Programme Specifications

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1 Programme Specifications MASTER OF EDUCATION 1 Awarding body University of Cambridge 2 Teaching institution University of Cambridge 3 Accreditation details None 4 Name of final award Master of Education 5 Programme title Education 6 JACS code(s) X300 7 Relevant QAA benchmark statement(s) None 8 Qualifications framework level 7 (Masters) 9 Date specification was first produced January 2015 Educational Aims of the Programme The MEd is offered by the Faculty of Education as a part-time course of research and introduces students to research skills and specialist knowledge. Its main aims are: to examine the theoretical frameworks used in the study of education and its constituent disciplines; provide training in research methods appropriate to education; advance students capacity for professional reflection and judgment; cater for a range of specialists interested within the field of education or one of its constituent disciplines. Learning Outcomes By the end of the programme, students will have: a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain; demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field; shown abilities in the critical evaluation of current research and research techniques and methodologies; demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research. Teaching and Learning Methods and Opportunities The programme is a 2 year part-time award (except that the Faculty may take into consideration prior learning and allow a candidate to enter into the second year). The programme consists of: Individual Route (Option A) This route offers students the opportunity to develop research skills and pursue a particular educational interest through the completion of a substantial piece of supervised research Page 1 of 5

2 over the year. Students on the individual route will normally have experienced substantial prior research training and will not attend any of the courses described below under Option B. Thematic Route (Option B) The majority of students follow a 32 hour course on Research Methods and a 64 hour course of specialist study (their thematic route). The exceptions to this are those students following the Educational Research route, who undertake 96 hours of research methods as preparation for doctoral study, and those following the Researching Practice, Science Teacher Researchers and Practitioners where the research training is embedded in to the course rather than delivered separately. a. Research Methods This course offers students support in the principles and procedures of educational enquiry and in the conduct of writing their thesis. Learning about design and methods is an integral part of a research-based Masters degree in education, regardless of whether the project is empirical. Research methods sessions cover a broad range of social science methods and support Masters level critical engagement with research literature in education. Students conduct a small-scale research study for their thesis presentation. b. Specialist Thematic Routes As indicated above, depending on which thematic route they join, students typically follow a course of specialist study to develop their understanding of and ability to undertake educational research within a particular domain. Listed below are the routes usually available, although these are subject to change according to patterns of recruitment: Arts Creativity, Education and Culture Critical approaches to Children s Literature Educational Leadership and School Improvement Educational Research (The Faculty of Education s pathway of the School of the Humanities and Social Sciences doctoral training centre) Mathematics Education Primary Education Psychology and Education (accredited by the British Psychological Society) Researching Practice 5-18 (Primary and Secondary Schools) Research in Second Language Education Science Teacher Researchers and Practitioners School University Partnership for Educational Research (SUPER) Child and Adolescent Psychotherapeutic Counselling (accredited by the UKAPC & BACP) In the light of unforeseen circumstances where recruitment levels make a route nonviable the Faculty reserves the right to withdraw routes and offers. Page 2 of 5

3 Assessment Methods Individual route (Option A) Students carry out a substantial piece of supervised research on a topic of their choice (approved by the Degree Committee of the Faculty of Education) leading to the submission of a thesis of 30,000 words in length. The examination includes an oral examination on the thesis and on the general field of knowledge within which it falls. Thematic route (Option B) Students must complete three assignments, for which they will receive individual supervision, comprising two essays of 6,000-6,500 words each, the content of which is specified by the student s selected thematic route; and a thesis of not more than 20,000 words. The examination includes an oral examination on the thesis and the essays and on the general field of knowledge within which they fall; save that the Examiners may, at their discretion, waive this requirement. Candidates whose provisional grades represent a borderline or failing performance in the Examination may be offered the opportunity to improve these grades at an oral examination ( viva ), focusing on the thesis and/or the essays (or equivalent assignments), and on the general field of knowledge within which they fall. Some candidates, however, may not be offered this opportunity if their submitted work is assessed by the Examiners as seriously incomplete or irretrievable. NB: Students on the PGCE-MEd complete the two essays within the PGCE course and the thesis within the MEd course. Progression requirements Students wishing to continue from the Masters to PhD/Ed D are required to achieve: Either 1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above. Or 2) a straight mark of 70 or higher for the thesis. However, achievement of these marks does not allow automatic continuation to PhD/Ed D. A satisfactory reference from the student s supervisor must be provided and a suitable PhD/Ed D supervisor must be available. Admissions Entry requirements: MEd applicants are normally expected to hold or to be about to achieve: a 2(i) honours degree from a UK university or equivalent professional qualification and experience i.e. Postgraduate Diploma in Education Page 3 of 5

4 or an equivalent standard from an overseas university a fluent command of the English Language completion of any current training or education course where relevant, release current institution for the duration of your study These entrance criteria must be met prior to the start of the course. Applications are welcome from those with extensive experience working in educational contexts that have allowed them to develop a high level of knowledge and understanding of educational issues. Candidates not possessing the specified academic qualifications but able to make a strong personal case may be considered for exceptional entry. All applicants for the one year MEd are required to have either a University of Cambridge PGCE or a University of Cambridge Postgraduate Advanced Certificate in Educational Studies. Learning Support Supervisors are allocated early in each course. Students are entitled to 9 hours of one-to-one supervision over two academic years, although the pattern and frequency of one to one and small group supervisions will vary from route to route. Post PGCE Masters students have an entitlement of 4.5 hours supervision on the MEd. Thematic routes are supported through seminars, workshops, supervisions and, where appropriate, fieldwork. The Route Coordinatoror Course Manager are available to give advice and support to students. Administrative issues are dealt with by the Course Administrator. All students are members of a college. Management of teaching quality and standards A formal evaluation of students experience is conducted annually at the end of Lent term. Issues arising from evaluations are considered by the Masters Management group and the Standing Committee for Higher Degrees and referred on to the Faculty Board. In addition, the University ensures high standards of teaching and learning in the following ways: Systematic programme of course evaluations, requiring responses from students, professional tutors and Course Managers. The completion of Annual Quality Updates by each Faculty and Department, to enable central overview of provision and assist in dissemination of good practice Scrutiny of the reports of External Examiners for all teaching programmes Encouraging student engagement at both the local level, through involvement in Faculty and Departmental Committees, and at a central level by participation in the national Postgraduate Teaching Experience Survey (PTES) and the Postgraduate Research Experience Survey (PRES) Holding reflective, centrally-coordinated, Learning and Teaching Reviews for all teaching institutions every six years to explore provision and suggest constructive Page 4 of 5

5 courses of action Mentoring, appraisal, and peer review of staff, and encouraging staff participation in personal development programmes Graduate Employability and Career Destinations The Careers Service maintains links with relevant employers and takes into account employer needs and opinions in the services which it provides for students. The Careers Service also allocates a Careers Adviser to each College, Faculty and Department to act as a point of contact. Every effort has been made to ensure the accuracy of the information in this programme specification. At the time of publication, the programme specification has been approved by the relevant Faculty Board (or equivalent). Programme specifications are reviewed annually, however, during the course of the academical year, any approved changes to the programme will be communicated to enrolled students through notification or publication in the Reporter. The relevant faculty or department will endeavour to update the programme specification accordingly, and prior to the start of the next academical year. Further information about specifications and an archive of programme specifications for all awards of the University is available online at: Page 5 of 5

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