Attachments

 

 

 

 

MA Education

 

Faculty of Education and Society

 

Department of Education

 

 

PROGRAMME SPECIFICATION

 

2019-20

 

Date of Validation Event:

12th June 2013

Date Approved by QMSC:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Version History    

 

Please complete each time a new version is drafted e.g.

 

Version

Occasion of Change

Change Author

Last Modified

1.0

Version presented for approval

Helen Horton

25/07/05

2.0

Version presented for Periodic review

Helen Horton

20/11/09

3.0

Modification to Programme. Updated onto new template and revisions made to the programme

B Evans

 

May 2013

4.0

 

Modification to Programme Routes. Computer Science, English, Mathematics and Science are no longer options.

B Evans

May 2015

5.0

Modification to Admissions wording for applicants with Level 7 credits Page 22

S Atkinson

June 2015

6.0

Addition of 4th Mode of Study – Blended Learning

S Atkinson

September 2015

7.0

Addition of Optional Module EPDM09

S Atkinson

April 2016

8.0

Revision to entry requirements at Stage 1 of the programme

S Atkinson

May 2016

9.0

Updating Programme Leadership & minor typographical errors

G Parker, S Atkinson & K Gilligan

May 2018

10.0

Addition of Option Modules EPDM100 and EPDM101

D. Fleetham

June 2018

11.0

Addition of Option Module EPDM102

 

Sept 2018

12.0

Restructure of core and optional module choices to enable completion within 2 years for part-time programme. Removing blended learning mode and Advanced Professional Practice route.

H. Benstead & S Atkinson

May 2019

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION A: CORE INFORMATION

 

1.    Name of Programme: Education, M.A. Education (route title)

 

2.    Award Title: MA Education or MA Education (route title)

Programme Routes:

·       Education

·       Special Educational Needs, Disability and Inclusion

 

3. Programme linkage

Is this part of a group of linked programmes between which students can transfer at agreed points? (eg a group of programmes with a common set of taught modules)

No.

 

4.    Is the programme a top up only? No

 

5.    Level of Award: 7

 

6.    Awarding body:  University of Sunderland

 

7.Faculty: Education and Society

  Department: Education

 

8.   Programme Studies Board:  Masters Professional Development

 

      9.Programme Leader: Helen Benstead (For full-time on-campus mode)

                                       Helen Benstead (For part-time on-campus mode)

Stephanie Atkinson (For part-time Independent Distance Learning Mode)

 

     10. How and where can I study the programme?

   Full-time on campus, part-time on campus, part time by independent distance learning.

 

     11. How long does the programme take?

   For start dates please see the current edition of the Prospectus or contact the relevant department at the University.

 

Modes of delivery and duration: *Entry subject to route availability

 

 

Tick all that apply

Min number of years

Max number of years

Intake dates (months)

Any other issues

Full-time (on campus)

x

1

3

October

 

Part-time (on campus & distance learning)

x

Normally 2

6

October/

March*

 

 

 

 

SECTION B: FURTHER CORE INFORMATION

Use Outline Programme Proposal Form for ADC (AQH-B2-2), for questions 12 to 22

 

23.  Learning and teaching strategy

The underpinning rationale for the teaching and learning methods employed within the programme is that students should learn in a manner that recognises the diversity of individual learning styles and will contribute to both personal and professional development.  Emphasis is placed on providing an environment where students can extend both professional knowledge and also critical thinking. The programme uses a range of teaching and learning strategies which endorse opportunities for students, whether on campus or distance learning, to develop, explore and debate their areas of interest as well as building deep understanding and theoretical knowledge.  Students are actively encouraged to develop analytical and critical thinking skills.  The development of independent learning is an integral part of the programme. Open debating and engagement with current issues in educational thinking are an integral part of the programme.

 

All subject areas have the enhancement of student’s learning at the core of their activities. However, in order to implement the University’s Strategy on Learning and Teaching, the focus of this rests, in the first instance with the Faculty of Education and Society.

 

It sets out to:

 

  1. develop employability and enterprise, recognising vocation as a major motivation in relation to learning.
  2. provide for the diverse and differentiated learning needs of all our students, especially those attracted through widening participation.
  3. ensure that all students have the opportunity to achieve their maximum potential.
  4. support high quality innovation in learning teaching and assessment.
  5. support the integration of learning and teaching, research and reach-out.
  6. provide a high quality learning environment.
  7. provide frameworks that will ensure independence of learning and encourage students to value a continued engagement with learning.

 

It is in the light of these objectives that the teaching and learning strategy is designed.

 

Formal feedback is given to students in written form, following formal assessment.  Verbal feedback is also given as part of ongoing tutor support in tutorials. For IDL students this formative feedback is usually provided via email or turnitin in Canvas.

 

 

24.  Retention strategy.

Module Leaders will take responsibility for the support of students in both pastoral and academic issues under the overview of the programme leader. Route leaders will take the responsibility for planning with students to ensure that they follow a cohesive programme. Distance Learning students have a Mode Leader who takes on the pastoral care of the students and takes on the responsibility for helping the students to plan a cohesive programme.

 

All students will receive a programme handbook, covering information that is generic for both programme details and support services. This information will be enhanced by the provision of a module guide, provided by the module leader outlining the details of the individual module.  Information regarding the programme and all modules will be available in Canvas. Distance Learning students have their own ‘programme’ space, which provides any specific information required by these students this is administered by the distance learning mode leader.

 

Module Leaders for the enquiry-based modules will appoint supervising tutors for these and all distance learning components.

 

A Career Education and Guidance (CEIG) Statement has been prepared for the MA Education programme.

 

All on-campus students have access to the University’s central support services including Counselling, Disability Service, Health and Well-being, Chaplaincy, financial support and advice, International Office and Careers and Employability Service. The Students’ Union provides an independent service which offers advice and support across the full range of personal and academic problems which students may encounter. Students wishing to lodge a complaint or an appeal can seek advice from the Students’ Union or from Academic Services. Full details of all these services can be found on the University’s web-site. Where appropriate, academic or support staff in the Faculty will sign-post students to these specialist services.

 

25. Any other information

None

 

 

 

 

 

SECTION C: TEACHING AND LEARNING

       

26. What is the programme about?

The programme aims to enable professionals within the field of education to:

 

·       improve subject knowledge

·       raise standards in schools

·       improve professional practice

·   improve institutional practice

·   develop advanced research and study skills

 

27. What will I know or be able to do at the end of the programme?

 

Certificate Stage

Knowledge

Upon successful completion the student will, in knowledge terms, be able to:

C01 understand political, legislative, social and organisational influences with   significance for the learning environment;

 

C02 demonstrate an understanding of models of learning and approaches to teaching that might underpin improvement in practice in their chosen field.

 

Skills

Upon successful completion the student will, in skills terms, be able to:

C03 engage in critically-informed professional reflection;

 

C04 undertake systematic inquiry into questions arising in or from the context of       their working environment;

 

C05 analyse and respond to arguments and debates in academic literature.

 

Diploma Stage

 

Knowledge

 

In addition, upon successful completion of the diploma stage the student will be able, in their chosen subject area, to:

 

D01 demonstrate an in-depth knowledge of research methods and concepts;

 

D02 understand current developments in their chosen field of practice and relate these to wider philosophical and other theoretical themes;

 

D03 understand the nature and role of the subject in terms of its contribution to the curriculum;

 

D04 to critically evaluate alternative approaches to students’ learning and development.

 

Skills

In terms of skills, upon successful completion of any route the student will be able to:

 

D05 critically evaluate alternative approaches to teaching and the implications for    their own practice;

 

D06 demonstrate an in depth skill in applying a range of research methods;

 

D07 critically evaluate factors that determine how the curriculum is defined and implemented.

 

Masters Stage

 

In addition, upon successful completion of the Master’s stage, the student will, in knowledge terms, be able to:

 

M01 demonstrate an in-depth knowledge of a particular aspect of education amenable to systematic enquiry;

 

M02 demonstrate an in-depth knowledge of research methods appropriate to their chosen field.

 

 

 

Skills

 

Upon successful completion the student will, in skills terms, be able to:

 

M03 carry out a sustained piece of research which reflects extensively and objectively on method, process and outcomes;

 

M04 analyse and apply publicly available knowledge and critical resources to the     examination of issues associated with their own professional practice;

 

M05 undertake systematic inquiry into questions arising in or from the context of       their professional practice;

 

M06 demonstrate an ability to develop and present original points of view in relation to academic work.

 

 

28. What will the programme consist of?

The programme comprises a suite of modules, at level 7, which includes a 60-credit Thesis module.  At the Certificate Stage of the programme students choose to study two 30-credit modules, one of which will be a core module (EPDM09: An Introduction to Criticality) and the other, an option in line with the student’s chosen route.

 

A further two modules are studied at the Diploma stage, one of which must be an option from within the chosen route and the second will be EPDM95: Research Methods in Education. To gain the full award, a Thesis is completed within the subject area for which the student is registered.

 

Since all 30 credit modules are equally weighted, progression from stage to stage is linear rather than hierarchical and based on credit accumulation.  To gain a Diploma, however, there is an emphasis on Research Methods, which must be studied in order to access the Thesis module. The Masters programme is then dependent upon the completion of a piece of small scale research appropriate to the chosen route. A student may register for either the full programme or for one of the interim awards. Registration for the Certificate or Diploma does not prohibit a student from progressing through the programme. However, an award is only offered at the point at which a student exits from the programme.

 

The suite of modules proposed offers a broad and balanced curriculum which gives students the opportunity to develop their knowledge of current educational principles whilst extending their own personal effectiveness. By introducing an element of choice of modules within the curriculum, students on some routes will be able to design a programme that matches their own learning needs.

 

There are opportunities for critical reflection on research questions at all stages of the programme and the inclusion of ‘open modules’ gives the flexibility for learners to choose a module that is compatible with their working contexts. An ‘open module’ allows a student to negotiate their own course of study regarding subject content, whilst satisfying the learning outcomes identified for that module. EPDM 97 Negotiated Individual Study in Education gives students the opportunity to negotiate a subject area of individual interest for directed study. ESSM 14 Advanced Professional Practice and Subject Related Disciplines allows students to develop pedagogy related to their own subject specialism. Prior to undertaking the module, a scheme of work must be agreed with the module leader who will also give supervisory support.

 

Students entering the programme, with 60 credits, may join the programme at the Diploma stage. Students will then study one 30 credit module (EPDM09: Introduction to Criticality) and the core 30 credit Research methods module (EPDM95) completes stage 2 of the programme. For the MA award students must take the 60 credit EPDM93 Thesis module.  Students wishing to study the specialist route of Special Educational Needs, Disability and Inclusion must select to take the two SEND- focused optional modules on offer.

 

Diagram of the MA Programme Structure of the Main Routes

 

Students with 60 credits from previous study and wishing to study a named route must

have a subject focus in the route to gain direct entry into the Diploma stage.

 

 

 

Special  Educational Needs, Disability and Inclusion

Education

 

EPDM09

Introduction to Criticality

EPDM09

Introduction to Criticality

 

Two options chosen from available SEND modules specified in the programme to provide a coherent programme

Two options chosen from available modules specified in the programme to provide a coherent programme

 

Research Methods

EPDM95

Research Methods

EPDM95

 

Thesis

EPDM93

Thesis

EPDM93

 


 

 

 

 

 

 

 

 


 

Programme content

 

Stage 1 of the Part Time MA Education programme

Students will all study EPDM09 Introduction to Criticality as a 30-credit core module.  Students will then study two 30-credit options for the following list, where available.

The University has the right to withdraw any of these modules if insufficient students choose to study them. 

 

 

Module

Code

Module

Title

Route

Core/Option

Credits

Level

EDPM09

Introduction to Criticality

Education

Core

 

30

7

 

 

Module

Code

Module

Title

Route

Core/Option

Credits

Level

EDPM100

Professional Development for

Early Career Teachers

Education

Option

 

30

7

 

EDPM101

          Reflective Practice for

Early Career Teachers

Education

Option

30

7

EPDM01

Mentoring and Coaching

Education

Option/

   On-line for IDL

30

7

EPDM15

       Leading Organisational Effectiveness

In Education And Training

Education

On-line for IDL

30

7

EPDM16

Assessment Theory into

Pedagogic Practice

Education

On-line for IDL

30

7

EDPM01

Development of Learning:

A case study

Education

Option/

On-line IDL

30

7

EPDM83

 

The Nature of Teaching and Learning

Education

Option/

On-line for IDL

30

7

EPDM97

Negotiated Individual Study in

Education

Education

Option/

On-line IDL

30

7

ESSM14

Advanced Professional Practice in

Subject Related Disciplines

Education

Option/

On-line IDL

30

7

EPDM04

Approaches to Learning for Learners with

Special and Additional Needs

     Special  Educational

Needs, Disability

and Inclusion

Option

30

7

EPDM82

Inclusive Education: from

Policy to Practice

     Special  Educational

Needs, Disability

and Inclusion

Option

30

7

EPDM98

 

Barriers to Learning

      Special Educational

Needs, Disability

and Inclusion

Option/

On-line IDL

30

7

EPDM102

Supporting Social, Emotional and

Mental Health Needs

         Special Educational

       Needs, Disability

         and Inclusion

Option

30

7

EPDM104

Curriculum in the contemporary world

Education

Option

30

7

 

 

Total credits = 60 comprised of 2 modules, at least one in designated route.

 

 

 

Stage 2 of the Part Time MA Education programme

 

EPDM95 is a compulsory module

 

For students studying all 180 credits on the MA Education, they will choose one of the option modules from the chosen route not already studied at Stage 1 to complete at Stage 2. If the student wishes to graduate with the SEND specialism, they must select one SEND module that they have not studied in Stage 1.

 

Module

Code

Module

Title

Route

Core/Option

Credits

Level

EPDM95

Research Methods in Education

Education/SEND

Core

30

7

 

A different optional module from list in the stage 1 section

Education/SEND

Option

30

7

 

Total credits = 60, one option in the designated route + Research Methods

 

For students that bring 60 credits APL

 

These students will study EPDM09: Introduction to Criticality in Semester 1 alongside EPDM95: Research Methods to complete Stage 2.

 

Module

Code

Module

Title

Route

Core/Option

Credits

Level

EPDM95

Research Methods in Education

Education

Core

30

7

EPDM09

Introduction to Criticality

Education

Core

30

7

 

 

 

Stage 3 of the Part Time MA Education programme

 

EPDM93 is a compulsory module.

There are no option modules at Stage 3.

 

Module

Code

Module

Title

Route

Core/Option

Credits

Level

EPDM93

Thesis

Education/SEND

Core

60

7

 

 

Total = 60 credits


29. How will I be taught?

 

Across the programme, you will be exposed to critical debate, problem solving activities and private study.

 

The suite of modules offers a variety of modes of delivery, including IDL to suit the differing learning needs of those involved within the field of education. ‘Open Modules’ and the Thesis will be by directed study. Identified modules will also be available in distance learning modes.

 

You will use a range of learning strategies in the different modules, which will provide you with opportunities, whether on campus or distance learning, to develop, explore and debate your areas of interest as well as building deep understanding and theoretical knowledge.  You will be actively encouraged to develop analytical and critical thinking skills.  The development of independent learning is an integral part of the programme.

 

30.  How will I be assessed and given feedback?

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the module descriptors. In all routes students will be required to read and critique academic papers to produce academic arguments on addressing educational issues or to develop and evaluate educational resources. There are no examinations and all modules are assessed through coursework written assignments. All assignments are submitted electronically through turnitin on Canvas.

 

31. Teaching, learning and assessment matrix

 

The overall aim is to use a variety of methods during the one year full-time and the two-year part-time programmes.  During the optional modules the programme reflects the varying nature of individual learning styles. It also enables students to experience a range of strategies that they themselves may use when working in a learning environment.

 

A wide variety of modes of assessment,  are found across the suite of modules, reflecting the range of teaching methods and the mode of assessment for individual modules is designed to allow students to be able to demonstrate the learning outcomes for that module. Assessment methods reflect the academic rigour required of a Masters programme but also allow for flexibility designed to suite the varying needs of learners and their contexts.

 

 

 

 


Module

Title

Module

Code

Core / option

Modes of T&L

Modes of Assessment

LO

C01

LO

C02

LO C03

LO C04

LO C05

LO D01

LO D02

LO D03

LO D04

LO D05

LO D06

LO D07

LO M01

LO M02

LOM03

LOM04

LOM05

LM

06

Research methods in Education

EPDM95

Core

Lectures Seminars

On-line for IDL

 

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

        Thesis

EPDM93

Core

Individual supervision

On-line for IDL

 

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduction to Criticality

EPDM09

Core

Lectures
Seminars

On-line IDL

written

 

 

 

 

 

 

 

 

Mentoring and Coaching

EPDM01

Option

Lectures

Seminars

On-line for IDL

 

Written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Leading Organisational Effectiveness In Education And Training

EPDM15

Option

On-line for IDL

 

 

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessment Theory into Pedagogic Practice

EPDM16

Option

Lectures

Seminars

On-line for IDL

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Professional Development for Early Career Teachers

 

 

EPDM

100

Option

Lectures Seminars

On-line

 

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reflective Practice for Early Career Teachers

 

EPDM

101

Option

Lectures Seminars

On-line

 

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Development of learning case study

 

EDPM01

Option

Lectures Seminars

On-line

 

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Nature of Teaching and Learning

EPDM83

Option

Lectures

Seminars

On-line for IDL

 

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Negotiated Individual Study in Education

EPDM97

Option

Lectures

Seminars

On-line for IDL

 

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Advanced Professional Practice in Subject Related Disciplines

ESSM14

Option

 

 

On-line for IDL

 

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Approaches to Learning for Learners with Special and Additional Needs

EPDM04

Option

 

Lectures Seminars

On-line for IDL

 

 

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Inclusive Education from Policy to Practice

EPDM82

Option

Lectures Seminars

On-line for IDL

 

 

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Barriers to Learning

 

 

EPDM98

Option

 

Lectures

Seminars

On-line for IDL

 

 

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Supporting Social, Emotional and Mental Health Needs

EPDM102

Option

Lectures Seminars

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Curriculum in the Contemporary World

EPDM104

Option

Lectures

Seminars

On-line for IDL

 

written

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


     32. How does research influence the programme?

Staff teaching on the existing MA modules and the new subject strands are experienced academics and/or practitioners and many staff are engaged in research activity.   Staff will integrate relevant and recent research into sessions in order to enable students to have a critical understanding of how theoretical concepts underpin policy and practice.

 

SECTION D: EMPLOYABILITY

 

33. How will the programme prepare me for employment?

The programme gives you the opportunity to develop skills which you can use in the future. Some skills are more specific than others to the subject area, or to a particular type of activity, but all skills can be applied in a range of employment situations, sometimes in quite unexpected ways.

 

The skills which this programme is designed to develop are:

 

i)               an ability to demonstrate an in depth skill in applying a range of research methods;

 

ii)              the ability to carry out a sustained piece of research which reflects extensively and objectively on method, process and outcomes.

 

34. Particular features of the qualification

Participants will critically engage in issues relating to current legislation and policy making and debate with other professionals in the field of education and training.

 

35. Professional statutory or regulatory body (PSRB) accreditation

PSRB accreditation is not relevant to this programme

 

SECTION E: PROGRAMME STRUCTURE AND REGULATIONS

 

Interim or Exit Awards

The following awards are available to students who complete part of the programme. The university regulations explain in detail the requirements for such awards: 

https://cas01.uni.ad.sunderland.ac.uk/owa/redir.aspx?C=c1hjuRQCg49M2kqTCKSw3KkVfZYRFioMB3hZKBcGAAOkVD8wHdnWCA..&URL=https%3a%2f%2fmy.sunderland.ac.uk%2fdisplay%2fAQH%2fAcademic%2bRegulations%3fpreview%3d%2f105484815%2f113516943%2fPostgraduate+Academic+Regulations+2018-19+v23.pdf.

·       Postgraduate Certificate in Education

·       Postgraduate Diploma in Education

 

Programme Regulations – Appendix 2 (questions 36 and 37)

 

SECTION F ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

 

38. What are the admissions requirements?

 

The current entry requirement for this programme is as specified in the “Fees and Entry Requirements” section on the programme page on the University’s website.

 

Non-standard applicants are considered on an individual basis and by specialists in the field. For example, those applicants holding a professional degree equivalent qualifications. The part time or full time programme leaders will advise students accordingly.

 

Entry to the programme at Diploma Level requires a Post-graduate Certificate in Education (PGCE) either from the University of Sunderland which by definition contains 60 Level 7 credits, or from a PGCE studied at a comparable UK institution which includes 60-credits from named Level 7 Education Studies Modules.  Applicants with Level 7 credits from programmes at comparable institutions other than from a Post-graduate Certificate in Education programme may be considered for APL and transfer the equivalent of up to 90 credits towards the full Masters award as Research Methods and the Thesis are core modules.   APL credits may be awarded.

 

The University has a process by which applicants whose experience to date already covers one or more modules of the programme they are applying for may seek Accreditation of Prior Learning (APL). Full details can be found here: https://my.sunderland.ac.uk/pages/viewpage.action?pageId=105484841&preview=/105484841/120717366/APL%20Process%20v11.pdf.

If you think that this may be relevant to you, please contact the department which offers the programme you are interested in.

 

39. What kind of support and help will there be?

With the expansion of the Masters Programme, the additional staffing will largely be drawn from existing staff within the Faculty of Education and Society.  Whilst the existing routes will continue to be resourced as before, additional route leaders have already been identified from existing staff, to develop the new modules within the programme. 

The University provides a range of professional support services including:

Health and well-being http://sls.sunderland.ac.uk/health-and-wellbeing,

Counselling http://www.sunderland.ac.uk/studentlife/support/counselling

Disability support http://www.sunderland.ac.uk/studentlife/support/disability/

Chaplaincy http://sls.sunderland.ac.uk/chaplaincy/

There is a designated Programme Leader for the full-time and part-time programmes on campus. Students are able to study full-time and part-time in an on-campus mode.  They are also able to study in a part-time mode off-campus and there is a designated Programme Leader for the part-time distance learning programme.

 

The team will actively advise students of the University support available to them on entry and at each stage.  Although most students are employed, advice on career progression is available.  In addition, there are varieties of students ambassador ‘assignments’ available to part-time and full-time students who will be directed to the University website under student recruitment/ambassadors where Masters students may volunteer to offer their help for example support with open days, evening events and in the holidays where all students including mature students are encouraged to participate.  There are a range of activities that are both voluntary and paid work is also available. This will be communicated to students by the programme leaders during induction and will be written into the course handbooks.

 

 

 

 

 

40. What resources will I have access to?

 

 

On campus delivery is at the Sir Tom Cowie Campus at St. Peter’s where students have full access to the resources of the Faculty of Education and Society facility in the David Goldman Informatics Centre.  This includes both well equipped teaching facilities and excellent ICT resources.

 

Library facilities are available on a 24 hour basis. The library is well stocked and new publications are frequently added to these resources at the request of the teaching staff.  Most education resources are held at the St, Peter’s Library and facilities are available for items held in the Murray library to be transferred to facilitate student’s borrowing.  All registered students have their own email account and entitled access online journals.  Students are also made aware of the increasing range of free or educationally discounted software that is available to them.  All students, regardless of their mode of attendance have full access rights to all library and computer facilities.

 

Off campus students will have access to all of our e-resources including journals and e-books and you can also request books in our collections through the Postal Loan Service. If there is an article or chapter of a book that you cannot find electronically we will try and obtain it for you through our Document Delivery Service.

 

41. Are there any additional costs on top of the fees?

All students buy some study materials such as books and provide their own basic study materials. All students are expected to have their own personal computer and good internet access.

 

42. How are student views represented?

All taught programmes in the University have student representatives for each Stage (year-group) of each programme who meet in a Student-Staff Liaison Committee (SSLC) where they can raise students’ views and concerns. IDL students have regular contact with a route leader and opportunities to provide module feedback to module leaders online through turnitin.

 

The Students’ Union and the faculties together provide training for student representatives. SSLCs and focus groups are also used to obtain student feedback on plans for developing existing programmes and designing new ones. Feedback on your programme is obtained every year through module questionnaires and informs the annual review of your programme. Student representatives are also invited to attend Programme and Module Studies Boards which manage the delivery and development of programmes and modules.  Various Faculty committees, particularly Faculty Academic Committee, Academic Development Committee and Quality Management Sub-Committee also have student representation. This allows students to be involved in higher-level plans for teaching and learning. There is a parallel structure at university level on which students are represented by sabbatical officers who are the elected leaders of the Students’ Union.

 

The University’s student representation and feedback policy can be found here:

https://my.sunderland.ac.uk/display/AQH/Academic+Quality+Handbook+Home

Postgraduate programmes only: Every two years we participate in the national Postgraduate Taught Experience Survey (PTES) which is run by the Higher Education Academy.

 

 

 

 

SECTION G QUALITY MANAGEMENT

 

43. National subject benchmarks

There are no subject specific benchmarks for this programme

 

The QAA also publishes a Framework for Higher Education Qualifications (FHEQ) which defines the generic skills and abilities expected of students who have achieved awards at a given level and with which our programmes align. The FHEQ can be found here:

https://cas01.uni.ad.sunderland.ac.uk/owa/redir.aspx?C=BZbLZAia0im0CShxh8ZkniK8SNZEOBysrjCCsxLPRFerQyK7HdnWCA..&URL=https%3a%2f%2fwww.qaa.ac.uk%2fdocs%2fqaa%2fquality-code%2fqualifications-frameworks.pdf.

 

44. How are the quality and standards of the programme assured?

The programme is managed and quality assured through the University’s standard processes. Programmes are overseen by Module and Programme Studies Boards which include student representatives. Each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development, and the programme team reviews the programme as a whole.  The purpose of this is to ensure that the programme is coherent and up-to-date, with suitable progression from one Stage to another, and a good fit (alignment) between what is taught and how students learn and are assessed - the learning outcomes, content and types of teaching, learning and assessment. Student achievement, including progress between Stages of the programme and degree classification, is kept under review. The programme review report is sent to the Faculty Quality Management Sub-Committee which in turn reports issues to the University’s Quality Management Sub-Committee (QMSC).

 

External examiners are appointed to oversee and advise on the assessment of the programme. They ensure that the standards of the programme are comparable with those of similar programmes elsewhere in the UK and are also involved in the assessment process to make sure that it is fair. They are invited to comment on proposed developments to the programme. Their reports are sent to the Deputy Vice-Chancellor (Academic) as well as to the Faculty so that issues of concern can be addressed.

 

All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK university. The University is subject to external review by the Quality Assurance Agency for Higher Education on a six-year cycle. Their review reports for Sunderland can be found at: 

https://www.qaa.ac.uk/docs/qaa/reports/university-of-sunderland-her-15.pdf?sfvrsn=681cf581_4/

For further information about our quality processes see

https://my.sunderland.ac.uk/display/AS/Quality+Support.

 

 

 

 

 

 

 

 

 

 

 

 

PART B   -  Programme  Regulation/s

 

Name of programme:       MA Education

Award Title:           MA Education or MA Education (Title)

Regulation:            1.1.1

 

Admissions

 

Applicants whose first language is not English must achieve a minimum IELTS band score of 6.5, with 6.5 in writing, no sub section below 6.

 

Routes Available

MA Education

MA Education (Special Educational Needs, Disability and Inclusion)

 

Modes of Study available for MA Education

On-campus: Full-time and Part-time

Off-campus (IDL): Part-time

 

Modes of Study available for MA Education (Special Educational Needs, Disability and Inclusion)

On-campus: Full-time and Part-time

 

Level of award: 7

 

Interim awards or Exit Awards:

Postgraduate Certificate (Special Educational Needs, Disability and Inclusion)

Postgraduate Certificate (Education)

 

Postgraduate Diploma (Education)

Postgraduate Diploma (Special Educational Needs, Disability and Inclusion)

 

PSRB accreditation: No

 

MA Education

 

Core modules:

 

Module Code

Module Title

Credits

EPDM95

Research Methods in Education

30

EPDM93

Thesis

60

EPDM09

Introduction to Criticality

30

 

Students choose two optional modules of those available that academic year to provide a coherent programme. An indication of those that may be offered is provided below.

 

Module Code

Module Title

Credits

EDPM01

Development of Learning Case Study

30

EPDM97

Negotiated Individual Study in Education

30

EPDM15

Leading Organisational Effectiveness In Education And Training

30

EPDM16

Assessment Theory into Pedagogic Practice

30

EPDM83

The Nature of Teaching and Learning

30

ESSM14

Advanced Professional Practice in Subject Related Disciplines

30

EPDM82

Inclusive Education from Policy to Practice

30

EPDM102

Supporting Social, Emotional and Mental Health Needs

30

 

 

MA Education (Special Educational Needs, Disability and Inclusion)

 

Core modules:

 

Module Code

Module Title

Credits

EPDM95

Research Methods in Education

30

EPDM93

Thesis

60

EPDM09

Introduction to Criticality

30

 

Designated Option Modules (choose two)

 

Two of the following four optional modules will be on offer for all students wanting to specialise in this route. This will be determined on a rotational basis.

 

EPDM04

Approaches to Learning for Learners with Special and Additional Needs

30

EPDM82

Inclusive Education from Policy to Practice

30

EPDM98

Barriers to Learning

30

EPDM102

Supporting Social, Emotional and Mental Health Needs

30