MA in Critical Studies and Education. September Quality

Transcription

1 MA in Critical Studies and Education September 2015 Quality PROGRAMME SPECIFICATION AND CURRICULUM MAP SUBMISSION DOCUMENT Ardleigh Green Campus Ardleigh Green Road Hornchurch Essex RM11 2LL

2 Contents Programme specification Overview/ factual information Programme aims and objectives Educational aims and objectives Relationship to other programmes and awards Programme outcomes A. Knowledge and understanding B. Cognitive skills C. Practical and professional skills D. Key/transferable skills Programme Structure Distinctive features of the programme structure Support for students and their learning Criteria for admission Language of study Information about assessment regulations Methods for evaluating and improving the quality and standards of teaching and learning Annexe 1 - Curriculum map... 14

3 Programme specification 1. Overview/ factual information Programme/award title(s) Teaching Institution 1 MA in Critical Studies and Education (180 credits at Level 7) 2 Post Graduate Diploma in Critical Studies and Education (120 credits at Level 7) 3 Post Graduate Certificate in Critical Studies and Education (60 credits at Level 7) Havering College of F&HE Awarding Institution The Open University Date of latest OU validation January 2015 Next revalidation for the award MA in Critical Studies and Education 180 credits at Level 7 UCAS Code Programme start date Underpinning QAA subject benchmark(s) September 2015 Higher Education Academy UK Professional Standards Framework QAA Subject Benchmark statements for education studies Other internal reference used to inform programme outcomes Professional/statutory recognition Post-validation aim: HEA Recognition Duration of the programme for each mode of study (P/T, FT,DL) 2 year part time Date of production of this specification January 2015

4 2. Programme aims and objectives 2.1 Educational aims and objectives The MA in Critical Studies and Education is an exciting and innovative programme designed to attract participants from both a teaching and non-teaching background who wish to study for a Masters degree. The aim is to provide in-house training for College staff, as well as to appeal to external applicants The aims of the programme are to: enable participants to develop their practical approaches to planning, delivery and evaluation of their teaching, learning and assessment facilitate collaborative, inquiry-led critical reflection and innovation of academic practice in higher education support participants to assess, understand and evaluate relevant higher education research and to draw critically on the research base in order to enhance their own teaching practices encourage participants to evaluate the changing nature of the academic role and the role of higher education in the UK promote a commitment to developing learning and research underpinned by the values of inclusivity, equality of opportunity and ethical practice support participants to identify their development needs and engage in planning for continuing professional development 2.2 Relationship to other programmes and awards The following links highlight opportunities for progression Participants from: 1. BA (Hons) Education and Professional Practice 2. BA (Hons) Early Years, Childcare and Education 3. PGCE students who wish to gain the next level qualification with a view to HE teaching. 4. Existing teaching staff who wish to gain a Masters qualification for their own personal and professional development and/or with a view to teaching on HE programmes. 5. Non-teaching staff who wish to gain a Masters qualification for their own personal and professional development and career progression. 6. PGCTHE progression to Diploma in Critical Studies and Education and then to MA in Critical Studies and Education

5 4 Programme outcomes Intended learning outcomes are listed below. Learning outcomes: By the end of the programme participants will be able to: A1: Develop knowledge and understanding through critical reflection and debate of key theories and concepts surrounding a number of different perspectives and educational issues in education A2: Develop an understanding of educational policies influencing educational choice A3: Discuss good practice in teaching and learning in HE, critically evaluate methods and apply in practice (Pathway Three only) 3A. Knowledge and understanding Learning and teaching strategy/ assessment methods Lectures, whole-group and small-group debates and discussions, reflective reviews, peer and colleague observations, concept mapping, independent study, tutorials with mentors and module tutor; literature and work-based research; engaging with UK Professional Standards, educational policies and reflection on salient issues Formative Assessment Q&A, short tasks, self-evaluation and reflection Learning outcomes: B1: Analyse the effects of education policies within the prgramme context B2: Interrogate the assumptions underpinnining theory and research across a range of disciplines and apply to practice 3B. Cognitive skills Learning and teaching strategy/ assessment methods Apply key principles to related contexts through written and practical work: small-group and whole-group discussions surrounding key principles and educational policies; independent study Formative Assessment work-based collection of evidence and reflective review of own professional conduct; analysis of professional standards through discussions/debates

6 Learning outcomes: C1: Research and apply the principles of theoretical concepts to own workplace practice C2: Reflect on own role, professionalism and accountability within an organisational context C3: Work within the boundaries of organisational and government policies to develop own working environment 3C. Practical and professional skills Learning and teaching strategy/ assessment methods Lectures, independent study, supported with tutorials, concept mapping, note taking; whole-group and small-group discussions and debates, work with colleagues Formative Assessment Micro-teaching; work-in-progress presentations, tutor and peer observations, reflective self-reviews Learning outcomes: D1: Analyse, synthesise, evaluate and identify problems and solutions D2: Plan and manage own learning and time effectively, prepare and present ideas in written numerical and oral forms D3: Develop key skills in line with observing academic conventions of writing assignments and reports 3D. Key/transferable skills Learning and teaching strategy/ assessment methods Independent study, workshops, 1-1 tutorials; plan and management of own study; lectures, preparing draft reflections and responding to feedback; seminars, tutorials with mentors and module tutor; seminars. Formative Assessment Self-evaluation and reflection, PDP formation

7 5 Programme Structure MA in Critical Studies and Education Level 7 Pathway One Programme Structure LEVEL 7 Year One modules PGCTHE Optional modules Supporting Teaching and Learning in HE 15 None Supporting Students in Academic Writing and Research 15 Assessment, Feedback and Quality Assurance Processes within HE 15 Investigating Learning and Teaching 15 Pre-requisite for Post Graduate Diploma in Critical Studies and Education 60

8 Pathway Two Programme Structure LEVEL 7 Year One modules PGCE teaching background Optional modules The management and progression of learning 20 None Curriculum, assessment, motivation and feedback 20 Advanced research design 20 Exit Award: Post Graduate Certificate Critical Studies and Education 60 Pathway Three Programme Structure LEVEL 7 Year One modules - non-teaching background Optional modules Work based learning in context 20 None Contextual studies in education 20 Advanced research design 20 Exit Award: : Post Graduate Certificate Critical Studies and Education 60

9 Pathways One and Two Programme Structure LEVEL 7 Year Two modules non-teaching background Optional modules Advanced teaching and learning 30 None Professionalism and professional development Exit Award: Post Graduate Diploma Critical Studies and Education 120 Dissertation 60 MA Critical Studies and Education 180 Pathway Three Programme Structure - LEVEL 7 Year Two modules non-teaching background Optional modules Professionalism and professional development 30 None Philosophy, politics, policy and economics of education Exit Award: Post Graduate Diploma Critical Studies and Education 120 Dissertation 60 MA Critical Studies and Education 180

10 6 Distinctive features of the programme structure This is an exciting and innovative programme offered to both teaching and non-teaching graduates. It seeks to build upon professional expertise as well as practice. The programme has three pathways and has been designed to attract applicants from a wide variety of teaching and non-teaching roles. It will be the first Masters programme to be offered at Havering College of Further and Higher Education and the first Masters programme to be offered in the area which includes 4 colleges of further education and three sixth form colleges. It is innovative in that it provides a pathway for three target audiences with teaching and non-teaching backgrounds and draws on their collective experiences to Professionalism and Professional Development in the Post Graduate Diploma Critical Studies and Education. For those participants in a teaching role, Module 5 seeks to build upon their classroom expertise through practical observations as a method of assessment. One of the main features, of this Masters programme is that it is both vocational and academic highlighting the cross-disciplinary nature of the degree. Providing a selective approach into the wider perspectives of education and work based learning, the programme encourages healthy debate and discussion, building a deeper knowledge and understanding across a variety of sectors, taking in key aspects of learning through educational theory and policy, strategic methodology, professionalism and whole-organisational practices beyond the role of teaching. It brings the various sectors together as well as practitioners to broaden knowledge of methodologies and policies and sector contexts. The programme aims to develop deep knowledge and understanding of the wider context of teaching, learning and assessment in HE. This programme is in line with the College s commitment to quality assurance and staff development that inspires the notion of sharing good practice. The concept of role-modelling draws on HEA UK Professional Standards and the College s strategic aim to develop its workforce linking both to an FE and HE context. The College is dedicated to improving professional practice and has a commitment to scholarship.

11 7 Support for students and their learning For this programme we anticipate that the majority of participants will be drawn from both internal college staff and external applicants. As part of the student registration on the MA course, the following services will be available on a college level and on a programme level. College-level support offered: HE centres and on-line resources through the college VLE HE student advisors from Student Services (student finances) HE Additional Learning Support - dedicated member of staff who can assist with learning difficulties like dyslexia and for participants who may have English as an additional language (EAL) Applications to DDA for Learning Support HE staff in the LRCs College counsellors for personal issues Staff development budget available for staff HR advice for staff Line-managerial support for staff Programme-level support offered: 1-1Tutorials Access to tutors via outside of sessions Formative feedback Peer and mentor support Feedback: evaluating staff feedback on their work, giving themselves feedback on their own work and giving peers feedback on their assessments (verbal or written)

12 8 Criteria for admission Pathway One Graduates completing the Post-Graduate Certificate in Teaching Higher Education (PGCTHE) validated by CICP and the OU (with teaching backgrounds) will be admitted with Advanced Standing via APL ie 60 Level 7 credits. Pathway Two Graduates with a Professional Graduate Certificate in Education (PGCE) Pathway Three Graduates with a degree in any discipline, working in a variety of roles in Education (with a non-teaching background) Participants will need to: hold an honours degree or equivalent demonstrate confident and accurate literacy and numeracy skills to a minimum level 2 demonstrate professional suitability in motivation and enthusiasm for the subject and their career attend an interview and complete a successful entry assessment with the programme team. Where participants are applying through APL, they must show evidence of prior qualifications as well as meet the criteria for level 7. The college HE procedures for APL will apply. Where participants declare additional learning needs, these will be assessed by the College HE learning support team on entry to the programme in order to implement reasonable adjustments and learning support as required. An interview and diagnostic assessment will be arranged and claims for financial support under the Disability Student Allowance Act (DSA) will be guided through HE student services.

13 9 Language of study English. Support may be given to those participants who have English as an additional language. 10 Information about assessment regulations All assessment in the programme will be undertaken in accordance with the new Assessment Regulations OU CICP from September This ensures that the assessment procedures and regulations are common and consistent across all OU validated programmes. 11 Methods for evaluating and improving the quality and standards of teaching and learning. The college and education team use a variety of approaches to collect data for evaluation and course revision/improvement purposes. These will include: Gathering student end-of-module feedback Gathering tutor end of module feedback Programme committee meetings which students attend College survey Focus groups College HE Evaluation documentation Student destinations survey College inspection of teaching and learning Observations of teachers training on the programme

14 Pathway One PGCTHE (teaching role) Level Study module/unit A1 A2 B1 B2 C1 C2 C3 D1 7 M1: Supporting Teaching and Learning in HE M2: Supporting Students in Academic Writing and Research D2 D3 D4 D5 Annexe 1 - Curriculum map This table indicates which study units assume responsibility for delivering (shaded) and assessing () particular programme learning outcomes M3: Assessment, Feedback and Quality Assurance Processes within HE M4: Investigating Learning and Teaching

15 Level Pathway Two PGCE (teaching role) Study module/unit 7 M1a: The Management and Progression of Learning A1 A2 A3 B1 B2 C1 C2 D1 D2 D3 M2a: Curriculum, Assessment, Motivation and Feedback M3a: Advanced Research Design

16 Level Pathway Three (non-teaching role) Study module/unit 7 M1b: Work Based Learning in Context M2b: Contextual Studies in Education M3a: Advanced Research Design A1 A2 A3 B1 B2 C1 D1 D2 D3

17 Level Study module/unit 7 M5: Advanced Teaching and Learning Pathways One and Two A1 A2 A3 A4 B1 B2 B3 C1 C2 C3 D1 D2 D3 D4 D5 M6: Philosophy, Politics, Policy and Economics of Education Pathway Three M7: Professionalism and Professional Development All Pathways M8: Dissertation All Pathways