detail

Master of Education (T) Effective Teaching

Academic Year 2016/17

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

Master of Education (T) Effective Teaching

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Master of Education

Programme Code

STM-MED

UCAS Code

JACS Code

X300 (DESCR) 100

Criteria for Admissions

Candidates should normally meet one of the following conditions:

Qualified teacher status and an honours degree or equivalent qualification;

or

An honours degree or equivalent qualification with at least two years professional experience in an education or training context;

or

A degree or equivalent qualification with at least five years professional experience in an education or training context.

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Part Time

Type of Programme

Postgraduate

Length of Programme

5 Academic Year(s)

Total Credits for Programme

180

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

St Mary's University College

Teaching Institution

Stranmillis University College

School/Department

St. Mary's University College

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 7

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

Accreditations (PSRB)

Date of most recent Accreditation Visit

External Examiner Name:

External Examiner Institution/Organisation

Dr Sean MacBlain

University College Plymouth, St. Mark & St. John

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

N/A

Programme Specific Regulations

The programme is offered in part time mode over a period of up to 5 years. All modules are credited at M-Level. 60 credit points are required for a Postgraduate Certificate in Education Studies; 120 credit points for a Postgraduate Diploma in Education Studies; 180 credit points for a Masters degree (MEd). Masters students are normally required to complete a dissertation (60 credit points) in the special option area selected. Students are normally required to have completed a research module before commencing their dissertation.

Modules are normally grouped under specific options. In order to obtain a named award in a Postgraduate Diploma in Education Studies or MEd students must take modules carrying a minimum of 60 M-level credit points in a selected option.

Candidates who meet the general requirements of the Master's Programme, but who do not satisfy the requirements of a specific option may be awarded an MEd/ Postgraduate Diploma in Education Studies without specification.

Students cannot enrol on modules which have a significant overlap in content with modules previously taken. Students should consult with the programme coordinator before enrolling on new modules.

School-based professional development can be accredited through bridging arrangements to give a maximum of 30 credit points.

The Postgraduate Diploma in Education Studies and degree of MEd may be awarded with commendation or distinction in accordance with the general University regulations.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

The Masters Level programme aims to develop and enhance in students academic and professional skills needed to be effective teachers.

It aims to develop knowledge, skills and attitudes which will enable students to engage in critical study and debate of academic and/or professional aspects of education and training.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Engage in informed debate about major issues in education and training.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied and the submission of a dissertation.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

Reflect in depth on theory/practice relationships within professional contexts.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied and the submission of a dissertation.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

Develop competence further within your specialist areas.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied and the submission of a dissertation.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

Keep abreast of research, innovation and developments in education.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied and the submission of a dissertation.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

Design, conduct and critically appraise research.

Teaching/Learning Methods and Strategies

Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied and the submission of a dissertation.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:

- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;

as well as the general aims of the programme and specific module learning outcomes.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Communicate effectively by written, oral and other means.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Coursework involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. The carrying out and the reporting of the study in the dissertation element will help develop communication, ICT, numerical and analytical skills. It will develop the ability to plan and manage their own learning, to process and synthesise data and to justify positions and conclusions.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while the dissertation allows a range of transferable skills to be assessed.

Use ICT competently in their study and other appropriate situations and be able to judge where the use of ICT is not appropriate.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. The carrying out and the reporting of the study in the dissertation element will help develop communication, ICT, numerical and analytical skills. It will develop the ability to plan and manage their own learning, to process and synthesise data and to justify positions and conclusions.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while the dissertation allows a range of transferable skills to be assessed.

To interpret graphical and tabular presentation of data in a critical and constructive way, to collect and present numerical data and to use graphical and tabular information appropriately.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. The carrying out and the reporting of the study in the dissertation element will help develop communication, ICT, numerical and analytical skills. It will develop the ability to plan and manage their own learning, to process and synthesise data and to justify positions and conclusions.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while the dissertation allows a range of transferable skills to be assessed.

Process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. The carrying out and the reporting of the study in the dissertation element will help develop communication, ICT, numerical and analytical skills. It will develop the ability to plan and manage their own learning, to process and synthesise data and to justify positions and conclusions.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while the dissertation allows a range of transferable skills to be assessed.

Improve their own learning and performance, including the development of study and research skills, information retrieval, and a capacity to plan and manage learning, and to reflect on their own learning.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. The carrying out and the reporting of the study in the dissertation element will help develop communication, ICT, numerical and analytical skills. It will develop the ability to plan and manage their own learning, to process and synthesise data and to justify positions and conclusions.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while the dissertation allows a range of transferable skills to be assessed.

Analyse and evaluate, and identify problems and solutions.

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. The carrying out and the reporting of the study in the dissertation element will help develop communication, ICT, numerical and analytical skills. It will develop the ability to plan and manage their own learning, to process and synthesise data and to justify positions and conclusions.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while the dissertation allows a range of transferable skills to be assessed.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Research, innovation and developments in selected areas of education.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously scrutinise their own practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of essays, reports, preparation and evaluations of teaching resources. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

A range of key concepts and modes of enquiry in educational studies.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously scrutinise their own practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of essays, reports, preparation and evaluations of teaching resources. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Some of the major (from a N Ireland perspective) issues and developments in education and training.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously scrutinise their own practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of essays, reports, preparation and evaluations of teaching resources. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Appropriate theoretical foundations on which to base practice.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously scrutinise their own practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of essays, reports, preparation and evaluations of teaching resources. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

The relationship between theory and practice in their professional working context.

Teaching/Learning Methods and Strategies

Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously scrutinise their own practice and are helped to formulate new methodologies in discussion with tutors and other colleagues.

Methods of Assessment

Assessment of learning takes the form of essays, reports, preparation and evaluations of teaching resources. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice.

Assessed coursework tests ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice.

Some self-assessment and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Engage in critical, analytical and creative thinking and problem solving.

Teaching/Learning Methods and Strategies

Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops.

Methods of Assessment

Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner.

Discriminate salient features in educational environments, identify trends and common characteristics in important educational processes.

Teaching/Learning Methods and Strategies

Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops.

Methods of Assessment

Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner.

Compare and contrast a variety of theories, views, perspectives, dispositions and attitudes regarding educational issues.

Teaching/Learning Methods and Strategies

Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops.

Methods of Assessment

Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner.

Judge best courses of action using objective criteria.

Teaching/Learning Methods and Strategies

Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops.

Methods of Assessment

Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner.

Engage in reflective practice in educational environments.

Teaching/Learning Methods and Strategies

Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops.

Methods of Assessment

Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner.

Test hypothetical assumptions through action or other forms of research.

Teaching/Learning Methods and Strategies

Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops.

Methods of Assessment

Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner.

Formally state conclusions and arguments using evidence.

Teaching/Learning Methods and Strategies

Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops.

Methods of Assessment

Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner.

Engage in professional debate on topics and issues relevant to education, teaching and learning.

Teaching/Learning Methods and Strategies

Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops.

Methods of Assessment

Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner.

Plan and carry out an educational investigation using a combination of literature search and empirical inquiry.

Teaching/Learning Methods and Strategies

Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops.

Methods of Assessment

Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner.

Develop hypotheses, question and verify results and produce a coherent report.

Teaching/Learning Methods and Strategies

Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops.

Methods of Assessment

Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner.

Critically analyse and discuss recent research and innovations in the selected areas of education.

Teaching/Learning Methods and Strategies

Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops.

Methods of Assessment

Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Conducting Educational Research

EDC7023

7

20

12 weeks

N

YES

100%

0%

0%

Approaches to Education in the Early Years

EDC7004

7

30

12 weeks

N

YES

100%

0%

0%

Principles into Practice in the Early Years

EDC7006

7

30

12 weeks

N

YES

100%

0%

0%

Current Issues in the Teaching of Language and Literacy

EDC7007

7

30

12 weeks

N

YES

100%

0%

0%

Issues in the Teaching of Numeracy at Primary and Post-Primary Level

EDC7011

7

30

12 weeks

N

YES

100%

0%

0%

Behaviour Issues in the Context of Special Educational Needs

EDC7012

7

30

12 weeks

N

YES

100%

0%

0%

Contemporary Management Issues for the Effective School

EDC7013

7

30

12 weeks

N

YES

100%

0%

0%

Educational Research Methods

EDC7021

7

30

12 weeks

N

YES

100%

0%

0%

Masters Dissertation MEd St Mary's

EDC7038

7

60

24 weeks

N

YES

100%

0%

0%

Children and Young People in Crisis: Pastoral Responses

EDC7041

7

30

12 weeks

N

YES

100%

0%

0%

Meeting the Needs of the Bilingual Learner

EDC7040

7

30

12 weeks

N

YES

100%

0%

0%

Poetry in the Making

EDC7042

7

30

12 weeks

N

YES

100%

0%

0%

Eloquence and Accuracy in Irish / Saibhreas agus Cruinneas na Gaeilge

EDC7043

7

10

12 weeks

N

YES

50%

0%

50%

Supporting Child Literacy in the Irish-medium classroom

EDC7045

7

30

12 weeks

N

YES

100%

0%

0%

Promoting Learning in Early Years Irish-medium Settings

EDC7044

7

30

12 weeks

N

YES

100%

0%

0%

Children's Rights and Education

EDC7056

7

30

12 weeks

N

YES

100%

0%

0%

Lessons for Learning

EDC7051

7

30

12 weeks

N

YES

100%

0%

0%

Issues in Curriculum: Improving Practice through Lesson Study

EDC7052

7

30

12 weeks

N

YES

100%

0%

0%

Personal Development: Promoting the Emotional Health and Well-being of Teachers and Pupils

EDC7053

7

30

12 weeks

N

YES

100%

0%

0%

Literature & Creative Writing - Models and Catalysts

EDC7055

7

30

12 weeks

N

YES

100%

0%

0%

Irish-medium pedagogies and language proficiency for the Post-Primary Irish-medium teacher

EDC7058

7

30

YES

12 weeks

N

YES

100%

0%

0%

Contemporary Leadership Issues for the Effective School

EDC7059

7

30

12 weeks

N

YES

100%

0%

0%

Teachers' Professional Lives

EDC7068

7

30

12 weeks

N

YES

100%

0%

0%

Pupil Learning through Physical Education and School Sport

EDC7069

7

30

12 weeks

N

YES

100%

0%

0%

Developing Coaching Science and Physical Education in Schools

EDC7070

7

30

12 weeks

N

YES

100%

0%

0%

Promoting Numeracy and Literacy Competences in Irish medium Settings

EDC7075

7

30

12 weeks

N

YES

100%

0%

0%

Gaeltacht Irish - Study of native Irish speech

EDC7076

7

20

12 weeks

N

YES

50%

0%

50%

Building Capacity in Schools: Advancing Inclusivity to Raise Pupil Outcomes

EDC7077

7

30

12 weeks

N

YES

80%

20%

0%

Current Issues and Future Directions in Physical Education and School Sport

EDC7078

7

30

12 weeks

N

YES

100%

0%

0%

Understanding, Supporting and Teaching Pupils with Specific Learning Difficulties

EDC7079

7

30

12 weeks

N

YES

100%

0%

0%

Notes

EDC7038 prerequisite: EDC7021 or Research Methods Training.

Within the overall M-level programme, modules are normally grouped under specific options. In order to obtain an MEd: Effective Teaching, students must take two Effective Teaching modules (i.e. two from EDC7051, EDC7052, and EDC7068). They must take further taught modules, normally including a research methods module - EDC7021, to make up a total of 120 credit points from the list of modules below. They must complete a research dissertation, module EDC7038.

Candidates who meet the general requirements of the MEd programme, but how do not satisfy the requirements of a specific option may be awarded an MEd in Educational Studies without specification.