Postgraduate Diploma in Education: General Studies
Academic Year 2017/18
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 |
Postgraduate Diploma in Education: General Studies |
Final Award |
Postgraduate Diploma |
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Programme Code |
STR-PD-GS |
UCAS Code |
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JACS Code |
X370 (DESCR) 100 |
Criteria for Admissions Candidates should normally meet one of the following conditions: |
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 |
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Type of Programme |
Postgraduate |
Length of Programme |
5 Academic Year(s) |
Total Credits for Programme |
120 |
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Exit Awards available |
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INSTITUTE INFORMATION
Awarding Institution/Body |
Stranmillis University College |
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Teaching Institution |
Stranmillis University College |
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School/Department |
Stranmillis University College |
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Framework for Higher Education Qualification Level |
Level 7 |
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QAA Benchmark Group |
Education Studies (2015) |
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Accreditations (PSRB) |
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
Programme Requirements
Module Title |
Module Code |
Level/ stage |
Credits |
Availability |
Duration |
Pre-requisite |
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Assessment |
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S1 |
S2 |
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Core |
Option |
Coursework % |
Practical % |
Examination % |
Research Methods in Education |
EDC7024 |
7 |
30 |
YES |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
|
Leadership in Practice |
EDC9016 |
7 |
30 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Masters Dissertation MEd |
EDC7030 |
7 |
60 |
YES |
YES |
24 weeks |
N |
YES |
100% |
0% |
0% |
|
Healthy Minds, Healthy Bodies |
EDC9076 |
7 |
30 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
||
Gifted and Talented Education |
EDC9087 |
7 |
30 |
YES |
12 weeks |
N |
YES |
75% |
25% |
0% |
||
Tackling Underachievement in Schools |
EDC9088 |
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% |
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Informal Assessment of Literacy Difficulties and Models of Intervention |
EDC9094 |
7 |
30 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Working with Children with Literacy Difficulties |
EDC9095 |
7 |
30 |
YES |
24 weeks |
N |
YES |
100% |
0% |
0% |
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Educational Testing |
EDC9097 |
7 |
30 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Assessment, Educational Testing and Examination Access Arrangements |
EDC9098 |
7 |
60 |
YES |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
|
Specific Literacy Difficulties, Assessment and Access Arrangements |
EDC9099 |
7 |
30 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
||
Supporting Pupils with Social, Emotional and Behavioural Difficulties (SEBD) |
EDC9071 |
7 |
30 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
||
Tackling Child Sexual Exploitation Proactively |
EDC7062 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
||
Young People, Community and Culture |
EDC7040 |
7 |
20 |
YES |
8 weeks |
N |
YES |
100% |
0% |
0% |
||
Teaching Religious Education in Diverse Classrooms |
EDC7041 |
7 |
10 |
YES |
6 weeks |
N |
YES |
100% |
0% |
0% |
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Delivering Shared Education at Primary Level |
EDC7042 |
7 |
20 |
YES |
6 weeks |
N |
YES |
100% |
0% |
0% |
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Creating Effective Community Partnerships |
EDC7043 |
7 |
10 |
YES |
6 weeks |
N |
YES |
100% |
0% |
0% |
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Specific Literacy Difficulties and Co-occurring Difficulties: Issues for Assessment and Intervention |
EDC9070 |
7 |
30 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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NotesWithin the overall M-level programme, modules are normally grouped under specific options. They must take taught modules, normally including a research methods module - EDC7024, to make up a total of 120 credit points from the list of modules above. |