) Body Knowledge and Control. Studies in the Sociology of Physical Education and Health London, Routledge, Green, K. & Hardman, K. (Eds) (2005) Physical Education Essential Issues London, Sage Humberstone, B. (Ed) (2000) Her Outdoors: Risk, Challenge and Adventure in Gendered Open Spaces Eastbourne, Leisure Studies Association Publication No.66 Kirk, D (2010) Physical Education Futures London, Routledge Kirk,D, Macdonald,D. and O‟Sullivan, M. (Eds) (2006) The Handbook of Physical Education London, Sage publications Laker, A. (Ed) (2003) The Future of Physical Education: Building a new Pedagogy London, Routledge Wright, J. & Macdonald, D. (Eds) (2003) Critical Inquiry Problem Solving in PE London, Routledge

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Module Title: Raising Achievement in Science

Module Code: EDU18

Credits: 30

Level: Seven

Home school & subject area: Department of Education, Postgraduate Professional Development

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutor responsible: Deborah Wilkinson

Entry requirements: Normally a good honours degree and work in an education related sector.

Aims: 1. This module aims to provide a theoretical and practical understanding of the role of the

science subject leader in the primary school and how this links to the raising of standards. 2. It will consider the leadership role (peer mentoring and coaching) and will evaluate why

this is essential to the raising of standards in school.

Learning Outcomes: By the end of this module participants should be able to: 1. ask clear, considered questions about science that children and adults will observe in

school and answer them in creative ways; 2. apply innovative professional approaches when assessing pupil progress; 3. devise innovative ways of peer mentoring; 4. apply to school situations a critical understanding of differences in ways in which children

and adults learn

Transferable skills

- relate relevant theories to practice, utilizing this knowledge to make informed - decisions; - formulating and presenting clear critical arguments both orally and in writing; - develop skills in critical analysis and problem solving with regard to this area of study; - presentation skills and the ability to lead group discussions and seminars; - develop skills of innovation; - develop decision-making skills and work effectively in complex situations.

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Indicative Curriculum content: This module examines in depth the role of the science subject leader and awareness of current issues in science education. Themes are likely to include

1. Alternative conceptions of children and adults 2. Assessing pupil progress 3. Ways in which children and adults learn 4. Approaches to peer coaching 5. Effective resourcing 6. Action planning and strategic development for science in school 7. Critical examination of innovative teaching and learning strategies in science.

In all cases, student teachers will gain the scientific understanding that is required to explore selected issues in some depth.

Learning strategy: Participants will engage with professionals from school and the wider professional community as they explore the evolving role of the science subject leader. A major focus will be on developing and consolidating understanding as participants build up their own blogs based on their own critical thinking and academic interests. Personalised support will come from the tutor. Each participant will deliver peer coaching on some aspect of science subject knowledge. The participant will need to respond to the prior subject knowledge and preferred learning styles of their peers as well as current priorities for science in school. The rationale, plan and reflection for this session is assessed formally.

Mode of assessment:

Formative: Range of individual and group tasks for which tutor and/or peer feedback and feedforward is provided.

Summative: Blog of reflections on contemporary themes in science education maintained throughout module (4000 words or equivalent, 66.7% of final mark); A written rationale, plan and reflection on a peer mentoring session carried out by the student in which peers develop their understanding of aspects of science and assessment of their own and children‟s learning (2000 words or equivalent, 33.3% of final mark). Assessment criteria

Creative application of relevant principles from science and education

Ability to plan appropriately and rigorously

Reference to diverse current sources

Critical reflection on personal experience, exploration of alternative activities, possibilities to develop learning

Effective academic argument

Use of correct and appropriate English. Originality and flair.

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Indicative reading: Black P., Harrison C., Lee C., Marshall B. and Wiliam D. (2003) Assessment for Learning. Open University Press. Bradley H., Frost, N., Kilminster S. and Zukas M. (2010) Beyond reflective Practice – New Approaches to Professional Lifelong Learning. Routledge Press. Butt, J. (2008) Lesson Planning , 3

rd Edition. Contiuum Press.

Cross A. and Bowden A (2009) Essential Primary science. Open University Press. Goleman, D (2007) Social Intelligence; The New Science of Human relationships. Arrow Books. Harlen, W. (2007) Assessment of Learning. Sage Publications. Hillier, Y. (2005) Reflective Teaching in Further and Adult Education. Contiuum Books. Jarvis, P. (2010) Adult Education and Lifelong Leaning- Theroy and Practice 4

th Edition.

Routledge Press. Lynn D., Douglas, P. and Newton P. (2000) Co-ordinating Science Across the Primary School. Falmer Press. Oliver, A. (2006) Creative Teaching in Science. David Fulton Publishers. Robertson, J. (2008) Coaching Educational Leadership – Building leadership Capacity through Partnership. Sage Publications. Starr, J. (2008) The Coaching Manual, 2

nd Edition. Pearson Prentice Hall.

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Module Title: Resonance and Performance – Emotionally intelligent leadership and management

Module Code: EDU19

Credits: 30

Level: Seven

Home faculty and subject area: : Department of Education, Postgraduate

Professional Development

Programmes to which the module contributes: MA(Education) and interim Awards

Tutor responsible: Hazel Beadle

Entry requirements: Normally a good honours degree and work in an education related sector

Aims: 1. This module is one of two (the other being Maximising People Potential) that takes as its

core focus the role that effective leadership and management of people plays in working to secure educational organisational effectiveness.

Learning Outcomes By the end of the module participants should be able to: 1. Investigate a range of practices and theories in relation to resonant leadership and

performance; 2. critically consider elements and interpretations of leadership and management styles; 3. define and identify competencies associated with emotional intelligence; 4. define and identify aspects of distributed leadership; 5. familiarise themselves with and critically appraise relevant research literature; 6. analyse their own context through relating and comparing these with alternatives through

relating and comparing it with a wider one, through discussion and collaboration with course colleagues and tutors.

Transferable Skills

- relate relevant theories to practice, utilizing this knowledge to make informed - decisions; - develop subject knowledge; - formulating and presenting clear critical arguments both orally and in writing - develop skills in critical analysis and problem solving with regard to this area of study - presentation skills and the ability to lead group discussions and seminars - develop decision-making skills and work effectively in complex situations

Indicative Curriculum content: Leadership versus Management; Emotional Intelligence; Resonance Leadership; Dissonant Leadership; Distributed Leadership; Performance Management; Managing Change; and Managing Conflict.

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Learning strategy: This module blends theory with practice and provides participants with insight into contemporary and comparative theory and contextualised exemplification, whilst encouraging reflection and review of participants own workplace contexts and those of others. Participants will have opportunities to articulate and thus develop their own views, to undertake analysis of aspects of the leadership and management of learning and teaching at national and local levels, and to explore the development needs of their own workplace(s). A variety of materials and techniques will be used, for example tutor input, seminars which include group and paired work and debate, case studies, video material and some self analysis.

Mode of assessment:

Formative: A 10 minute (2,000 word equivalent, 33.3% of final mark) presentation to the group identifying main themes and issues arising from contextualisation of studied leadership and management approaches with a particular focus on the demonstration of emotional intelligence. (to be assessed)

Summative: A 4,000 word reflective log (66.7% of final mark) which demonstrates the learner‟s ability to utilise the concepts and theories relating to emotional intelligence within their own leadership and management practice.

Assessment Criteria include both the General Assessment Criteria of the MA(Education) and demonstration of the following specific criteria:

Understanding of the main theoretical processes underpinning the processes of leading and managing personnel in a contextualised environment;

Critical appreciation of published research into aspects of leading and managing;

Ability to analyse and evaluate the processes of leading and managing within own organisation, with a special focus on own leadership and management role.

Indicative Reading: Bowkett, S. (2007). Teachers' guide to emotional intelligence. Stafford: Network Continuum Education. Carnall, C. (2007). Managing change in organisations. London: Prentice Hall. Doherty, N. (2008). The essential guide to workplace mediation and conflict resolution: rebuilding working relationships. London: Kogan Page. Furnham, A. (2005). The people business: psychological reflections on management. Basingstoke: Palgrave Macmillan. Goleman, D. (2004). Primal leadership: learning to lead with emotional intelligence. Boston, Mass: Harvard. Harris, A. (2008). Distributed School Leadership: Developing tomorrow’s leaders. New York: Routledge. Harris, B. (2007). Supporting the emotional work of school leaders. London: Paul Chapman. Leibling, M. (2005). How people tick: A guide to difficult people and how to handle them. London: Kogan Page. MacGilchrist, B. (2004). The Intelligent School. London: Sage. McBride, P. (2002). The EI advantage: putting emotional intelligence into practice. London: McGraw-Hill. Robertson, J. (2008). Coaching educational leadership : building leadership capacity through partnerships. London: Sage. Strike, K. (2006). Ethical leadership in schools: creating community in an environment of accountability. London: Sage.

Journals Educational Leadership Imagination, Cognition and Personality

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Module title: Special Educational Needs: Contemporary Perspectives on Inclusive Education

Module Code: EDU20

Credits: 30

Level: Seven

Home faculty and subject area: Department of Childhood Studies and Department of Education, Postgraduate Professional Development

Programmes to which the module contributes: MA (Ed) and interim Awards

Tutors responsible: Diana Seach

Entry requirements: Normally a good honours degree and work in an education related sector.

Aims: 1. To examine the implications of recent legislation and guidance on special educational

needs/disabilities (SEND) and inclusive provision for educational staff supporting pupils across the 5-19 age range.

2. To critically evaluate current SEND and inclusive practices in different educational establishments

3. To encourage participants to reflect on the implications of contemporary issues in SEND and inclusive practice in their own workplace.

Learning outcomes: on successful completion of this students will: 1. critically examine the current public debate about SEND and inclusive provision 2. familiarise themselves with recent government guidance on SEND and inclusion and

critically consider how this impacts on their own practice 3. investigate a range of practices and theories in relation to educating pupils with SEND 4. familiarise themselves with and critically appraise recent research literature in the field

of SEND 5. analyse their own context(s) by relating and comparing them with a broader picture,

through activities, discussion and collaboration with course colleagues and tutor

Transferable Skills:

utilizing this knowledge to make informed decisions about educational practices

formulating and presenting clear critical arguments both orally and in writing

develop skills in critical analysis and problem solving with regard to SEND and inclusive practice

develop presentation skills and the ability to lead group discussions and seminars

develop decision-making skills and work effectively in complex situations

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Indicative curriculum content:

Implications of the SEND White Paper; Equality Act; removing barriers to achievement; supporting Looked After Children; Achievement for All; parent partnership; including pupils with dyslexia, autism and Asperger‟s syndrome, EAL and ethnic minorities and BESDs; pupils with SEN who are gifted and talented; extended and alternative schools; inclusive pedagogy; the role of the SENCO; working with outside agencies; children and young people„s voices; SEN curriculum-based and therapeutic approaches to supporting learning and emotional well-being.

Learning strategies: The module will be conducted through a seminar format. A variety of materials and techniques will be used including presentations by the tutor and guest speakers, group and paired work and debate, case studies, video material, E-learning tasks and presentations by participants.

Mode of assessment:

Formative: Maintain a portfolio of key documents, relevant literature and examples of a range of SEND and inclusive practices relevant for educational settings (this will not attract any formal credit)

Summative: A 20 minute presentation (4,000 word equivalent, 66.7% of final mark). A critical evaluation of an aspect of SEND and inclusive provision within their own setting AND a 2,000 word (33.3% of final mark) review of literature relevant to a discussion on SEND and inclusive practices, linked to their presentation topic

Assessment Criteria: Students must demonstrate

a critical appreciation of current debates, theory and research relating to SEND and developing inclusive pedagogy;

an ability to analyse and evaluate the SEND and inclusive provision in their own workplace

an awareness of how their own work in teaching pupils with a range of different learning needs that reflects the recent changes in inclusive policy and practice.

Indicative reading: Armstrong, F., Armstrong, D. & Barton L. (2000) Inclusive Education London: David Fulton Black, P., Harrison, C., Lee, C., Marshall, B, &Wiliam, D. (2003) Assessment for Learning: Putting it into Practice. Maidenhead: OUP Cheminais, R. (2005) Every Child Matters: A new role for SENCOs, London: David Fulton Dee, L. (2006) Improving Transition Planning for Young People with Special Educational needs Maidenhead: OUP DfE (2011) Achievement for All National Evaluation. DFE-RR123 DfES (2004) Removing Barriers to Achievement DfES Publications Dyson, A. & Millward.A. (2000) Schools and Special Needs: Issues in Innovation and Inclusion London: Sage Publications Ecclestone, K & Hayes, D. ( 2009) The Dangerous Rise of Therapeutic Education Abingdon: Routledge Farrell, P. & Ainscow, M. (2002) Making Special Education Inclusive David Fulton Knowles, G (ed) (2010) (2

nd Ed) Supporting Inclusive Practice London: David Fulton

Robinson, K. & Jones, D. (2005) Diversity and Difference in Early Education: Issues for Theory and Practice, London: David Fulton Rix, J., Nind,M., Sheehy, K. & Simmons, K. & Walsh, C. (2011) Equality, Participation and

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Inclusion: Diverse Perspectives 1. London: David Fulton

Journals British Journal of Special Education British Journal of Support for Learning Special Children International Journal of Special Educational Journal of Research in Special Educational Needs

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Module title: Speech, Language and Communication Needs: Teaching and Learning Strategies

Module Code: EDU21

Credits: 30

Level: Seven

Home faculty and subject area: Department of Childhood Studies and Department of Education, Postgraduate Professional Development

Programmes to which the module contributes: MA (Ed) and interim Awards

Tutor responsible: Diana Seach

Entry requirements: Normally a good honours degree and work in an education related sector.

Aims: 1. to enhance knowledge and understanding of the range of speech, language and

communication needs (SLCN) experienced by children and young people by 2. to critically examine the latest research and legislation on the education of children and

young people who have autism, Asperger‟s Syndrome, dyslexia or sensory and physical impairments.

3. critically evaluate the range of educational and therapeutic interventions that are currently being used in schools and

4. consider the ways in which multi-sensory approaches to teaching and learning are essential for increasing pupils‟ learning potential.

Learning outcomes: on successful completion of this students will: 1. investigate current theories that develop understanding of the speech, language and communication difficulties which can affect how children and young people learn 2. critically evaluate current strategies and interventions for teaching pupils with speech, language and communication needs 3. familiarise themselves with and appraise relevant research literature and other source materials; 4. analyse their own context(s) by relating and comparing educational practices with a

broader picture, through discussion and collaboration with course colleagues and tutor.

Transferable Skills:

utilizing this knowledge to make informed decisions about educational practices;

formulating and presenting clear critical arguments both orally and in writing;

develop skills in critical analysis and problem solving with regard to speech, language and communication difficulties in children;

develop presentation skills and the ability to lead group discussions and seminars;

develop decision-making skills and work effectively in complex situations.

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Indicative curriculum content:

Current research on SLCD and different definitions; the impact of autism and Asperger‟s Syndrome on learning; understanding dyslexia; sensory and physical impairments; accessibility, technology and classroom strategies; access arrangements for SATS and GCSEs; diagnostic assessments based on appropriate assessment data; establishing effective communication and social skills programmes; creating learning environments that promote multi-sensory approaches to teaching and learning; behaviour as communication; working collaboratively with other agencies and parents.

Learning strategies: The module will be conducted through a seminar format. A variety of materials and techniques will be used including presentations by the tutor and guest speakers, group and paired work and debate, case studies, video material, E-learning tasks and presentations by participants.

Mode of assessment:

Formative: A 10 minute presentation to the group identifying the main focus of the case study they have carried out in their setting. (this will not attract any formal credit)

Summative: A case study (6,000 words, 100% of final mark) carried out in the work-place that critically evaluates how the setting is supporting the learning and achievement of pupils with a SLCN

Assessment Criteria: Students must demonstrate

an understanding of the educational implications of having a SLCN

an awareness of your own and others‟ role in planning and implementing relevant learning experiences for pupils with SLCN within the context of your own workplace(s);

a critical appreciation and evaluation of current debates, theory and research relating to teaching pupils with SLCN

Indicative reading: Arter, C. (1999) Children with visual impairment in mainstream settings. London: David Fulton British Dyslexia Association (2002) The Dyslexia Handbook Brinkley, D (2011) Supporting deaf children and young people: strategies for intervention, inclusion and improvement London: Continuum International Bowler, D. (2007) Autism Spectrum Disorders: Psychological theory and research. Wiley & Sons Davis, P. (2003) Including Children with Visual Impairments in Mainstream Schools: A practical guide. London: David Fulton DCSF (2008) Inclusion Development Programme: Dyslexia, Speech Language and Communication Needs DCSF (2010) Inclusion Development Programme: Supporting Pupils on the Autism Spectrum Eadon, H. (2005) Dyslexia and Drama. London: David Fulton Griffiths, F, (2002) Communication Counts: speech and language difficulties in the Early Years. London: David Fulton Hulme, C. (2009) Developmental Disorders of Language Learning and Cognition. Malden,

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MA: Wiley-Blackwell Lawson, W. & Bogdashina, O. (2003) Sensory Perception Issues in Autism: different sensory experiences – different perceptual worlds. London: JKP Mortimer, T. (2008) Dyslexia and Learning Style: a practitioners handbook. London: Routledge

Journals International Journal of Language and Communication Disorders Journal of Education and Training in Autism and Developmental Disabilities Special Children

Websites www.afasicengland.org.uk www.nas.org.uk www.bdadyslexia.org.uk www.sense.org.uk

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Module Title: Subject Development

Module Code: EDU22

Credits: 30

Level: Seven

Home school and subject area: Department of Education, Postgraduate Professional Development .

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutor responsible: individual subject tutors

Entry requirements: Normally a good honours degree and work in an education related sector.

Aims: 1. This module will provide opportunity for students to develop their expertise and

competence in discrete subject areas of the curriculum, with particular foci on subject leadership and management, assessment strategies, and designing a diverse curriculum.

Learning Outcomes By the end of this module participants will be able to:

1. develop a critique of formal curriculum requirements; 2. critically evaluate approaches and strategies for effective curriculum design; 3. develop a critical knowledge of research related to learning and teaching,

assessment, leadership and management; 4. analyse and relate their own circumstances to a wider context.

Transferable skills: Subject knowledge, utilizing knowledge to make informed decisions about educational practices, formulating and presenting clear critical arguments in writing, critical analysis and problem solving.

Indicative Curriculum content: As the same module structure may be offered with different subject subtitles, students may take this module more than once. Common elements include: critical awareness of formal curriculum requirements; examination of techniques and strategies associated with good practice in inclusive curriculum design and with effective planning, teaching, learning, assessment and evaluation; critiquing of relevant literature and research; evaluation of a subject‟s uniqueness within, and its contribution to a curriculum; self-evaluation of performance in a curriculum context.

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Learning strategy: The module will be conducted mainly through a seminar format, which will include workshops, case studies, whole group and subgroup activities, supplemented by lectures and electronic material as appropriate.

Mode of assessment

Formative Assessment A 10 minute presentation to peers detailing key issues in the subject (1,000 words, 17% of the final mark)) (to be assessed)

Summative Assessment Formal, on completion of module, by an assignment (5,000 words,83% of the final mark)). The content of the assignment will vary according to subject focus.

Assessment Criteria include the General Assessment Criteria of the MA(Ed) and the demonstration of a critical awareness of curriculum design and of the relationship of theory and research to pedagogy in school/college and classroom practice.

Indicative Reading: This will vary according to subject focus.

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Module title: The Developing Child

Module Code: EDU23

Credits: 30

Level: 7

Home faculty and subject area: Childhood Studies and Department for Education, Postgraduate Development

Programmes to which the module contributes: MA (Ed) and interim awards; EYPS (Full, Long, Short pathway)

Tutors responsible: Pia Parry and Diana Seach

Entry requirements: Normally graduate status and work in an education related sector, AND/OR EYPS or acceptance on EYPS training pathway

Aims: 1. To critically examine the study of child development, considering the changing nature of

the subject and the ways in which contemporary theory is challenging some of the conventionally held beliefs.

2. To take an holistic view of the child and critically evaluates a range of different approaches.

3. To research child development in different cultural and family contexts and will relate the theoretical concepts to early years practice

4. To consider how observation can inform understanding of how children are learning and developing and help them to support these processes.

Learning outcomes: on successful completion of this students will have 1. A critical understanding of child development theories and the impact this has on

supporting children‟s development & learning

2. A critical appreciation of typical and atypical child development 0-8 and how to use this to plan appropriate experiences for children from birth to eight.

3. Developed skills in a range of observation techniques for practice and research

4. A critical understanding of the relationship between development and educational practice

5. Reflect critically on current policy and practice and the way this supports individual development in different social and cultural contexts.

Transferable Skills:

work effectively with families and other professionals through informed theory and practice of children‟s development

ability to reflect and evaluate knowledge and understanding of children‟s early development and use this to inform practice

formulating and presenting clear critical arguments both orally and in writing

use observational and analytical skills to support children‟s learning and development

develop presentation skills and the ability to lead group discussions and seminars

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Indicative curriculum content: Theories of child development 0-8 –covering a range of developmental areas. Atypical development. The ecology of development: the child within the family system and beyond the family. The relationship between approaches to child development and the new national frameworks and policies. Culture and diversity factors in children‟s development. Developmentally and contextually appropriate practice are examined as contentious issues. Observation rationale, strategy and techniques for practice and as a research tool.

Learning strategies: presentations (including visiting speakers who use child development theories in different ways in their practice (e.g. SALTs, Portage workers); reading, including reading contemporary journal material; seminars (prepared response to papers circulated in advance);opportunities to present short papers on own practice/own reading.

Mode of assessment:

Formative Assessment: A ten minute presentation to the group outlining the process of engagement in carrying out observations of children. (2000 word equivalent, 33.3% of final mark) (to be assessed)

Summative Assessment: Portfolio of 2 to 3 observations, exploring the use of observations and how theory can help in planning children‟s future development and learning. (4000 words or equivalent, 66.7% of final mark)

Assessment Criteria: Students must demonstrate

An enhanced knowledge and understanding of typical and atypical child development

A critical understanding of the concepts of developmentally and contextually appropriate practice and how this relates to national frameworks for children‟s learning and development.

An ability to use theoretically informed analysis of observations to inform planning and/or assessment strategies/techniques

Use of an appropriate range of research evidence and an ability to draw conclusions based upon clear evidence

Indicative reading: Chen, X & Rubin, K. (2011) Socioemotional Development in Cultural Context, Maryland: Guilford Press Kail, R. (2006) Children and Their Development. London: Prentice Hall. Lerner, J.V. et al. (2005) Children: Development Diversity Context and Application. London: Prentice Hall. Harris, M. (2008) Exploring Developmental Psychology. London: Sage Publications Lindon, J. (2005) Understanding Child Development: Linking Theory and Practice. London: Hodder Arnold. Mooney, C. G. (2000) Theories of Childhood: An Introduction to Dewey, Montessori, Erickson, Piaget and Vygotsky. London: Redleaf P. Oates, J. (ed) et al. (2005) Psychological Development and Early Childhood (Child Development Series). London: Blackwell Publishing Ltd. Siegel, D. (1999) The Developing Mind: how relationships and the brain interact to shape who we are. New York: The Guilford Press Smith, P., Cowie, H. & Blades, M. (2003) Understanding Children's Development (Basic Psychology S.). London: Blackwell Publishers.

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Trawick-Smith, J. (2005) Early Childhood Development. London: Prentice Hall. Weissman, P. & Hendrick, J. (2005) The Whole Child: Development Education for the Early Years: London: Prentice Hall. Wortham, S. C. (2005) Early Childhood Curriculum: Developmental Bases for Learning and Teaching. London: Prentice Hall

Useful websites:

www.literacytrust.org.uk

www.ncb.org.uk–

http://www.standards.dfes.gov.uk/primary/foundation_stage/

www.tactyc.org.uk

Journals Child Development Early Childhood Research International Journal of Early Childhood Journal of Child and Family Studies Child and Society Early Years: Journal of International Research and Development

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Module Title: The Role and Status of Play in Early Education

Module Code: EDU24

Credits: 30

Level: Seven

Home school and subject area: Department of Childhood Studies and Department of Education, Postgraduate Professional Development

Programmes to which the module contributes: MA (Ed) and interim Awards; EYPS (Full, Long, Short pathway)

Tutor responsible: Diana Seach

Entry requirements: Normally a good honours degree and ework in an education related sector , and/or EYPS or acceptance on EYPS training pathway

Aims:

1. To critically examine some of the latest research on the effects and importance of play on children‟s development;

2. to critique issues around the role and status of play in early years settings and in particular how a play-based approach to the curriculum can be established and maintained;

3. how to plan and assess play in a way that meets the learning needs of individual children.

Learning Outcomes 1. investigate a range of practices and theories in relation to the role of play in children‟s early development 2. critically examine strategies for implementing a play-based curriculum 3. familiarise themselves with and appraise relevant research literature and other source materials 4. analyse their own context(s) by relating and comparing them with a broader picture, through activities, discussion and collaboration with course colleagues and tutor.

Transferable Skills

- relate relevant theories to practice, utilizing this knowledge to make informed - decisions; - formulating and presenting clear critical arguments both orally and in writing; - develop skills in critical analysis and problem solving with regard to this area of - study; - presentation skills and the ability to lead group discussions and seminars; - develop decision-making skills and work effectively in complex situations

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Indicative Curriculum content: early play development; the cultural, social and emotional influences of play; strategies for implementing a play-based curriculum; play and creativity; play environments; the therapeutic nature of play; the role of the adult; learning through play beyond the Foundation Stage; international EY curriculum models

Learning strategy: The module will be conducted through a seminar format. A variety of materials and practical techniques will be used including presentations by the tutor and guest speakers, group and paired work and debate, case studies, video material, E-learning tasks and presentations by participants.

Mode of assessment: Formative: A ten minute presentation to the group to promote discussion on the importance of play in the early years. A reflective log recording examples of adult/child and child/child play and interaction (This will not attract formal credit) Summative: A 6,000 word (100% of final mark) case study on a topic of their own choice which focuses on the role of play in children‟s learning and development

Assessment Criteria

an ability to analyse and evaluate the role of play in children‟s early development

an awareness of the adults role in planning and implementing relevant play experiences for children within the context of your own workplace(s);

a critical appreciation of current debates, theory and research relating to play and the early years curriculum

Indicative Reading:

Broadhead, P., Howard, J. & Wood E. (2010) Play and Learning in the Early Years: From Research to Practice, London: Sage Publications

Brown, F. (ed) (2003) Playwork, Buckingham: OUP

DCSF (2009) Learning, Playing and Interacting: good practice in the Early Years Foundation Stage

Drake, J. (2004) Organising Play in the Early Years: Practical Ideas for Teachers and Assistants, London: David Fulton

Hendy, L. (2001) Supporting Drama and Imagination Play in the Early Years. London: David Fulton

Jennings, S. (1999) Introduction to Developmental Play Therapy . London: JKP

Knight, S. (2011) Risk and Adventure in Early Years Outdoor Play: Learning from Forest Schools. London: Sage Publications

Macintyre, C. (2011) Enhancing Learning Through Play: A Developmental Perspective for Early Years Settings, London: David Fulton

Moyles, J. R. (2005, 2nd

Ed) The Excellence of Play Buckingham: OUP

Sutton- Smith, B. (1997) The Ambiguity of Play. Harvard: Harvard University Press

Tassoni, P. & Hucker, K. (2005, 2nd

Ed) Planning Play and the Early Year, London: David Fulton

Wood, E. & Attfield, J. (2005, 2nd

Ed) Play, Learning and the Early Childhood Curriculum. London: Paul Chapman Publishing

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Journals

British Journal of Educational Psychology

Child Education

Early Years

Education 3-13

Educational Psychology in Practice

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Module Title: The Role of Strategy in Leadership and Management

Module Code: EDU25

Credits: 30

Level: Seven

Home faculty and subject area: Department of Education, Postgraduate Professional

Development

Programmes to which the module contributes: MA(Education) and interim Awards

Tutor responsible: Hazel Beadle

Entry requirements: Normally a good honours degree and work in an education related sector

Aims: 1. This module takes as its core focus the nature of strategy and the issues that it raises for those working in the education sector. 2. It looks at key theories underpinning the strategy process and how environments and environmental capabilities might be analysed in context.

Learning Outcomes By the end of the module participants should be able to: 1. Identify decision making processes, including risks and ethical considerations; 2. Consider how to the macro (beyond organisation) and micro (education setting) environment interact; 3. Synthesise alternative strategic perspectives in order to enhance, through effective leadership and management, educational value; 4. Familiarise themselves with and critically appraise relevant research literature; 5. Analyse their own context by relating and comparing these with alternatives, through discussion and collaboration with course colleagues and tutors.

Transferable Skills

- relate relevant theories to practice, utilizing this knowledge to make informed - decisions; - formulating and presenting clear critical arguments both orally and in writing; - develop skills in critical analysis and problem solving with regard to this area of - study; - develop skills of reflection and reflexivity; - presentation skills and the ability to lead group discussions and seminars; - develop decision-making skills and work effectively in complex situations.

Indicative Curriculum content: The nature of strategy; key strategic theories; rationality; strategic implementation; the limitations of strategy; choosing between strategic options.

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Learning strategy: This module combines strategic theory with the use of strategic terminology and approaches in the contextual educational environment. It provides participants with opportunities to consider how value can be gleaned from strategic approaches in their workplaces whilst overcoming some of the mystique associated with strategic terminology. A variety of materials and techniques will be used, for example tutor input, seminars which include group and paired work and debate, case studies and video material.

Mode of assessment:

Formative: A 2,000 word (33.3% of final mark) critical review of applied strategy research literature. (to be assessed)

Summative: A 20-minute (4,000 word equivalent,66.7% of final mark) presentation relating an example of academic research in the field of strategy to the learner‟s contextual workplace.

Assessment Criteria include both the General Assessment Criteria of the MA(Education) and demonstration of the following specific criteria:

Understanding of the main theoretical processes underpinning effective strategic leadership and management;

Critical appreciation of published research into aspects of strategic leadership and management, both generally and in relation to an educational context;

Ability to analyse and evaluate how strategy impacts upon the roles and functions of leadership and management within own organisation, with a special focus on own leadership and management-orientated professional development.

Indicative Reading: Bell, L. (2006). Education policy: Process, themes and impact. London: Routledge. Bower, J. and Gilbert, C. (2007). From resource allocation to strategy. Oxford: Oxford University. Cheminais, R. (2010). Implementing the Every Child Matters Strategy: The essential guide for school leaders and managers. London: Routledge. Farnham, D. (2010). Human Resource Management in Context: Strategy, insight and solutions (3

rd ed.). London: CIPD

Fidler, B. (2002). Strategic management for school development: Leading your school’s improvement strategy. London: Paul Chapman. Lee, H., Grimm, C. and Smith, K. (2006). Strategy as action: Competitive dynamics and competitive advantage. Oxford: Oxford University. Lieberman, L. (2002). Strategies for inclusion: A Handbook for physical educators. Leeds: Human Kinetics. Lynch, R. (2009). Strategic management. Harlow: Financial Times Prentice Hall. Mintzberg, H. (2003). The Strategy process: concepts, contexts, cases (4

th ed.). Harlow:

Pearson. Rayner, C. and Adam-Smith, D. (2009). Managing and Leading People (2

nd ed). London:

CIPD. West-Burnham, J. and Gelsthorpe, T. (2003). Educational leadership and the community: Strategies for school improvement through community engagement. London: Pearson. Whittington, R. (2001). What is strategy and does it matter? London: Thomson.

Journals Educational Management and Administration School Leadership and Management

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LOCATION OF STAFF

Not all staff have their offices in the same building or campus, so this

information may help:

NAME

LOCATION at BRC

AILEEN ARTHUR

01243 812045

Arran House

first floor

room 7

HAZEL BEADLE

01243 812054

St Michael’s House

second floor

room S1

SUE BENTHAM

01243 812162

St Michael’s House

second floor

room S1

ANTONY BIGNELL

01243 812024

St Michael’s House

second floor

room S4

DIANA SEACH

01243 812178

St Michael’s House

second floor

room S1

BARBARA THOMPSON

01243 812035 St Michael’s House

second floor

room S6

HELEN WIGNALL

01243 812141

Arran House

first floor

room 7

ANDY WILD

Arran House

first floor

room 6

N.B. Other module tutors can be contacted through the administration office.

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QUICK REFERENCE POINTS

NAME

LOCATION

GENERAL QUERIES &

PROBLEMS

Barbara Thompson

BRC

BRC

01243 812057

ASSIGNMENT EXTENSIONS

Barbara Thompson

BRC

BRC

01243 812057

DISSERTATION QUERIES/

INTERMISSION

Barbara Thompson

BRC

01243 812057

NOTIFICATION OF ABSENCE

& SICKNESS NOTES

Aileen Arthur

Helen Wignall

BRC

01243 812045

LONGER TERM ABSENCE

Barbara Thompson

BRC

BRC

01243 812057

SUBMISSION

of ASSIGNMENTS

By hand or post to:

MA(Ed) Office

(Assignments)

UoC

Upper Bognor Rd

Bognor Regis

West Sussex

PO21 1HR

BRC

01243 812141/

812045

LIBRARY

Ann Jones

BRC

01243 812094

IT HELPDESK

itservicedesk@chi.ac.uk

Various

BRC

BOC

01243 816444