Programme Specification ( )

Transcription

1 Date of Revision Date of Previous Revision Programme Specification ( ) 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 Programme Code Master of in Inclusion and Special Needs EDU-MED- SN UCAS Code Final Award (exit route if applicable for Postgraduate Taught Programmes) JACS Code X 300 Masters Degree (MEd) (Exit routespgdip in Inclusion and Special Needs / PG Certificate) Criteria for Admissions (Please see General Regulations) Candidates for admission to the MEd Inclusion and Special Needs programme should normally hold: A 2.1 Honours degree or above or equivalent qualification acceptable to the University in any subject discipline. Applicants with a 2.2 Honours degree or equivalent qualification acceptable to the University may also be considered if they have at least two years of professional experience in an education, training or relevant context. Applicants who do not meet the above academic criteria, but have an academic qualification which the School deems acceptable and relevant to the course of study applied to, will be considered on an individual basis. Such applicants will be required to demonstrate extensive (at least 5 years) professional experience in an education, training or other relevant context. This professional experience must have been acquired within the ten years preceding the date of application. 1 Applicants should also have a teaching qualification or, if not a teaching qualification, a minimum of one year of experience in a formal role within the school or classroom setting and access to a school and classroom working environment. In line with University Regulations, there is a language requirement for applicants whose first language is not English (IELTS 6.5 or approved equivalent. For IELTs a minimum score of 5.5 is required in all four elements of the test.) Mode of Study (Full-time, Part-time, other) Full-time and Part-time

2 Type of Programme SIngle Length of Programme Up to three years Total Credits for Programme 180 M points Awarding Institution/Body Teaching Institution School/Department Framework for Higher Qualification Level dguidance Queen s University Belfast Queen s University Belfast School of Level 7 QAA Benchmark Group y/subject-guidance/pages/subject-benchmarkstatements Collaborative Organisation and form of Collaboration (if applicable) Accreditations (PSRB) ATAS Clearance External Examiner Name: Date of next scheduled accreditation visit External Examiner Institution/Organisation Dr Jennifer Spratt University of Aberdeen Does the Programme have any approved exemptions from the University General Regulations (Please see General Regulations) Programme Specific Regulations Yes No X (If yes, please state here any exemptions to regulations which have been approved for this programme) The programme may either be completed over one academic year (full-time) or students may build up the required number of modules over a period of five years from initial enrolment (part-time). Postgraduate Certificate: Students must complete 60 CATS points from taught modules, either all from within this pathway or by taking modules from any other pathway where they meet the entrance requirements and/or receive approval from the relevant Pathway Coordinator. Postgraduate Diploma (Inclusion and Special Needs ): Students must complete 120 CATS points from taught modulesof which at least 80 CATS points from this pathway. Students should also strongly consider completing 20 CATS points by taking the module EDU7250 as this will allow them to go on to the Master s degree, if they are interested. Master s in (Inclusion and Special Needs ): Students must complete 180 CATS points (120 CATS points from taught modules plus 60 CATS points from completing a Master s dissertation). For the taught modules, 80 CATS points must come from modules within this pathway; the other 40 CATS points must be earned by completing the module EDU7250 and another module from the choice available. Successful completion of a module requires a minimum attendance of 70% at all planned teaching sessions.the pass mark for all taught modules and the dissertation is 50%.

3 Normally students should successfully complete all taught modules before progressing to dissertation. All dissertations will be assessed by internal examiners and a selection moderated by the external examiner. Marks will be finalised at the Board of Examiners. The dissertation must be submitted within a period of no more than five years after commencement of the taught modules. Students who fail one or more taught modules are permitted one further attempt to pass at the next available opportunity for a maximum mark of 50%. Candidates who pass all the taught modules but who fail to achieve a mark of at least 50% in the dissertation shall be eligible for the award of a Postgraduate Diploma. The School permits one attempt at dissertation resit for a maximum mark of 50% to be awarded the degree of MEd. Mark Scales For Postgraduate Certificate, Postgraduate Diploma and Master s Degree results there is a common mark scale as follows: 70+ Pass with distinction* 60+ Pass with commendation 50+ Pass Below 50 Fail *For Master s Degrees, a pass with distinction will be awarded only when the following three conditions have been satisfied: an overall average of 70+ is achieved and a mark of 70+ is achieved in the dissertation module and an average of 65+ is achieved in the other modules. Students with protected characteristics Are students subject to Fitness to Practise Regulations (Please see General Regulations) Length of Programme n/a Please indicate Yes/No No Up to three years part-time and one year full-time.

4 al Aims of Programme On completion of the programme the student will be able to: Please list below the overarching aims and objectives of the programme. On successful completion of the MEd Inclusion and Special Needs, students will be able to: demonstrate knowledge and understanding of any educational research, policy, practice and theory covered in the programme; analyse and apply critically examples of the research literature relating to the content of the programme; show evidence of reflection on their professional practice; demonstrate transferable skills such as writing and research skills; demonstrate knowledge of a range of educational research methods; choose fit-for-purpose methods for a research project within the context of their own professional role; demonstrate engagement in the processes of research planning, data collection and analysis (as appropriate), and research reporting. Learning Outcomes: Cognitive Skills be able to: Students will develop skills of critical thinking and reasoning in educational, theory and practice contexts based on challenging learning tasks, appropriate reading and personal research. Teaching/Learning Methods and Strategies Teaching/learning methods and strategies are based on challenging learning tasks, appropriate reading and personal research. The methods of assessment are based on challenging learning tasks, appropriate reading and personal research. Learning Outcomes: Transferable Skills be able to: Many of the practical skills are transferable eg collaborative working, communication, general writing skills, library skills etc Teaching/Learning Methods and Strategies ICT usage is variously promoted by staff using Microsoft PowerPoint presentations and Internet-based resources and offering additional support for students through and Internet-based discussion forums.

5 Learning Outcomes: Knowledge and Understanding be able to: demonstrate knowledge and understanding of any educational research, policy, practice and theory covered in the programme; analyse and apply critically examples of the research literature relating to the content of the programme; show evidence of reflection on their professional practice; demonstrate transferable skills such as writing and research skills; demonstrate knowledge of a range of educational research methods; choose fit-for-purpose methods for a research project within the context of their own professional role; demonstrate engagement in the processes of research planning, data collection and analysis (as appropriate), and research reporting. Teaching/Learning Methods and Strategies Depending on the nature of the modules they choose, students experience a variety of pedagogic approaches including seminars, workshops and lectures. s of 4,000 words for each module are assessed against published criteria. The tutor s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency. Learning Outcomes: Subject Specific Skills be able to Students will develop practical research skills. They may also elect to develop their skills in writing and Internet searching through workshops provided in support of the programme. Teaching/Learning Methods and Strategies Learning is, in general, independent and supervised by module tutors and has a practical as well as conceptual/theoretical orientation. s and dissertations are required, as far as practical, to be situated in the student s working context.

6 Programme Requirements Module Title Module Code Level/ stage Credits Availability Duration Pre-requisite Assessment S1 S2 Core Option Coursework % Examination % The Intellectual Foundations of Special Collaborative Relationships for Inclusive Special Needs EDU S1-20 contact EDU S2 20 contact Special Needs and Issues of Equity EDU S1 20 contact Reimagining Special Needs : Inclusive Pedagogy EDU S2 20 contact School Improvement & Professional Development for EDU S2 20 contact Inclusive Special Needs An introduction to research methods: children, young EDU S1 S2 20 contact s people and education Dissertation EDU Si S2 120 M points x 100% Dissertation Approved by Director of : Print Name: Billy McClune Signature: Date: 17 April 2015