MA Postgraduate Diploma Post/Professional Graduate Certificate in Education (International). Single or Dual Honours. Two years part time

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1 Quality Assurance Masters, Postgraduate Diploma, Post/Professional Graduate Certificate in Education (International) Programme Specification Template: Postgraduate Information for students: the programme specification is the definitive document summarising the structure and content of your degree programme. It is reviewed and updated every year as part of Keele s Curriculum Annual Review and Development process. The document aims to clarify to potential and current students what you can expect from the study of the subject over the course of your programme. Introduction This document provides a summary of the main features of the postgraduate taught Masters in Education (International). It explains what a student can expect from studying Education at Masters level at Keele University, and includes information about what a student will be able to do if s/he takes full advantage of the opportunities provided during the course of this programme. Names of programmes Mode of study Single or Dual Honours Duration MA Postgraduate Diploma Post/Professional Graduate Certificate in Education (International). Part time n/a Two years part time 1. What is the philosophy of the Programme? The MA Education (International) is designed and structured to meet the needs of experienced teachers, in International Schools in SE Asia, who don t possess a professional qualification and who wish to study for a postgraduate award that confers professional recognition of teaching competence. The aim of the programme is to support the development of critically reflective teachers who achieve the highest possible standards of classroom practice; which is based on scholarship, professionalism and ethical practice. The programme enables participants to critically examine a wide range of contemporary educational issues that relate directly to their own practice as educators in International schools. A key aim of the programme is to provide opportunities for teachers to examine their professional context and interests in the light of both theory and practical experience and to achieve a professional qualification that is assessed against an adapted version of the Teachers Standards for England, (Department for Education 2012), which is the framework of standards against which teachers in England are currently assessed. Having completed the postgraduate certificate phase of the programme participants will be able to demonstrate systematic knowledge and critical awareness of a range of educational theories and issues and relate them to their own practice. Through this critically reflective approach they will develop their practice as educators. If they proceed to the Masters phase of the programme they will develop critical awareness of the philosophies and practices underpinning Educational research and demonstrate that they can design and undertake an independent research study into aspects of their practice or professional context and report the findings of that study to a range of audiences. The principal purpose of the programme is to develop educators who are committed to the examination of their own practice in the light of theory and vice versa and engaged with the development of reflexive approaches to their own academic and professional development Engagement with this programme will enable participants to further develop their intellectual, personal and professional capabilities. At Keele, we call these our ten Graduate Attributes and they include independent thinking,

2 synthesizing information, creative problem solving, communicating clearly, and appreciating the social, environmental and global implications of your studies and activities. Whilst participants will undoubtedly have already developed these skills and abilities to varying degrees, such existing capabilities can always be deepened and enriched. Our educational programme and learning environment is designed to help them develop further as a wellrounded postgraduate who is capable of making a positive and valued contribution in a complex and rapidly changing world, whichever spheres of life you engage in during and after their studies at Keele. Please refer to the programme webpages for a statement of how you can achieve the Keele Graduate Attributes through full engagement in the programme and other educational opportunities at Keele. 2. How is the Programme taught? The Masters in Education (International) is a post experience, semi-distance learning programme that is taught on a part time basis. Each academic module is structured around a 3-day residential, which takes place at Harrow International School, Bangkok and comprises a mixture of lectures, workshops, and small group tasks. The residentials, which are key parts of the course, provide opportunities for participants to review, discuss and challenge ideas and share good practice. Further support is provided through modular self-study materials, which comprise both traditional text based and digital resources that are accessed through the KLE; this latter resource is also used to enhance student support and provides a forum for the exchange of ideas and discussion of issues that arise. A particularly innovative feature of the programme is the opportunity that is provided to obtain an award that confirms teaching competence. To obtain this award participants complete a 12-week compulsory teaching placement module in the international school in which they are employed. If programme members aren t currently employed in an international school then the programme management team will negotiate a placement on their behalf. Programme participants with no previous teaching experience must successfully complete an initial 6-week teaching placement to demonstrate basic competence before embarking on the 12-week placement. A mentor, who will provide support and guidance throughout the teaching placement modules and have responsibility for the leadership, management and assessment of their learning, will support all participants who undertake this element of the programme. A programme of training will be provided for all mentors that contribute to the programme. The programme team includes very experienced teacher educators who have responsibility for the provision of the suite of postgraduate education programmes in the School of Public Policy and Professional Practice. They all have formal teaching qualifications and extensive teaching experience in secondary schools across the UK and internationally; they also have substantial experience of teaching on both undergraduate and postgraduate programmes. Graeme Easdown; BA, PGCE, MA Alison Parr; BA, PGCE, MA Dr Stephen Whitehead; BA, MA, PhD Denry Machin; BSc, PGCE, MBA. 3. What is the Structure of the Programme? Post/Professional Graduate Certificate in Education (International) This phase of the programme comprises three Core academic modules; Learners, Learning and Assessment (30 credits), International Educational Practice (15 credits), Creative Practice (15 Credits) and one compulsory Teaching Placement module, which will be completed in one academic year. Participants who have no previous teaching experience must successfully complete an Initial teaching placement module before they undertake the compulsory core teaching placement module. In a small number of cases it will be possible for applicants, who already possess Qualified Teacher Status (QTS) but not a Postgraduate Certificate in Education, to register for the PGCEi. This group would undertake the academic modules and, if these were successfully completed at M level, would achieve a Postgraduate Certificate in Educational Studies (international).

3 Core Academic Modules Learners, Learning and Assessment: The module examines the relationship between learning theories and classroom practice; Students will consider questions such as what do we know about how students learn? How do these ideas affect our practice as educators? What factors affect student learning? How might we take those factors into account when deciding what we want students to know understand and be able to do? How has the concept of multiple intelligences affected classroom practice? Why do we assess students? Who decides what to assess? How fit for purpose are the assessment instruments that we use? International Educational Practice: This module explores the changing world of international education, especially international schools in Asia. It reflects on the nature of international identity, both for teachers and students, and critically explores what it means to be international in an educational context, together with associated practices. In examining the diverse character of international education, the module also encourages course members to reflect on identity elements such as gender, race, class, ethnicity and culture. Creative Practice: The module will critically examine definitions of creativity as applied to classroom practice, course members will be asked to consider the perspective from which creativity is defined and the criteria that are used as the basis for the definition. Students will explore the practical implications of teaching creatively and teaching for creativity and will have the opportunity to critically examine alternative models of learning and teaching and how can they be incorporated into their practice. Initial Teaching Placement: The module is compulsory for applicants who have no previous teaching experience and comprises a 6 week (30 day) placement, undertaken at an international school and within an appropriate subject and age phase context. Students commence their professional practice aiming to develop knowledge, skills and understanding that will enable them to become competent and effective teachers. During the initial phase of this placement students will have opportunities to work with both individual and small groups of pupils; as their confidence and competence grows they will work with larger groups and take responsibility for whole class teaching. They will also increasingly assume responsibility for the assessment of students and for the evaluation of their own practice. Final Teaching Placement: This placement is compulsory for all students registered on the PGCEi programme and comprises a twelve week (60 day) fully assessed teaching placement within a designated age phase context (primary, middle years, secondary, or post-compulsory). During the placement students will demonstrate that they possess professional confidence and competence to plan and deliver effective lessons that are focused on student learning. Postgraduate Diploma and Masters. The post graduate diploma and Masters elements of the programme would comprise the plus an additional 120 M level credits, accrued by completing the following modules over a further two years To exit with a Postgraduate Diploma programme participants must complete the PGCEi plus a further three academic modules; EDU Towards a Personalized Curriculum (15 credits), Global Educational Issues (15 credits), EDU Research Methods (30 credits). To exit with the Masters award participants must complete the Dissertation Module EDU (60 Credits). The Postgraduate Diploma and Masters phases of the programme are completed over a further two years. Learning Outcomes Learning Outcome Module in which this is delivered Principal forms of assessment (of the Learning Outcome) used Students will demonstrate: systematic knowledge and critical awareness of a range of educational theories and issues that relate to practice in international school contexts That they can critically examine these theories in the light of practice and vice versa Learners, Learning and Assessment International Educational Perspectives and Practice Creative Practice The Personalised Curriculum Global Educational Issues Learners, Learning and Assessment International Educational Perspectives and Practice Essays, Assignment, reflective analysis, portfolio, small-scale classroom based enquiry Assignment, reflective analysis, portfolio, small-scale classroom based enquiry

4 How, through this critically reflective approach, they have developed their own practice as educators. Critical awareness of the philosophies and practices underpinning Educational research That they can design and undertake an independent research study into aspects of their own practice or professional context Creative Practice Initial Teaching Placement Final Teaching Placement Research Based Practice Dissertation Dissertation Final Placement Report, Portfolio and Critical Commentary Research proposal, dissertation Research proposal, dissertation Exit Awards. Postgraduate Certificate in Education (International) (60 Credits at level 7) (15 credits), Final Teaching placement module. NB Participants who have no previous teaching experience must also complete EDU Initial Teaching placement module. Professional Graduate Certificate in Education (International) (60 Credits at Level 6). (15 credits), Final Teaching placement module. NB Participants who have no previous teaching experience must also complete EDU Initial Teaching placement module. Postgraduate Certificate in Educational Studies (International) (60 Credits at level 7) (15 credits) Postgraduate Diploma in Education International (120 Credits at level 7) (15 credits), Initial Teaching placement module, Final Teaching placement module plus EDU Towards a Personalized Curriculum (15 credits), Global Educational Issues (15 credits), EDU Research Methods (30 credits). Masters In Education International (180 Credits at level 7) (15 credits), Initial Teaching placement module, Final Teaching placement module, EDU Towards a Personalized Curriculum (15 credits), Global Educational Issues (15 credits), EDU Research Methods (30 credits) plus EDU 40027Dissertation (60 Credits) 4. How is the Programme assessed? The academic programme is assessed through written work in the form of essays, case studies and critical reflective review; the use of these forms of assessment enables judgements to be made about participants knowledge and understanding of module content and their capacity to critically examine theory in the light of practice and vice versa. The research proposal and dissertation, which comprise the Masters phase of the programme, enable the assessment of participants ability to select, apply and evaluate appropriate research methodologies for their chosen individual study. The assessment of the Teaching Placement modules is structured around an adapted version of the Teaching Standards for England. To satisfy these standards participants must provide evidence of their ability to plan, deliver and assess lessons that are focused on student learning. They also need to compile a portfolio of evidence that supports their case for achieving the standards and complete a critically reflective commentary that draws on the evidence in the portfolio. Formative assessment in the programme takes a variety of forms, it includes the completion of preparatory tasks for the taught sessions that are used as the basis for discussion, on-line tasks that are used to consolidate or extend the work that has been undertaken in the taught sessions and short presentations that are developed either as individual tasks or from small group discussions.

5 These activities provide module tutors with opportunities to assess participants level of understanding and engagement, evidence that can subsequently be used during taught sessions to adapt or revise session plans or as the basis for tutorial discussions. 5. What are the typical admission requirements for the programme? Applicants should have a good degree, usually a 2:2, from a recognised University or ability to demonstrate relevant professional experience to an equivalent standard; and in either case, have English as first language, or evidence of written and spoken fluency. Whilst the academic modules form the compulsory core of the PGCEi element of programme it is possible to apply for exemption from the Initial Teaching Practice module. To be considered for exemption applicants must demonstrate that they have experience in a teaching/education setting. The application for exemption must be in the form of a written statement detailing their teaching experience, accompanied by a letter, from their current or former employer, which confirms the accuracy of information that has been submitted. Programme participants may also apply to APEL/APCL the PGCEi element of the Masters programme; to be considered for exemption applicants must demonstrate that they have a Postgraduate Certificate in Education, or the equivalent. 6. How are students supported on the programme? When participants join the programme they are allocated an Academic Tutor who maintains an overview of their academic progress. It is expected that they will meet tutors at least three times throughout the year, wherever possible these meetings will be face to face, however the nature of the International programme means that these meetings might have to take place by Skype or by . Formal records are kept of any issues that need to be addressed, which the student has access to. Students also have access to an Independent Support tutor who is available to provide advice in relation to welfare issues 7. Learning Resources The programme is taught using a variety of resources, which comprise self-study materials in the form of text-based materials that are available in the library, through e-journals and as module tutor notes. These materials are supported, where appropriate, by digital resources that are available through the Keele Learning Environment (KLE) 8. Other learning opportunities Course participants have the opportunity to attend staff development programmes in their placement school(s)/college(s). They are also expected to attend staff development sessions that are delivered during their teaching placement. 9. Quality management and enhancement The Programme Board, which comprises the academic staff responsible for the taught modules, is responsible for the day-to-day management of the programme; the Programme Director chairs this body and reports to the Head of School. The programme is monitored and reviewed in the following ways: Student evaluation of teaching: Students have the opportunity to evaluate each module and the programme. Data from the evaluations is reported at regular programme board meetings Peer observation of teaching: The academic staff responsible for delivering the programme undertakes regular peer observation of teaching, which is used to identify teaching strengths and areas of development Staff Student Liaison Committee: this body provides is an important part of the monitoring and review procedures and provides a valuable source of management data for the programme team Annual Progress review: a range of data is used to inform the annual programme review, it comprises student evaluations, external examiners report, academic and pastoral tutor reports and internal programme review and monitoring data Students contribute to the management of the programme through representation at the Staff Student Liaison Committee and through module and programme evaluations.

6 10. The principles of programme design The programme has been designed with reference to, and in accordance with the guidance set out in the following documents. Programme Specification Template: Keele University 2009 Guidelines for preparing programme specifications, Quality Assurance Agency for Higher Education, 2006 The framework for higher education qualifications in England, Wales and Northern Ireland, Quality Assurance Agency for Higher Education, 2008 Learning and Teaching Strategy, Keele University 2010 Faculty of Humanities and Social Sciences Learning and Teaching Strategy, Keele University 2010 Keele University Curriculum Annual Review and Development (CARD) Process. 11. Date on which programme specification was written or revised, June 2013

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