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Ma Handbook 94-95 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. September 2012 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 [email protected] Aileen Arthur and Helen Wignall MA(Education) Programme Administrators 01243 812045/812141 [email protected] Andy Wild Head of Continuing Professional Development 01243 812147 [email protected] 2 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 20 4.1 How will I study, how will I learn? 20 4.2 Workload 21 4.3 Learning and Teaching approaches 21 4.4 Transferable skills 22 4.5 Writing skills 23 Section 5 Assessment 24 Modules: modes of assessment 25 5.1 Formative assessment 30 5.2 Awards 33 5.2.1 Classification of Awards 33 5.3 Grade Criteria 33 5.4 Role of External Examiner 35 5.5 Submission of assignments 35 3 5.6 Reassessment 37 5.7 Extensions 37 5.8 Mitigating circumstances 38 5.9 Intermission 38 5.10 Academic malpractice 38 5.11 Appeals 39 5.12 Debts 39 Section 6 Student Guidance 40 6.1 Academic guidance and personal support 40 6.2 Disability and Academic Skills Service 40 6.3 Careers service 41 6.4 Learning resources 42 6.4.1 Library services and Support and Information Zone (SIZ) 42 Off site SCONUL access 43 Contact SIZ 43 6.4.2 Computer facilities 44 6.4.3 Media services 44 6.4.4 Reprographics 44 6.4.5 Equal opportunities 44 6.4.6 Resolving student complaints 45 Section 7 Management of the MA(Ed) Programme 46 7.1 Programme Leader 46 7.2 Module Co-ordinators 46 7.3 Programme Administrators 46 7.4 Programme Board 47 7.5 Student representatives 47 7.6 Evaluation 48 7.7 Management Group 48 7.8 Internal Board of Examiners 49 7.9 Postgraduate Awards Scheme (PGAS) Board of Examiners 49 Annexe 1 Generic Programme Specification 50 Annexe 2 Writing Skills 60 Annexe 3 Evaluation form 66 Annexe 4 Module Descriptors 67 Location of staff 144 Back Quick reference points Cover 4 Abbreviations and document availability AQSU Academic Quality and Standards Unit Academic Regulations 2012 – 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 2012 (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 MA(Ed) website: http://www.chi.ac.uk/courses/teacher-training/maeducation Sections on: Course Structure Modules Fees How to Apply Contact Us Student Downloads 5 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 yourself, 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 2012-13 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 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 6 the Programme is developing its focus on blended learning and its progress towards this was commented on by former 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; 7 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
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