Postgraduate Programme Specification
PgDip Teaching Pupils with Specific Learning Difficulties (Dyslexia)
Academic Year 2022/23
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 processes. All degrees are awarded by Queen's University Belfast.
Programme Title | PgDip Teaching Pupils with Specific Learning Difficulties (Dyslexia) | Final Award (exit route if applicable for Postgraduate Taught Programmes) |
Postgraduate Diploma | |||||||||||
Programme Code | STM-PD-TP | UCAS Code | HECoS Code |
100462 - Learning support - 100 |
ATAS Clearance Required |
No |
Health Check Required |
No |
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Portfolio Required |
-- |
Interview Required |
-- |
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Mode of Study | Part Time | |||||||||||||
Type of Programme | Postgraduate | Length of Programme |
Part Time - 5 Academic Years |
Total Credits for Programme | 120 | |||||||||
Exit Awards available | No |
Institute Information
Teaching Institution |
Stranmillis University College |
School/Department |
Stranmillis University College |
Quality Code Higher Education Credit Framework for England |
Level 7 |
Subject Benchmark Statements The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies |
Education Studies (2015) |
Accreditations (PSRB) |
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No accreditations (PSRB) found. |
Regulation Information
Does the Programme have any approved exemptions from the University 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. |
Students with protected characteristics N/A |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) No |
Educational Aims Of Programme
This programme aims to enhance in students the academic and professional skills needed to be effective educational practitioners.
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 SkillsOn the completion of this course successful students will be able to: |
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engage in informed debate about and critical analysis of some 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. Methods of Assessment Summative assessment is measured against the following six major features of coursework: |
reflect 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. Methods of Assessment Summative assessment is measured against the following six major features of coursework: |
develop competence further within specific 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. Methods of Assessment Summative assessment is measured against the following six major features of coursework: |
keep abreast of innovation and developments in areas of 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. Methods of Assessment Summative assessment is measured against the following six major features of coursework: |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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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. |
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. |
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. |
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. |
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. |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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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. 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 tests 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. 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 tests 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. 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 tests 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. 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 tests 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. 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 tests 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. 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 tests 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. 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 tests the range of subject-specific skills developed in a formal manner. |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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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. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. 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. |
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. 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. |
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. 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. |
improve their own learning and performance, including the development of study 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. 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. |
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. 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. |
Module Information
Stages and Modules
Module Title | Module Code | Level/ stage | Credits | Availability |
Duration | Pre-requisite | Assessment |
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S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
Well-Being in the Early Years | SEC7012 | 7 | 30 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Supporting Social, Behavioural and Emotional Well-being (SBEW) | EDC9071 | 7 | 30 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Critical Perspectives on Working with Parents | SEC7011 | 7 | 30 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Informal Assessment of Literacy Difficulties and Models of Intervention | EDC9094 | 7 | 30 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Investigating Learning Difficulties in Mathematics | EDC7070 | 7 | 30 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Specific Literacy Difficulties: Assessment and Reporting | EDC7069 | 7 | 30 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Understanding the Process of Sensory Provision for Children's Learning and Personal Development | STR7013 | 7 | 30 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Blended Learning and Digital Literacy | STR7011 | 7 | 30 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Research Study | STR7010 | 7 | 60 | YES | YES | 24 weeks | N | -- | YES | 100% | 0% | 0% |
Learning Leadership 1 | STR7009 | 7 | 30 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Factors Affecting Literacy Development | EDC9093 | 7 | 30 | -- | YES | 24 weeks | N | -- | YES | 100% | 0% | 0% |
Childhood Adversities and Disadvantage | EDC9090 | 7 | 30 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Dissertation in Early Childhood Studies | SEC7005 | 7 | 60 | YES | YES | 24 weeks | N | -- | YES | 100% | 0% | 0% |
Communities of Practice and Learning Outcomes | STR7004 | 7 | 30 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Addressing Underachievement and Diversity in Education: Policy and Practice | STR7003 | 7 | 30 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Advanced Teaching, Learning and Assessment | STR7002 | 7 | 30 | YES | YES | 24 weeks | N | -- | YES | 100% | 0% | 0% |
Research Methods in Education | EDC7024 | 7 | 30 | YES | YES | 12 weeks | N | YES | -- | 80% | 20% | 0% |
Leadership in Practice | EDC9016 | 7 | 30 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
International Perspectives on Bullying | EDC9075 | 7 | 30 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Early Years Leadership | SEC7007 | 7 | 30 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Quality Pedagogy in Early Years Care and Education | SEC7006 | 7 | 30 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Masters Dissertation MEd | EDC7030 | 7 | 60 | YES | YES | 24 weeks | N | YES | -- | 100% | 0% | 0% |
Reflective Teacher as Action Researcher | STR7001 | 7 | 30 | YES | YES | 24 weeks | N | -- | YES | 100% | 0% | 0% |
Notes
Within the overall M-level programme, modules are normally grouped under specific options. In order to obtain an MEd: Teaching Children with Specific Literacy Difficulties, students must complete EDC9093, EDC9094, EDC7024 to make up a total of 120 credit points from the list of modules above. They must also complete a research dissertation, module EDC7030. Students also must complete ATS and AMBDA via the British Dyslexia Association.
Candidates who meet the general requirements of the MEd Programme, but who do not satisfy the requirements of a specific option may be awarded an MEd in Educational Studies without specification.
Pre-requisites
EDC9094 pre-req EDC9093
EDC9095 pre-req EDC9093 & EDC9094
EDC7030 pre-req EDC7024