STANDARD UCAS ENTRY TARIFF. Education (Religious Studies)

Transcription

1 Status Approved 1. INTENDED AWARD 2. Award 3. MA Education (Religious Studies) PROGRAMME SPECIFICATION(POSTGRADUATE) 4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU use only) Version Number (ADQU use only) 5. AWARDING INSTITUTION Edge Hill University 6. TEACHING INSTITUTION 28-MAR JUN ADMINISTRATIVE BASE Faculty of Education 8. PLANNING UNIT Professional Learning 9. UNIT OF PERIODIC REVIEW Professional Learning 10. EHU COURSE CODE MAE ENTRY REQUIREMENTS STANDARD UCAS ENTRY TARIFF Prospective full-time participants are expected to be experienced teachers or educational practitioners. Prospective part-time participants are expected to be practising professionals within an educational setting. This means that applicants will usually be graduates, thus meeting the standard institutional requirements for admission to postgraduate study. On the rare occasion where applicants might offer other professional qualifications and/or experience instead of the normal formal qualifications, these will be considered on an individual basis, in accordance with institutional regulations and procedures. 12. ALTERNATIVE AWARD(S) Course Award PG Dip PG Cert Education (Religious Studies) Education (Religious Studies) 13. AVAILABLE MODES OF STUDY Mode of Study Course Duration Delivery Part Time 5 Workplace 14a. PRIMARY QAA SUBJECT BENCHMARK STATEMENT 14b. OTHER QAA SUBJECT BENCHMARK STATEMENT 14c. ACADEMIC AND PROFESSIONAL BENCHMARKS This award will be validated at Level 7 as defined in the Edge Hill descriptors which are aligned with the QAA National Qualifications Framework for a qualification at Master's Level alongside of practice, Framework for Higher Education Qualifications andsubject Benchmark Statements for postgraduate level. 15. Accreditation by Professional, Statutory or Regulatory Bodies (PSRB) Name of PSRB Name of Accreditation / Relationship 16. PRIMARY SUBJECT AREA X0-Academic studies in education 17. SECONDARY SUBJECT AREA (if applicable) V620-Religious studies 18. TERTIARY SUBJECT AREA PROGRAMME AIMS This MA programme aims to:

2 improve the overall provision of outstanding educational practice, excellent teaching and learning and inspirational leadership by increasing the measurable, positive impact of high quality professional development on outcomes for individual learner foster the development of a well informed and critically reflective community of practice through the provision of a wide range of highly flexible facilitated and independent practice-based learning modules that maximise opportunities for busy professionals to access education enhancing professional development provide a wide range of participants with high quality, flexible, accessible, portable, professionally relevant and coherent learning experiences whilst, at the same time, maximising the use of available resources across the University and its partners accredit current practice where there is evidence of planning and implementation informed by current research, which has a positive impact on their own professional development and outcomes for learners, characterised by critical reflection which informs further improvements provide curricula and modes of learning that are relevant and responsive to the demands of all practitioners leading and supporting learning in an educational setting, bespoke to their particular environment provide participants with programmes of study in which they are able to develop bespoke skills and knowledge to take account of Professional Standards It will do this through: recognising the need for a flexible curriculum delivery mechanism to meet the needs of participants embracing the concept that learning can take place in any context and that, subject to the development of appropriate assessment methods, all learning can be accredited encouraging participant involvement in building programmes of study within a defined framework of choice and optionality 20. PROGRAMME LEARNING OUTCOMES The programme learning outcomes shown here describe the knowledge, understanding and skills that students will have demonstrated on achievement of their intended level 7 qualification award. Students who do not complete their full programme of study may qualify for an alternative award and the validated exit awards for this programme are listed at the front of this programme specification. The learning outcomes of level 7 exit awards are determined by the combination of modules taken and passed and can be identified from the table below. Level 7 Knowledge and Understanding Mapped to s

3 An increased awareness of practice which secures greater impact on positive outcomes for learners Enhanced subject knowledge and pedagogy The nature of educational enquiry and the analytic processes that support the development of evidence based practice A critical understanding of current thinking on best practice in education which informs future practice for the benefit of children, young people and lifelong learners PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM4008; PBM4009; PBM4027; PBM4028; PBM4000; PBM4001; PBM4002; PBM4003; PBM4004; PBM4005; PBM4006; PBM4007; PBM4010; PBM4011; PBM4012; PBM4013; PBM4014; PBM4015; PBM4016; PBM4017; PBM4018; PBM4019; PBM4020; PBM4021; PBM4022; PBM4023; PBM4024; PBM4025; PBM4026; PBM4029; PBM40; PBM4031; PBM4032; PET47 PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM40; PBM4031; PBM4032; PET47

4 A critical understanding of the diversity of learners A critical reflection on practice-based experiences A systematically informed and updated professional understanding of the current issues within a professional context The specific theoretical and policy frameworks relating to their specialist field of study Intellectual Skills PBM4003; PBM4005; PBM4010; PBM4011; PBM4015; PBM4017; PBM4018; PBM4021; PBM4022; PBM4026; PBM4000; PBM4001; PBM4002; PBM4004; PBM4006; PBM4007; PBM4008; PBM4009; PBM4016; PBM4019; PBM4020; PBM4023; PBM4024; PBM4025; PBM40; PBM4031; PBM4032; PET47 PBM40; PBM4031; PBM4032; PET47 PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM4006; PBM4008; PBM4009; PBM4010; PBM4011; PBM4012; PBM4013; PBM4014; PBM4015; PBM4016; PBM4017; PBM4018; PBM4019; PBM4025; PBM4027; PBM4007; PBM4020; PBM4021; PBM4022; PBM4023; PBM4024; PBM4026; PBM4028; PBM4029; PBM40; PBM4031; PBM4032; PET47 Mapped to s

5 A recognition of the ethical issues of investigations and appreciate the need for professional codes of conduct An ability to engage with published research and other literature in a critical way to evaluate findings of an enquiry based project An ability to critically evaluate evidence in the context of research methodologies and data sources An understanding of new principles and new knowledge PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM4029; PBM4000; PBM4001; PBM4002; PBM4003; PBM4004; PBM4005; PBM4006; PBM4007; PBM4008; PBM4009; PBM4010; PBM4011; PBM4012; PBM4013; PBM4014; PBM4015; PBM4016; PBM4017; PBM4018; PBM4019; PBM4020; PBM4021; PBM4022; PBM4023; PBM4024; PBM4025; PBM4026; PBM4027; PBM4028; PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM40; PBM4031; PBM4032; PET47

6 An ability to reflect upon current initiatives related to professional work An evaluation of education policy in an informed and systematic way An ability to systematically analyse educational issues The ability to plan, design, execute and communicate a sustained piece of independent intellectual work which provides evidence of critical engagement with, and interpretation of data. Transferable Skills PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM4029; PBM4000; PBM4001; PBM4002; PBM4003; PBM4004; PBM4005; PBM4006; PBM4007; PBM4008; PBM4009; PBM4010; PBM4011; PBM4012; PBM4013; PBM4014; PBM4015; PBM4016; PBM4017; PBM4018; PBM4019; PBM4020; PBM4021; PBM4022; PBM4023; PBM4024; PBM4025; PBM4026; PBM4027; PBM4028; PBM40; PBM4031; PBM4032; PET47; PBM4035 Mapped to s

7 The development of written and oral communication skills An ability to communicate ideas through appropriate media An ability to develop a responsibility for own learning and continuing professional development. An ability to develop effective communication and presentation skills PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM40; PBM4031; PBM4032; PET47; PBM4035

8 The ability to transfer learning outcomes to affect future practice and impact positively on learners An ability to make decisions in complex and unpredictable situations. The ability to develop professional and/or interpersonal skills An ability to reflect upon own professional practice; with a view to improving it. PBM40; PBM4031; PBM4032; PET47 PBM40; PBM4031; PBM4032; PET47 PBM40; PBM4031; PBM4032; PET47 PBM40; PBM4031; PBM4032; PET47

9 The ability to critically reflect on their own work and progress Practical Skills The ability to act autonomously in their own professional learning and development Information and data handling. The ability to work collaboratively, sharing perspectives and insights in order to improve personal and organisational practice PBM40; PBM4031; PBM4032; PET47 Mapped to s PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM4016; PBM4000; PBM4001; PBM4002; PBM4003; PBM4004; PBM4005; PBM4006; PBM4007; PBM4008; PBM4009; PBM4010; PBM4011; PBM4012; PBM4013; PBM4014; PBM4015; PBM4017; PBM40; PBM4031; PBM4032; PET47

10 The management of time and work The ability to plan a systematic enquiry into practice, and formulate a well structured evidence PBM40; PBM4031; PBM4032; PET47; PBM4035 PBM4000; PBM4001; PBM4029; PBM4002; PBM4003; PBM4004; PBM4005; PBM4006; PBM4007; PBM4008; PBM4009; PBM4010; PBM4011; PBM4012; PBM4013; PBM4014; PBM4015; PBM4016; PBM4017; PBM4018; PBM4019; PBM4020; PBM4021; PBM4022; PBM4023; PBM4024; PBM4025; PBM4026; PBM4027; PBM4028; PBM40; PBM4031; PBM4032; PET47; PBM PROGRAMME STRUCTURE 1. Core modules are essential to learners' achievement of their target award, often in respect of meeting professional standards, and are excluded from the application of condonement by assessment boards. 2. Compulsory modules are prescribed modules but are not core and therefore are condonable. 3. Optional modules are offered within programmes to provide an element of choice and variety within the programme curriculum. They do not form part of the compulsory curriculum requirements for the programme. The availability of optional modules may vary from year to year which means that not all optional modules may be available in any given year and will be subject to the module achieving minimum student numbers. Students will be required to make optional choices on an annual basis for each academic year of study. PBM00 PBM02 PBM4000 PBM4001 PBM4002 PBM4003 PBM4004 PBM4005 PBM4006 PBM4007 PBM4008 PBM4009 PBM4010 PBM4011 PBM4012 PBM4013 PBM4014 PBM4015 INVESTIGATING EVALUATION OF PROFESSIONAL STANDARDS IN INVESTIGATING IMPROVING EVALUATION OF PROFESSIONAL STANDARDS IN EXCELLENCE IN TEACHING & LEARNING DEVELOPING OUTSTANDING ASSESSMENT BEHAVIOUR FOR LEARNING TECHNOLOGY ENHANCED TEACHING & LEARNING OBSERVATION OF OUTSTANDING DEVELOPING SUBJECT KNOWLEDGE ENHANCING SUBJECT KNOWLEDGE EVALUATING MENTORING AND COACHING DEVELOPING MENTORING AND COACHING STRATEGIC PLANNING FOR EDUCATIONAL IMPROVEMENT LEADING EDUCATIONAL CHANGE DEVELOPING SELF AND LEADING OTHERS EXCELLENT TEACHING AND LEARNING IN INCLUSIVE LEARNING ENVIRONMENTS Pathway (if applicable)

11 PBM4016 PBM4017 PBM4018 PBM4019 PBM4020 PBM4021 PBM4022 PBM4023 PBM4024 PBM4025 PBM4026 PBM4027 PBM4028 PBM4029 PBM40 PBM4031 PBM4032 PBM4033 PBM4034 PBM4035 PET4706 PET47 DEVELOPING EXCELLENT CONSULTATIVE AND COLLABORATIVE WORKING S UNDERSTANDING AUTISM EFFECTIVELY MANAGING DIVERSITY FOR THOSE WITH DYSLEXIC PROFILES SHAPING THE FUTURE IN PRIMARY EDUCATION INSPIRATIONAL PRIMARY SUBJECT LEADERSHIP INSPIRING YEAR OLD LEARNERS INCLUSIVE CURRICULUM MODELS IN EDUCATION: CLOSING THE GAP EXCELLENCE IN EARLY YEARS, PRINCIPLES INTO EXCELLENCE IN EARLY YEARS: INTERNATIONAL PERSPECTIVES EXCELLENCE IN TEACHING AND LEARNING IN THE LIFELONG LEARNING SECTOR OUTSTANDING IN THE LIFELONG LEARNING SECTOR EARLY MATHEMATICAL DEVELOPMENT AND ASSESSMENT EFFECTIVE EARLY MATHEMATICS INTERVENTION STRATEGIES THE IMPACT OF EDUCATIONAL SPECIAL EDUCATIONAL NEEDS: POLICY AND INCLUSIVE FOR LEARNERS WITH SPECIAL EDUCATIONAL NEEDS INVESTIGATING DYSCALCULIA/MATHS LEARNING DIFFICULTIES IDENTIFICATION, ASSESSMENT & INTERVENTION FOR STUDENTS WITH SPLD (DYSLEXIA)(APST ASSESSMENT AND FOR LEARNERS WITH DYSCALCULIA EXPLORING PRACTITIONER RESEARCH AND RESEARCH METHODS HIGHER EDUCATION IN FURTHER EDUCATION SETTINGS LEADING AND MANAGING PROFESSIONAL DEVELOPMENT COMPULSORY COMPULSORY 22 ai. STUDENT 'LEARNING JOURNEY'

12 22aii. Student Learning Journey

13 22aii. Student Learning Journey

14 22aii. Student Learning Journey 23. LEARNING AND TEACHING AND ASSESSMENT STRATEGIES The approach to teaching and learning adopts a 'social constructivist' model of learning facilitation where participants learn by co-constructing knowledge, relating both theoretical perspectives and contemporary practice, through collaborative dialogue with tutors, peer practitioners and professional colleagues. In this way, experiential learning in a practice-based context, enables a learning experience that can be: critical, evaluative, reflective and applied for maximum impact.

15 Learning materials have been prepared so that learner autonomy is scaffolded appropriately in accordance with the principles of adult learning (Knowles, 1990). For example, modules include a number of structured learning resources which will inform the development of knowledge and understanding of practitioner enquiry and the preparation of the assessment. All modules are supported on-line learning using a Virtual Learning Environment. VLE provision of e- learning materials is complemented by personalised learning facilitated by a Tutor. Participants are provided with structured frameworks to enable critical reflection on existing practice and evaluation of its impact. s are designed to support the participant within their practice, without the need to attend traditional sessions which are centrally delivered. Scaffolded resources for all modules are available on-line, which include access to exemplar materials and resources.scaffolding, according to Vygotsky's sociocultural theory and his concept of the zone of proximal development (ZPD), is the distance between what learners can do by themselves, and learning that they can achieve with appropriate assistance (Raymond, 2000). This appropriate assistance will be provided by both the Tutor though on-line resources and support, and through the PBT's individual support. 24. FORMATIVE ASSESSMENT Leaders will ensure that formative assessment opportunities are embedded in each module under the guidance of the Programme Leader. Within a collaborative and integrated approach focused on demonstration of the learning outcomes, the participant will receive individual formative feedback, scaffolds and frameworks for assessment activities. Exemplars will be available for a variety of assessment approaches on-line 25. SUMMATIVE ASSESSMENT PBM00 PBM02 PBM4000 PBM4001 PBM4002 PBM4003 PBM4004 INVESTIGATING EVALUATION OF PROFESSIONAL STANDARDS IN INVESTIGATING IMPROVING EVALUATION OF PROFESSIONAL STANDARDS IN EXCELLENCE IN TEACHING & LEARNING DEVELOPING OUTSTANDING ASSESSMENT Written (inc Essay)

16 PBM4005 PBM4006 PBM4007 PBM4008 PBM4009 PBM4010 PBM4011 PBM4012 PBM4013 PBM4014 PBM4015 PBM4016 PBM4017 BEHAVIOUR FOR LEARNING TECHNOLOGY ENHANCED TEACHING & LEARNING OBSERVATION OF OUTSTANDING DEVELOPING SUBJECT KNOWLEDGE ENHANCING SUBJECT KNOWLEDGE EVALUATING MENTORING AND COACHING DEVELOPING MENTORING AND COACHING STRATEGIC PLANNING FOR EDUCATIONAL IMPROVEMENT LEADING EDUCATIONAL CHANGE DEVELOPING SELF AND LEADING OTHERS EXCELLENT TEACHING AND LEARNING IN INCLUSIVE LEARNING ENVIRONMENTS DEVELOPING EXCELLENT CONSULTATIVE AND COLLABORATIVE WORKING S UNDERSTANDING AUTISM

17 PBM4018 PBM4019 PBM4020 PBM4021 PBM4022 PBM4023 PBM4024 PBM4025 PBM4026 PBM4027 PBM4028 EFFECTIVELY MANAGING DIVERSITY FOR THOSE WITH DYSLEXIC PROFILES SHAPING THE FUTURE IN PRIMARY EDUCATION INSPIRATIONAL PRIMARY SUBJECT LEADERSHIP INSPIRING YEAR OLD LEARNERS INCLUSIVE CURRICULUM MODELS IN EDUCATION: CLOSING THE GAP EXCELLENCE IN EARLY YEARS, PRINCIPLES INTO EXCELLENCE IN EARLY YEARS: INTERNATIONAL PERSPECTIVES EXCELLENCE IN TEACHING AND LEARNING IN THE LIFELONG LEARNING SECTOR OUTSTANDING IN THE LIFELONG LEARNING SECTOR EARLY MATHEMATICAL DEVELOPMENT AND ASSESSMENT EFFECTIVE EARLY MATHEMATICS INTERVENTION STRATEGIES 1 PORTFOLI O

18 PBM4029 PBM40 PBM4031 PBM4032 PBM4033 PBM4034 PBM4035 PET4706 PET47 THE IMPACT OF 60 EDUCATIONAL SPECIAL EDUCATIONAL NEEDS: POLICY AND INCLUSIVE FOR LEARNERS WITH SPECIAL EDUCATIONAL NEEDS INVESTIGATING DYSCALCULIA/MATHS LEARNING DIFFICULTIES IDENTIFICATION, 20 ASSESSMENT & INTERVENTION FOR STUDENTS WITH SPLD (DYSLEXIA)(APST ASSESSMENT AND FOR LEARNERS WITH DYSCALCULIA EXPLORING PRACTITIONER RESEARCH AND RESEARCH METHODS HIGHER EDUCATION IN FURTHER EDUCATION SETTINGS LEADING AND MANAGING PROFESSIONAL DEVELOPMENT Written (inc Essay) 5000 words 4000 words Equivalent of 5,000 words 5000 words 26. NON-MODULAR TEACHING AND LEARNING ACTIVITIES LEVEL 7 Category Hours Description Rationale Total Hours of Non-Modular Teaching & Learning Activities 27. INTENDED MARKET equivalent