MA English Language Teaching 2015/16 Postgraduate Students

Transcription

1 MA English Language Teaching 2015/16 Postgraduate Students Award title MA English Language Teaching Programme code(s) MAELG / MAELO Faculty Carnegie Faculty School School of Events Tourism and Hospitality

2 Leeds Beckett University Student Charter Working together for success Leeds Beckett University and our Students Union are committed to working in partnership with our students to ensure that our University is an inclusive, safe and engaging learning environment which is conducive to study for its students and work life for its staff. Our Student Charter sets out how we aim to achieve this by working together to understand and fulfil our commitments to one another. Our Student Charter has been produced jointly with the Students Union and we will review it, together, every year. Our University s Vision seeks to put students at the centre of all our activities and this Student Charter is a contribution towards that goal. The Leeds Beckett Student Charter is not a contractual document, but provides a guide to what members of the Leeds Beckett Community can expect of each other in terms of engagement and behaviour. We work to shape and sustain a supportive, safe, inclusive community for active learning and the building of skills for life. We will Work together within a progressive, independent, and active environment which promotes lifelong learning. Support a culture of personal and academic resilience. Collaborate to build partnerships for learning. Work together to sustain our bold, industrious spirit. We forge an environment which builds trust, accountability and transparency. We will Maintain mutually respectful codes of behaviour. Promote the availability of information and support for all. Ask each other for help when we need it. Be honest, clear and assertive with each other. Use the means available to give a compliment, raise a concern or make a complaint. Take advantage of opportunities for formal and informal learning. We foster inclusive academic, cultural, social, emotional and creative development for all. 2015/16 Handbook (Distance Learning) 2

3 We will Share an exciting and challenging curriculum which is contemporary and relevant. Promote a culture of critical enquiry and rigorous scholarship. Support participation in extracurricular opportunities which enhance career and personal development Enable one another to plan, develop, and drive forward our individual educational and career goals. Acknowledge and celebrate our joint and separate successes. We are responsible, diligent, reliable and considerate in our academic and professional actions and behaviours. We will Act with academic integrity. Listen to, and respect, differing perspectives, including those from different cultures and backgrounds. Work together within a positive collaborative learning and working environment, wherever, and however, we engage. Take care with our personal and professional digital identity and recognise the impact it may have on us and others. We seek active engagement, feedback and participation in the issues that affect us. We will Work together to enhance our experience of our University. Collaborate to promote learning and support enhancement, through mutual reflection and feedback. Build partnerships to enable our University communities to engage with our external stakeholders. Support the development of courses which prepare our graduates to be ready for work, ready for life and ready to seize the opportunities that lie ahead. Use our knowledge of local and world issues to strengthen our global outlook and build a sustainable environment for a thriving future for all. 2015/16 Handbook (Distance Learning) 3

4 Our Student Entitlements As a full-time or part-time Distance Learning student you are entitled to: 1. Access online learning materials and resources for every module through a virtual learning environment and have access to the resources and information of an up to date library. 2. Opportunities for on-going feedback on your work and progress towards your assessments in every year of your course. 3. Participate in a course induction, which will be provided at the beginning of each year of your course. 4. A meeting with your personal tutor once per semester. [All new students will be invited to a meeting with their personal tutor within four weeks of the start of their studies]. 5. A course that has been informed in its development by external stakeholders, (e.g. employers, professional bodies). 6. Participate in Personal Development Planning within the context of your course. 7. Have the opportunity to engage in embedded activities within your course which develop and enhance your employability and lifelong learning. 8. Receive clear dates at the beginning of each module about your assessment, submission dates, when and how you receive formative feedback on assessment during every module, and how you will receive feedback on marked assessments within the 4 week feedback period. 9. Receive clear and easy to understand information about your course and the services available to you. 10. Be engaged, via your course student representative, in your course review, evaluation and development processes. 11. Have your questions to our University s services responded to within the advertised timescales in our corporate service standards. 12. Normally be given your course timetable no later than four weeks before the beginning of each semester. 2015/16 Handbook (Distance Learning) 4

5 Contents 1 Welcome to the Course Studying on this Course Assessment and Feedback Where to get help What to do if you Relevant Policies Appendix A: Programme Specification Appendix B: Distance Learning Study Guide Appendix C: Academic Journals for MA ELT 2015/16 Handbook (Distance Learning) 5

6 1 Welcome to the Course 1.1 Message from the Dean It gives me great pleasure to welcome you to Carnegie Faculty. I hope you are as proud as I am to be here. I speak for all the staff when I say that we trust you find our faculty and, indeed, our whole university a place of great opportunity, potential and growth for you as a student. We will see you grow academically, through your lectures, tutorials and assignments, but also see you develop as a person through all the other amazing activities that take place at Leeds Beckett University. We will give you the opportunity to make a difference, however that connects with you, both now and in your future employment. We will encourage you to be involved as soon as possible in a wide variety of extra-curricular activities; from joining Students Union societies, work placement experiences, volunteering opportunities both in the UK and abroad, studying another language, representing our university in a sports team, or taking work opportunities through the Job Shop. All will help build your CV and enhance your employability. So remember to use your time at university wisely, as the time you are here will seem to go very fast. Make great new friends, learn a lot, grow as a person, be proud of your accomplishments and rise to all the opportunities and challenges that life as a Carnegie student will offer you. Dr John Minten Dean, Carnegie Faculty 1.2 Message from your Course Leader This handbook provides you with information that you will need to succeed on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a Module Handbook for each module you study on your course. Please make sure you read both documents carefully and refer to these regularly. The course team is looking forward to working with you this year and we hope that your time studying with us at Leeds Beckett University is both enjoyable and successful. The course provides good opportunities for learning new skills and developing your professional 2015/16 Handbook (Distance Learning) 6

7 knowledge. You will find that the course can be a demanding one, but also a very rewarding one. Please keep your module tutors and me informed if you are having any difficulties, and please tell us if we can help you in any way. On behalf of our University and the whole course team I would like to wish you well in your studies. Naeema Hann Course Leader MA English Language Teaching (Online) 1.3 Message from your Head of School The School of Events, Tourism & Hospitality has five main areas of academic provision: events management, hospitality management and retailing, tourism management, modern languages and English language teaching. A key feature of our School is its strong links with industry which support the broad range of courses in all areas of study. Our University was the first in the UK to be awarded the status of Centre of Excellence for Tourism by the Institute of Travel and Tourism and is the only University in the world to be recognised by the United Nations World Tourism Organisation for its work in responsible tourism. We were the first university to have corporate membership of the British Institute of Innkeeping, the leading professional body for the licensed retail sector. Through the work of our UK Centre for Events Management, the School is the leading provider of events education in Europe. The School is recognised by the British Council as a centre of excellence for English language teaching. Research and enterprise activities are developed through our International Centre for Research in Events, Tourism & Hospitality and in the Research Excellence Framework (REF) exercise of 2014 our research was recognised as being of an international standard. The School has a strong global outlook and a number of courses are aimed at the international market either through online and distance learning or through international collaborations. My colleagues and I look forward to supporting you in your studies at Leeds Beckett University and celebrating your success. David Hind Head of School 2015/16 Handbook (Distance Learning) 7

8 Events, Tourism & Hospitality 2015/16 Handbook (Distance Learning) 8

9 Trimester 1 Trimester 2 Trimester Academic Calendar and Timetable: W/C Monday Week Student Calendar - MA ELT Online Route 1 Route Student Welcome and Induction Week Trimester 1 modules begin Lang Awareness Task hand in Reading and Reflection Week Lang Awareness Task 2 hand in Lang Awareness Task 3 hand in Lang Awareness Task 4 hand in Materials Presentations Research (((synchronous Presentations (asynchronous) Christmas Break Christmas Break By 4 pm 8 January upload assessment on turnitin- detail in module handbook Reading and Reflection Week Reassessment hand in trim 1 mods Easter Break Easter Break Easter Break Easter Break Break By 4 pm 22 April upload assessment on turnitin- detail in module handbook Reading and Reflection Week Reassessment hand in trim 2 mods

10 By 4 pm 25 July upload assessment on turnitin- detail in module handbook w/c Reassessment hand in trim 3 mods 10

11 Full details of this and future standard student academic calendars are available at: Once you have enrolled, you will have a student login. You can then find confirmation of your personal timetable by selecting the appropriate link after logging on the Student Hub from Key Contacts Name and Role Room Phone Naeema Hann [email protected] Rachael Makarab [email protected] Course Leader Personal tutor Module tutor SLA and Methodology Methodology in Context MC Dissertation Student Administrator MCG Heather Nicholls [email protected] Heather Buchanan [email protected] Ivor Timmis [email protected] This is the contact for online tutors who can help with links on the module and noncontent-related enquiries. Module Leader & Tutor Materials Development Classroom Practice Multimedia and Independent Learning Module leader & Tutor Research in ELT Module tutor Materials Development Online only MC MC

12 Jane Nolan Module leader & Tutor Language Awareness SLA and Methodology Methodology in Context Dissertation Module tutor Research in ELT MC Matthew Wilson Jo Appleton Elizabeth Poynter Mike Forshaw Emergency Security Module Leader & Tutor Classroom Practice Module tutor Dissertation supervisor Module tutor Dissertation supervisor Languages Resources Area Adviser Between 8:30-5:00 24 hours MC MC MC Headingley Library Extension Course Representatives are student volunteers who represent your views at course-level, at Faculty Forums and in meetings with academic and administrative staff. Details about being a Course Representative are available at and on the Students Union website Academic Librarian Personal Tutor During your time with us you will have an allocated personal tutor, who is your first point of contact if you are experiencing any problems or have any questions about the course or your progress. Of course, if it is more appropriate to speak to the course leader or a module leader/ tutor, please use your judgement; we are all available to help you. We will let you 12

13 know who your personal tutor is at induction. You are entitled to at least one meeting with your personal tutor per semester. He or she will contact you towards the beginning of the semester to arrange a meeting with you. Student Liaison Officer Student Liaison Officers (SLOs) are our recent graduates who are here to support you throughout your time here and to make sure you have access to and are aware of the support, opportunities and services our University provides In Carnegie we have two Student Liaison Officers. They are: Charlotte Webster Fairfax G10, Headingley Campus [email protected] Telephone: Tim Slatford Fairfax G10, Headingley Campus [email protected] Telephone: Keeping in Touch Academic and administrative staff at our University use your student address to contact you. It is important that you check this account regularly. You can forward s from your student address to a preferred personal address, however, quarantine and spam filters needed by our University mean that s sent from external addresses may be delayed, blocked or deleted. It is therefore important that your student address is the only address that you use to contact University staff. You can find how to forward your student address to a preferred personal address or mobile device from: We will inform you of course notices or cancellations as soon as possible. Please monitor MyBeckett and your student address for announcements. 13

14 For each module, the Module Handbook will include the preferred method of communicating general information about that module to you. Please make sure that you inform your Student Administration team whenever you change your address and contact details. It is important that you also update your records yourself. You can do this via the My Account/Update my Data tab on MyBeckett. This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you. 2 Studying on this Course This course provides academic and professional development for English Language Teaching practitioners looking for career advancement in innovative teaching, curriculum and creative materials development, teacher education or training and other teaching-related activities. Many of the modules can be developed in relation to a specific teaching context, so teachers can pursue specialisms such as Teaching English for Academic Purposes, Teaching Young Learners, Teaching English for Specific Purposes, Teaching English to Speakers of Other Languages (ESOL) or Teacher Training. Successful completion of the course offers a variety of stimulating and rewarding career opportunities. In addition to a high level of language awareness, the postgraduate will have developed sound organisational skills, knowledge, and the ability to work effectively in teams and will possess a range of personal and transferable skills and attributes, all of which are identified as essential prerequisites for a successful career. For example, in Classroom Practice students may work in teams to deliver practice lessons and in the modules of Materials Development and Multimedia Resources and Independent Learning students have the option to do the assessments in pairs. 2.1 Programme Specification The programme specification is a concise description of your course's aims and objectives and how you will be taught and assessed to achieve the required learning outcomes. It includes information on course structure and the maintenance of academic standards. The full programme specification for this course can be found in appendix A of this handbook. 14

15 Course Structure MA ELT Online Course Structure Routes 1 and 2 September starts: Post Graduate Diploma/ MA English language Teaching Route 1 (post Delta) Year 1 Induction including study skills Post Graduate Diploma/ MA English language Teaching Route 2 Trimester 1 Sept Dec 2015 Materials Development 20 credits Trimester 2 Jan April 2016 Multimedia Resources and Independent Learning 20 credits Trimester 3 May July 2016 Methodology in Context 20 credits Trimester 1 Sept Dec 2015 Language Awareness 20 credits Trimester 2 Jan April 2016 Methodology and Second Language Acquisition 20 credits Trimester 3 May July 2016 Classroom Practice 20 credits Year 2 Post Graduate Diploma/ MA English language Teaching Route 1 Trimester 1 Sept Dec 2016 Research Methods 20 credits Trimester 2 Jan April 2017 Dissertation 40 credits Post Graduate Diploma/ MA English language Teaching Route 2 and new Route 1s Trimester 1 Sept Dec 2016 Materials Development 20 credits Trimester 2 Jan April 2017 Multimedia Resources and Independent Learning 20 credits Trimester 3 May July 2017 Methodology in Context 20 credits Year 3 Route 2 Trimester 1 Oct Dec 2017 Research Methods 20 credits Trimester 2 January to April 2018 Dissertation 40 credits 15

16 MA ELT Online Course Structure January starters: Post Graduate Diploma/ MA English language Teaching Route 1 Trimester 1 Jan April 2015 Multimedia Resources and Independent Learning 20 credits Trimester 2 May July 2015 Methodology in Context 20 credits Trimester 3 Oct Dec 2015 Materials Development 20 credits Post Graduate Diploma/ MA English language Teaching Route 2 Trimester 1 Jan April 2015 Methodology and Second Language Acquisition 20 credits Trimester 2 May July 2015 Classroom Practice 20 credits Trimester 3 Oct Dec 2015 Language Awareness 20 credits Research in English Language Teaching 20 credits Post Graduate Diploma/ MA English language Teaching Route 1 Trimester 1 Jan April 2016 Dissertation 40 credits Post Graduate Diploma/ MA English language Teaching Route 2 and new Route 1s Trimester 1 Jan April 2016 Multimedia Resources and Independent Learning 20 credits Trimester 2 May July 2016 Methodology in Context 20 credits Trimester 3 Sept Dec 2015 Materials Development 20 credits Research in English Language Teaching 20 credits Year 3 Route 2 Trimester 1 January to April 2017 Dissertation 40 credits 16

17 Course Learning Outcomes All courses are benchmarked against the Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ-DAB). The FHEQ-DAB can be viewed on the Quality Assurance Agency website: For more details on the Course Learning Outcomes specific to this course please view the programme specification. 2.2 Course Resources The programme specification specifies the physical and online resources available to students on this course. Where possible, all required resources will be made digitally available to you. Your course will primarily be delivered through our virtual learning environment (VLE), MyBeckett. Via this platform, you will be able to access all learning materials, interact with your course colleagues and submit all your assessments. 2.3 Skills you will Gain during the Course Skills Developed Upon successful completion of the award, a student will be able to: deal with complex issues in English Language Teaching, both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional level; continue to advance their knowledge and understanding of English Language Teaching, and to develop new skills to a high level; use new technology to support the learning and teaching environment. Upon successful completion of the award, a student will have the qualities and transferable skills necessary for employment requiring: initiative and personal responsibility; decision-making in complex and unpredictable situations; the independent learning ability required for continuing professional development. 17

18 Additional Activities/Recognition You will have opportunities to gain recognition during your time at Leeds Beckett University for the extra activities you do in addition to your studies, including volunteering, student societies, playing in our University sports teams and being a Course Representative. 2.4 Employability The Postgraduate Diploma/ MA English Language Teaching graduates will have enhanced career opportunities upon successful completion of the course. The programme equips graduates with a high level of understanding of the English language and a wide range of skills which will be of great value in a range of careers related to English Language Teaching, including curriculum development, publishing, educational management, research and materials development. Postgraduates will be able to demonstrate critical awareness of current issues in English Language Teaching and the ability to expertly apply theoretical principles to practical outcomes. They will also display their employability skills in a variety of professional contexts, including teaching, conference presentations and writing for professional and academic publications. The course offers opportunities to pursue specialisms such as Teaching English for Academic Purposes, Teaching Young Learners, Teaching English for Specific Purposes, Teaching English to Speakers of Other Languages (ESOL) or Teacher Training. Successful completion of the course offers a variety of stimulating and rewarding career opportunities to graduates. In addition to a high level of language awareness, the postgraduate will have developed sound organisational skills, knowledge, and the ability to work effectively in teams and will possess a range of personal and employability skills, all of which are identified as essential prerequisites for a successful career. Postgraduates on Route 1 of the MA English Language Teaching who have also passed the Cambridge Delta award will have two of the most sought after qualifications for English language teachers. 2.5 Opportunities for Graduates The programme specification includes details of any accreditations, career paths, further study options and other opportunities for graduates. 2.6 External Examiner The External Examiner assures that you are assessed fairly in relation to other students on the same course and also that the standard of your own award is comparable to similar courses taken by students in other higher education institutions within the United Kingdom. The details of the External Examiner for this course are as follows: 18

19 The External Examiner assures that you are assessed fairly in relation to other students on the same course and also that the standard of your own award is comparable to similar courses taken by students in other higher education institutions within the United Kingdom. The details of the External Examiner for this course are as follows: Brona Murphy University of Edinburgh Your Student Administrator can provide details of the External Examiner s report on request. Further details on all External Examiners reports can be located here: 3 Assessment and Feedback 3.1 Assessment Assessment Strategy Information on the various methods of assessment can be found in the programme specification (appendix A). University Assessment Regulations Our University s assessment regulations are contained within the Academic Principles and Regulations (sections C3 and C4 in particular). The regulations are available at: Assessment Schedule Please note the exam/assessment periods in the academic calendar (see Section 1) and make sure that you are available during those periods. See your module handbooks for assessment details. Examination Your examination details will be on MyBeckett. You will also find these details within your Module Handbook. 19

20 Coursework Your coursework schedule can be found in your module handbook, along with the reassessment schedule. You will find details of submission deadlines within your module on MyBeckett. You will hand in your work online, and where possible will use a system called TurnItIn which allows you to check that you have correctly academically referenced your work. TurnItIn provides you with a submission receipt which you should keep for your records. It is important for your progression and achievement that you submit all work for all assignments in a timely manner. It is also important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked. Academic staff will not take assessment submissions and will direct students to the formal process. In the event of you submitting an assessment other than through the formal procedure, the date of submission will be recorded as the date the assessment is received at reception. Any exceptional agreement for submissions by post should be by recorded delivery to the faculty offices. The process for assessments requiring electronic submission will be detailed in the module handbook. Written feedback provides information about performance, but more importantly, information about how to improve and learn from the assignment. Summative feedback reflects the criteria and marking scheme combined. It provides commentary under each criterion. You should plan to ensure your availability to meet deadlines for assessment and possible reassessment. Students are advised not to book holidays or time away from the course during this period. Exceptionally arrangements may change or need clarification, for example, specific details of examinations. This will be communicated via MyBeckett and your student account. 20

21 It is important to note that submitting all assignments is a requirement of your course. Should you experience extenuating circumstances which prevent you from submitting on time please make yourself aware of section 3.6 of this handbook. Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. These range from 5% to 100% of the possible total mark, depending on the number of days late. Full details (section C1.5) of the penalties for late submission of course work are available at: Giving your Feedback about this Course We are keen to work with you to enhance your course. Opportunities for you to feedback to us formally include: course meetings, end of module evaluation, mid module review, internal student experience surveys, Course Rep forums (through MyVoice in MyBeckett), and other student surveys. Informal feedback is also welcome at any time either via your personal or module tutor or via your Couse Representative. 3.3 What Happens with your Feedback about this Course? Your feedback helps us to continually enhance this course. You can find out what actions have been taken in response to your feedback through your Course Representative, the Students Union, your tutors or through the Library. 3.4 Getting Feedback on your Assessed Work Our University has committed to a four week turnaround for feedback. Feedback will be ed to you by your module tutors. The programme specification explains how feedback will be provided on both formative and summative assessments (see appendix A). 3.5 How do I Get my Results? Results from module assessments are available on the Results Online system from: Results will only appear within Results Online five working days after the date of the Board of Examiners meeting (the meeting where your end of year outcome will be decided) or the Examination Committee meeting (the meeting where modular outcomes are decided). 21

22 If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Student Administrator. 3.6 Extenuating Circumstances and Mitigation If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation. The University operates a fit to sit/fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so. Examples of extenuating circumstances include personal or family illness, bereavement, family problems or being a victim of crime. You will need to provide evidence to prove your situation; the Students Union Advice Service can offer guidance on what evidence you will need to present. Further information can be found at You can collect your student admin officer for an extenuating circumstances form or you can print one via the student hub web pages. Completed forms along with appropriate evidence must be submitted to your student admin office within the timescales given in the guidance. Late submissions will normally be rejected. Outcomes from the mitigation panels, which are held once a month, will be ed to you via your student account. 3.7 Re-assessment If you have not passed a module at the first attempt you will be eligible for re-assessment. See your Module Handbook for details of the relevant re-assessment process (e.g. whether it is coursework, an examination, a presentation or other form of assessment/when it will take place/what the deadline is). Reassessment details can be found in your module handbook along with the date for resubmission. You will be advised via Results Online of your options for re-assessment. It is your responsibility to make yourself available for reassessment. You are advised to contact your Course Leader, Student Administrator or personal tutor for any necessary clarification. 22

23 Re-assessments 1. If you have received a mark of under 40% for a module or have a non-submission for one or more components within the module you are advised to always take the reassessment opportunity You are taking a risk of having to repeat part or all of the year of study if you don t. 2. If you have received a mark of under 30% for a module you have to take the reassessment opportunity You cannot progress to the next level if you have an overall module mark under 30% 3. Where there is more than one component of assessment, individual grades can be lower than 30% as long as the overall module mark is at least 30% and you have submitted in each component. 4. Re-assessment details (dates, times and assessment type) will normally be published in the module handbook or on My Beckett 5. If you have to do a re-assessment of any type and your mark is lower than in the original assessment the higher mark will be counted 6. If you receive mitigation for the original assessment, you will be expected to complete the re-assessment topic not the original assessment 7. If you are required to complete a reassessment arising out of cheating, plagiarism or unfair practice then your mark will also be capped. The level of the cap will be determined by the Unfair Practice Board. (This would apply for all types of assessment). Re-sit Exams 1. If you have the opportunity to do a re-sit exam you do not have to pay for it 2. If you have the opportunity to do a re-sit exam your mark will be capped at 40% - Unless you have received Mitigation for the Exam 3. Please note that if a module has two assessment components that you failed in your first attempt, you will need to achieve a pass grade in both of them in order to pass the module this is due to the fact that grades are capped to 40% before the overall average of the module is calculated 23

24 Re-submission of Coursework 1. Re-assessment details will be published in the module handbook or on My Beckett; do not assume that the assessment will be the same and that you will be re-doing the original assignment. 2. If you have the opportunity to do a coursework resubmission your mark will be capped at 40% - Unless you have received Mitigation for the piece of coursework 3. Resubmission of Presentations, Practicals & Class Tests If you have to do a practical; presentation or class test of any type information can be found in the module handbook or on My Beckett but the module leader will arrange and inform you of the assessment date, time and location. 3.8 Student Appeals If you feel that you have in some way been disadvantaged during your studies and this is reflected in your results, then you may have grounds for an academic appeal. After your results are available on Results Online you have 15 working days to submit a request for an appeal hearing. You will find the information you need, including grounds for appeal, when and how to appeal and frequently asked questions at: You are strongly advised to seek guidance from the Student Union Advice Service on whether you have grounds for an appeal and the completion of the paperwork see Section 4 for Student Union Advice Service contact details. 3.9 Academic Integrity Our University wants to give you credit for your learning and for work which you have done yourself. Unfair practice occurs when you have not done the work yourself. Any attempt to gain an unfair advantage, whether intentional or unintentional, is a matter of academic judgement and may be considered to be unfair practice. Examples of unfair practice include, but are not limited to cheating, plagiarism, self-plagiarism, collusion, ghostwriting and falsification of data. Definitions of these offences and the serious consequences of unfair practice can be found in our Academic Principles and Regulations, 24

25 Section C9: Academic Integrity: There are a range of resources available to help you understand what is and what is not permitted and how to use other people s ideas in your assessed work. These include the Skills for Learning website which can be found at If you are unsure on how to reference your work correctly please seek advice from your tutors or access the Skills for Learning resources online (see section 4). 4 Where to get help 4.1 Personal tutors Your personal tutor (see Key contacts in Section 1) will usually be an academic member of staff who teaches you on your course. Your Course Leader will make sure that you are given the name and contact details of your personal tutor at the beginning of each year, usually in your course induction. Normally, your tutor will aim to follow you right through the duration of your course. Your personal tutor has an important role to play in supporting you in academic and personal matters while you are studying on this course. The meetings will include discussion about career aspirations, your course, your progress, and your academic results. You may want to set objectives for academic and life goals which you can store on your e-portfolio. Personal tutors are not trained counsellors and will signpost you to other University services if they can t help you. These services may, for example, be the Students Union, the counselling service or the Student Hub. In the first year your tutor will probably initiate communication to request a virtual meeting at a mutually convenient time, but later in your course it should be your responsibility to set up the meeting. If you ask for information to be kept confidential it will be and a note will be kept securely in your University notes with an indication of who can access the information. 25

26 You are entitled to have one meeting per semester with your personal tutor in each year of your course. But your personal tutor may ask you to contact them more frequently and you should feel free to get in touch if you need to speak them urgently. Please see Section 6 for details of our personal tutor policy. 4.2 Online Learning Tutor Your course is supported by an Online Learning Tutor, who will be your first point of contact during your module studies, following up on student engagement and providing support and feedback. They will answer everyday module issues, and are usually available outside of normal office hours and over the weekend. 4.3 Student Hub If you have any questions about or problems with life at our University, the first place to call or is the Student Hub. The team can help with a broad range of enquiries including: funding and money advice, being an international student, disability, counselling and wellbeing support, student cards, accommodation, fee payments, support from the Students Union, how to access on-line services, getting help with your CV, preparing for an interview, careers guidance and getting a part-time job. Details of these and other services are available at The Student Hub telephone number is +44 (0) and the address is [email protected]. For Distance Learning students in the vicinity of Leeds, there is a Student Hub on the ground floor of the Rose Bowl at City Campus and one also in Campus Central at Headingley. The Student Hub works closely with Faculties, the Students Union, all University Services and external organisations to make sure that if they don t know the answer to your question they will know who will. You can also use 'my Hub' which is an online resource available 24/7 where you can: access information and guidance about a range of services, register and make appointments with Services, register for workshops and employability tutorials, search for job vacancies and use a range of careers resources. 26

27 4.4 Disability Support Disability Support is available from our Disability Advice Team. The Disability Advisers will work with students to ensure support is provided to meet their individual needs: Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officer, more information is available at Library Help The Library Our Library has invested in a wealth of electronic resources, and maintains these so that you can access a wide range of digital resources. The website (library.leedsbeckett.ac.uk) provides access to thousands more resources, plus extensive information about Library services. If you are able to visit Leeds Beckett, there are two Libraries: Sheila Silver Library at City Campus and Headingley Library both open 24/7, 365 days a year. Additionally, if you are in the UK, you may be able to access your local education institution s library using SCONUL access. Offsite Service As you are registered on a Distance Learning course, you are eligible for the Library s Offsite service. This offers help with accessing electronic resources, access to other libraries, postal book loans and journal article supply. See the Library website for details of eligibility and more information. Academic Librarian Your academic librarian (see contacts in Section 1) liaises with your lecturers to ensure physical and electronic information resources for your subject are available in the Library 27

28 and they work with you throughout your time here to help you develop information and digital literacy skills. Help and Information If you have any questions about using the library or need IT support you can get help: online: library.leedsbeckett.ac.uk/contact-us by phone: +44(0) (including 24/7 IT support). Skills for Learning Skills for Learning provides a wide range of web resources and publications on topics including plagiarism, group skills, research, maths, Harvard referencing, essay writing and time management. Information about workshops and one-to-one tutorials can be found at MyBeckett MyBeckett, the portal and virtual learning environment (VLE), is the gateway to all the information you will need to support your studies during your time at University. It provides access to your modules and timetables; your account; your personal storage area on our University IT servers and a wide range of other information. 4.6 Students Union Advice Service The Students Union advice service offers free, independent and confidential advice and representation to students. Professional advisers are employed directly by the Students Union to represent your interests even if you are in dispute with our University. Advice is available on a large number of issues, for example: Academic Problems including: mitigation, complaints, appeals, disciplinary procedures & academic misconduct. Money Issues including: problems with any loans and debt Health and Wellbeing. Tel: +44 (0)

29 There are full details of all services available at: Leeds Beckett Distance Learning Community Connect with other Distance Learners here at Leeds Beckett to discuss your experiences and communicate with peers from fellow courses. You can find our Leeds Beckett Distance Learning Community on Google Communities by searching for Leeds Beckett Distance Learning Community (you will need a Google account to do this). Once you ve found it, simply click to join, and start getting to know fellow students from both your course and other distance learning courses at Leeds Beckett. 5 What to do if you 5.1 are absent for a significant period of time Whilst we understand that as a Distance Learner you will most likely be balancing your study time alongside other commitments such as work and family, you must notify your Student Administrator and Online Learning Tutor if you are absent for a significant period of time that will affect your study. If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence (see section 3). International students Please be aware that our University fully complies with United Kingdom Visas & Immigration (UKVI) policy at all times. There are legal reporting requirements for all students in the UK on a Tier 4 student visa, and full attendance is mandatory for all Tier 4 students. Failure to meet UKVI attendance requirements could lead to your academic sponsorship being withdrawn and your visa being revoked. Tier 4 students need to be aware of their responsibilities whilst in the UK, please see for full information. For up to date information about visas, immigration issues and other matters relating to international students, please contact the International Student Advice Centre at [email protected]. 29

30 5.2 are ill If you are unable to study because of illness for more than seven consecutive days (including weekends), you must provide us with a Fit Note. You can send a digital copy of your Fit Note to your Course Student Administrator, and then send the original by post. Further information is available in the General Regulations (section 6) at: If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details and any available evidence as soon as possible. Contact your Student Administrator to get a copy of the appropriate extenuating circumstances form. For more details on mitigation please visit have a comment, compliment or complaint We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor. If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available online at: are considering suspending studies or withdrawing from the course If you are considering withdrawal from your course you should speak to your personal tutor, a member of staff at our Student Hub or the Students Union to discuss your reasons. If there is a problem, University or Students Union staff may be able to help. It may be possible to arrange suspension of studies from your course. 30

31 If you are considering withdrawing, permanently or temporarily, you must complete a withdrawal form. This form must be submitted as soon as possible to your faculty office as withdrawals cannot normally be backdated. For further details see General Student Regulations at: 6 Relevant Policies 6.1 Student Charter Our University and Students Union recently agreed upon the Student Charter which outlines what is expected of students of Leeds Beckett University and what students can expect from our University. The most recent version of our Student Charter is at: Student Entitlements Our student entitlements, listed at the front of this handbook, will help to ensure the student charter is embedded as part of our approach to providing a good quality, consistent learning experience for our students. 6.3 Personal Tutors You are entitled to have one meeting per semester with your personal tutor in each year of your course. See Key contacts in Section 1 for details of how to contact your personal tutor. See Section 4 for an overview of the support you can expect from your personal tutor. You can find full details of our personal tutor policy from the Student Hub webpages: Safety, Health and Wellbeing Policy Statement Our University is committed to providing a vibrant, ethical and sustainable working environment that values wellbeing and diversity. This commitment exists alongside our wider legal and moral obligations to provide a safe and healthy working environment for our 31

32 staff, students and members of the public who may be affected by our activities. There are further details at (see H - Health and Safety Policy Policy Statement). Smoking No smoking is permitted in any of our University buildings, this includes the use of vapour cigarettes (or other similar devices); if you do smoke outside our buildings please make sure that you stand at least five metres way from building entrances and boundaries. Use of Laptops within our University If you need to charge your laptop battery, please make sure that the battery charger/lead are undamaged, and only plug it into a designated power socket if you are unsure of where these are, please ask a member of staff. Please make sure your battery charger cables do not create a trip hazard. Fire Safety Procedures Fire information is present on Fire Action Notices displayed in all University buildings. These are normally present in corridors. Please read and follow the instructions. All fire exit routes are clearly identified. You should familiarise yourself with the location of fire exit routes and fire assembly points for the buildings that you may use in the course of your studies. If you discover a fire, you should sound the alarm by operating the Fire Alarm Call Point. You should report the circumstances and site of fire using the emergency number indicated on the Fire Action Notice. Do not tackle the fire unless you have been trained to do so. Evacuate the building to the fire assembly point indicated on the Fire Action Notice. Do not re-enter the building until officially authorised to do so. On hearing the Fire Alarm, everyone should proceed calmly to the nearest available safe fire exit, as indicated by the green and white fire exit signage. Take appropriate action to assist visitors and mobility-impaired persons or wheelchair users to a safe refuge. 32

33 Upon exiting the building, continue on to the fire assembly point so as not to impede the remaining evacuees exiting the building. Evacuation is practised through fire drills. However, you should regard any continuous sounding of the alarm as a fire incident and act accordingly. Disabled Students You are expected to declare any disability that would affect your safety in the event of a fire, e.g. hearing impairment or the use of a wheelchair. If you are referred to the Disability Adviser, a Personal Emergency Evacuation Plan (PEEP) will be developed for you as appropriate. Disabled students must declare their disability to the University for it to be taken into consideration. You can find further information about the support available to disabled students studying at our University and contact details on our website: First Aid First Aid Notices (green and white) are displayed in all University buildings alongside the Fire Action Notices (predominantly blue and white) and alongside, or adjacent to, each First Aid box. First Aid Notices provide all the information you may require to seek and summon assistance. First Aider contact details can also be obtained from the Student Hub or from Security: City Campus, internal ext or Headingley Campus, internal ext Accident and Incident Reporting All accidents and incidents and dangerous occurrences, must be reported to, and recorded by University staff. Accident report forms (HS1) are available at faculty reception offices, Security and Student Hubs. Infectious Disease Campus-based students who have been diagnosed with a serious infectious disease such as TB, measles, meningitis or chicken pox should notify their Course Leader or Student Administrator as soon as possible giving information regarding which groups of students 33

34 (and/or colleagues and clients on placements) you have been in contact with and when. For diseases such as TB or meningitis, the West Yorkshire Health Protection Team may also wish to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University. 6.5 University Regulations There are two sets of regulations you need to be aware of, the University Academic Principles and Regulations and the General Regulations: Leeds Beckett University Students. The Academic Principles and Regulations relate specifically to your studies and your course. They cover issues such as assessment, progression and award requirements amongst a range of other issues. The General Student Regulations deal with a range of issues which apply to all students of our University. 6.6 Academic Principles and Regulations Our University Academic Principles and Regulations can be found at: You should familiarise yourself with the Academic Principles and Regulations. The following sections are of particular relevance to your course: Assurance of Academic Standards: Assessment (C1) Achievement of Credit (C2) Student Progression (C3) Conferment of Awards (C4) Management of Assessment (C5) Conduct of Assessment: Coursework and Other Assessed Work (C6) Administration and Conduct of Examinations (C7) Written Examinations: Regulations for Candidates (C8) Academic Integrity (C9) 34

35 Disabled Students (C10) Boards of Examiners and Examination Committees (C12) Disclosure of Assessment Results (C14) Extenuating Circumstances and Mitigation (C15) Request for an Appeal Hearing (C16) The Students Union Advice Service ( is able to offer advice and guidance on how to understand and use the Academic Principles and Regulations. Where students are undertaking any form of research project, reference should be made to the Research Ethics Policy and Research Ethics Procedures which can be found at: General Regulations The General Student Regulations are available at the following web link: yourself with the student regulations relevant to you. You should familiarise 35

36 Appendix A Programme Specification Programme Specification 1. Awarding Institution / Body: 2. Teaching Institution: 3. Programme Accredited By: Leeds Beckett University Leeds Beckett University Leeds Beckett University 4. Final Award: MA English Language Teaching Postgraduate Diploma English Language Teaching 5. Programme Title: MA English Language Teaching 6. UCAS Code: 7. QAA Subject Benchmarking Group: N/A Languages & Related Studies This document has been cross-referenced to the Languages and Related Studies Benchmark statements where appropriate and the QAA National Qualifications Framework. In addition this document should be read in conjunction with the Faculty Scheme Document. Introduction The MA/ Postgraduate Diploma English Language Teaching is a level 7 programme for English language teachers with an honours degree or equivalent qualification. It is aimed at those who already teach or who will teach English as a Foreign Language. There are two routes and these are explained below. The overall aim of this programme is to provide academic and professional development for English language teaching practitioners looking for career advancement in innovative teaching, curriculum and creative materials development, teacher education or training and other related activities. 36

37 There are two routes: Route 1 of the MA English Language Teaching is for experienced English Language teachers with a relevant honours degree (or equivalent qualification) who are native speakers of English or have an IELTS score of 7.5 or equivalent, with no skill below 7.0. Students on this route will also have the opportunity to enter for the Cambridge Delta for an additional entry fee. Route 2 is for students with a relevant honours degree (or equivalent qualification) and an IELTS score of at least 6.0 or equivalent with no skill below 5.5, and/or less experience of English Language Teaching. This route is also suitable for native speakers of English. Students can enrol either on the Postgraduate Diploma or the MA English Language Teaching. No Postgraduate Certificate is available as a target award. 8. Aims of the Programme Postgraduate Profiles The Postgraduate Diploma/ MA English Language Teaching graduates will have enhanced career opportunities upon successful completion of the course. The programme equips graduates with a high level of understanding of the English language and a wide range of skills which will be of great value in a range of careers related to English Language Teaching, including curriculum development, publishing, educational management, research and materials development. Postgraduates will be able to demonstrate critical awareness of current issues in English Language Teaching and the ability to expertly apply theoretical principles to practical outcomes. They will also display their employability skills in a variety of professional contexts, including teaching, conference presentations and writing for professional and academic publications. The course offers opportunities to pursue specialisms such as Teaching English for Academic Purposes, Teaching Young Learners, Teaching English for Specific Purposes, Teaching English to Speakers of Other Languages (ESOL) or Teacher Training. Successful completion of the course offers a variety of stimulating and rewarding career opportunities to graduates. In addition to a high level of language awareness, the postgraduate will have developed sound organisational skills, knowledge, and the ability to work effectively in teams and will possess a range of personal and employability skills, all of which are identified as essential prerequisites for a successful career. Postgraduates on Route 1 of the MA English Language Teaching who have also passed the Cambridge Delta award will have two of the most sought after qualifications for English language teachers. 37

38 Educational Aims The programmes are designed to: provide an advanced qualification for English Language Teaching practitioners; provide knowledge of relevant theories, findings and methods relevant to ELT and the qualification studied; provide for the development of an appropriate level of skill in the application of theories to practical outcomes relevant to ELT; provide professional development opportunities for English educators through experiential learning, reflection, observation and (micro) teaching practice; help each participant to develop specialist knowledge and skills in those aspects of ELT relevant to their current post and/or their career aspirations; develop practical skills for teaching, research and materials development; provide the basis for further academic and professional pursuits through ongoing research and/ or materials development projects; enhance the career prospects of the participants; develop learners who are able to show professional competence which will enhance their employability and contribution to society in general; broaden access to Higher Education for students by offering a flexible framework of awards; give students a high quality learning experience based upon a coherent and integrated programme of study. 9. Intended Learning Outcomes Level 7 Learning Outcomes The learning outcomes of the Faculty Scheme Document apply (Section 2.4 of the Scheme Document) which have been based on the QAA National Qualifications Framework. Postgraduate Certificate English Language Teaching (fallback award only) On successful completion students will be able to: Analyse complex issues, effectively interpret data, and clearly communicate outcomes from an informed position; Work independently in organising and planning their own learning activities; Demonstrate effective problem solving skills in the achievement of defined learning objectives; Manage their own learning programme. 38

39 Postgraduate Diploma English Language Teaching On successful completion (and in addition to the learning outcomes for the Postgraduate Certificate English Language Teaching) students will be able to: Demonstrate a critical knowledge and understanding of theories, frameworks and issues related to English language teaching; Demonstrate higher level communication skills and effectively interact with culturally diverse individuals and groups in the achievement of tasks; Analyse, propose and implement appropriate responses to organisational issues; Appraise, develop, implement and maintain the effectiveness of operational and quality management systems and procedures; Demonstrate knowledge and understanding of a range of subject-specific issues in relation to contemporary theories, strategies and problems, MA English Language Teaching Upon successful completion of the MA English Language Teaching (and in addition to the learning outcomes for the Postgraduate Certificate and Postgraduate Diploma English Language Teaching) a student will have demonstrated: A systematic understanding of knowledge and a critical awareness of current problems and/ or new insights in English language teaching, much of which is at, or informed by, the forefront of their academic discipline or area of professional practice; A comprehensive understanding of techniques applicable to their own research or advanced scholarship; Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in English language teaching; Conceptual understanding that enables the student to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. The programmes of study provide opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes. Students will achieve the following learning outcomes. A Knowledge & Understanding Upon successful completion of the Postgraduate Certificate English Language Teaching (fallback award only), a student will be able to: 39

40 articulate relevant knowledge and understanding of theories, findings and methods related to English language teaching; demonstrate an awareness and understanding of the impact of English language teaching theory on both practical classroom teaching and on teaching resources; demonstrate an appropriate awareness and understanding of language and an ability to analyse language for teaching purposes; develop and apply a range of specialist professional skills to different contexts in which they operate as postgraduates; Upon successful completion of the Postgraduate Diploma English Language Teaching (in addition to the above) students will be able to: develop a range of principled and effective multimedia resources for a given context; give an effective professional oral presentation; demonstrate a critical awareness of the appropriacy of different models of language learning for different contexts. On successful completion of the MA English Language Teaching (in addition to the above) students will be able to: select and apply appropriate research techniques for data and information collection; conduct either a major piece of independent research or a major practical project in the field of English Language Teaching. B Skills & Other Attributes Upon successful completion of the awards, a student will be able to: deal with complex issues in English Language Teaching, both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional level; continue to advance their knowledge and understanding of English Language Teaching, and to develop new skills to a high level; use new technology to support the learning and teaching environment. Upon successful completion of the awards, a student will have the qualities and transferable skills necessary for employment requiring: initiative and personal responsibility; decision-making in complex and unpredictable situations; the independent learning ability required for continuing professional development. 40

41 C Assessment, Learning and Teaching The philosophy of the awards is that participants are encouraged to develop critical awareness of the issues involved and to translate this awareness into principled, contextsensitive and effective pedagogy. The course takes the view that there is no one answer to the issues raised, but it is important, through reading, research and discussion to take a principled position on the issues. An important aspect of the philosophy of the course is that applied linguistics is not just about the application of theory to practice, it is also about the interaction of practice and theory. Another aspect is that students will be involved in doing original research themselves and developing materials/ other practical outcomes in order to teach English effectively in different contexts. In addition, the course gives students the opportunity to improve their teaching skills and awareness through practical experience in the classroom (e.g. classroom observation and (micro) teaching). These experiences, along with input and student reflection, should result in student learning and development. At level 7 students are expected to demonstrate self-direction and originality in tackling and solving problems and act autonomously in planning and implementing tasks at a professional level. To this end, students will have opportunities to pursue their own areas of specialism during the course and to invest a significant amount of time to working independently outside the classroom to develop their knowledge and skills. Learning and Teaching Methods Teaching methods used within the course are diverse and provide variety to the student learning experience. These include a combination of lectures, formal and informal seminars, individual tutorials, web-supported learning, independent and group tasks, teaching, classroom observation and individual research and presentation. The teaching methods deployed match the aims and learning outcomes of each module and vary between modules. Knowledge and understanding, academic and research skills, and key skills are dispersed throughout the modules, and are clearly articulated in the course document, module specifications and to students in the course handbook. Assessment The assessments on the awards aim to bridge the gap between the practical and the theoretical and, where possible, provide experience of realistic professional tasks. There is a significant component of formative assessment, mainly in the form of tutorials around individual research projects and assessments. More formally, the students receive regular feedback on a wide range of formative assessment tasks, both in the classroom as tutor feedback to the whole group or to individuals on written or oral assignments. Summative assessment mechanisms include individually negotiated research projects, materials development with a theoretical justification, portfolios of work based on classroom practice, journal articles, oral presentations, a case study and text and analysis tasks. 41

42 D Key Skills The general aims and objectives of the Scheme, and the specific objectives of the course within the Scheme, explicitly state the Faculty s commitment to a wide range of methods of skills development. The key skills strategy ensures that all students will be exposed to a complete range of skills including operational and transferable skills, personal/ interpersonal skills, study skills and employability skills. However, within individual modules, there is variety in the extent to which skills development has been made explicit, dependent upon the philosophy and rationale of the programme. Key Skills Development The Faculty has developed a range of key skills. These are transferable skills, which play an essential role in developing personal effectiveness for adult and working life. The key skill areas specifically developed are: Operational; Planning and Management of Learning; Communication and Presentation; Interactive and Group Skills; Data Collection and Interpretation; Knowledge and Understanding; Managing Tasks and Solving Problems; Self Appraisal and Reflection on Practice; Synthesis and Creativity; Employability. Mapping of Key Skills. A table showing how the key skills for this level have been mapped against the modules is included in the Course Document. 10. Programme Structure and Requirements, Levels, Modules, Credits and Awards The courses are designed as taught programmes developed within the schedule laid out in the Faculty Scheme Document. The MA English Language Teaching is studied at level 7 over 8 modules with 180 credits being studied to achieve the award (with 1,800 notional hours of study). Each module, except the final dissertation, has a value of 20 credit points, equivalent to 200 hours of student learning. The dissertation module carries 40 credits and the equivalent of 400 hours of study. Where appropriate, certain of these modules will be offered as blended learning using taught, e-learning and flexible elements to make full and efficient use of the capabilities of the X-Stream Virtual Leaning Environment and some flexible learning materials developed to support student learning Students with an English level of at least IELTS 7.5 or equivalent, a relevant honours degree (or equivalent) and a minimum of two years English language teaching experience are eligible to take route 1 of the MA English Language Teaching and be entered for the 42

43 Cambridge Delta (Cambridge Delta fee applies). They will take 8 modules (180 credits) to complete the MA English Language Teaching. Students with an English level of at least IELTS 6.0 or equivalent and a relevant honours degree (or equivalent) may take route 2 and enrol on the Postgraduate Diploma or MA English Language Teaching. They will study either 6 or 8 modules respectively. Course Structure Diagram for both routes Route 1 Postgraduate Diploma/MA English Language Teaching Route 2 Postgraduate Diploma/MA English Language Teaching Understanding Language, Methodology and Resources for Teaching on campus only 20 Credits Developing Professional Practice on campus only 20 Credits Extending Practice and ELT Language Awareness 20 Credits Methodology and Second Language Acquisition 20 Credits Classroom Practice Specialism on campus only 20 Credits Multimedia Resources and Independent Learning 20 Credits Methodology in Context 20 Credits 20 Credits Multimedia Resources and Independent Learning 20 Credits Methodology in Context 20 Credits 43

44 Materials Development 20 credits Research In English Language Teaching 20 Credits Dissertation 40 Credits Materials Development 20 credits Research In English Language Teaching 20 Credits Dissertation 40 Credits 11. Support for Students and Their Learning For many students starting these programmes, it will be the first time that they have studied in the UK and in some cases it is the first time that they have lived in another country. Therefore, pre-arrival information is important as it assists the students in their transition to a new study context and life. On acceptance onto the programmes, students receive detailed information about their course, Leeds Met and Leeds. They will also have the contact details of a dedicated international admissions officer and an administrator who will be responsible for dealing with pre-arrival questions and ensuring the student has all the necessary joining information. All students are given a full induction to their course, the Subject Group, the Faculty and the University's facilities. They will be invited to a University-wide Freshers Festival during which they are informed about issues of particular relevance to overseas students, new to the UK and to Leeds. Each student will have a personal academic tutor, who will take responsibility for ensuring that the student is supported throughout their programme of study, and who liaises with appropriate colleagues across the receiving faculties. Personal Academic Tutorials in the form of group tutorials and individual tutorials are held regularly and form part of the student s timetable. In addition to the Personal Academic Tutorials, students are supported in their independent learning throughout by a full-time Language Learning Advisor, based in the Languages Resource Area of Headingley Campus library. 44

45 Students are made fully aware of the extra-curricular opportunities available to international students by the Faculty, the University and external organisations. Students are encouraged to participate in these activities as well as in those organised by the Student Union. Integration into the wider life of the University is seen as an important element in the preparation and development of our international students. A full-time International Student Welfare Officer is available to assist students with queries and concerns relating to visa regulations, finance, health and other welfare issues. The students can also access help and advice via the University s Helpzones (a centralised one-stop-shop offering support, advice and guidance) and the Leeds Met Student Portal. The Helpzones are staffed information points located at Headingley Campus, Civic Quarter and Carnegie Stadium, where information and general advice can be accessed, along with queries that are not related to the student s course. Each Helpzone consists of a reception and open information point, a private interview space and open self-access terminals where students can access the web portal. The Helpzones offer an open-door information point for a wide range of services, including accommodation, childcare, counselling, careers, disability support and services specifically for international students. The Student Portal offers a range of information accessible to students online on and off campus 24 hours a day. 12. Criteria for Admission The entry requirements for Postgraduate Diploma / MA English Language Teaching are: Route 1: English language ability of at least IELTS 7.5 (or equivalent) with no skill less than 7.0 or native speaker of English; Relevant honours degree or equivalent (normally from the area of the Social Sciences) At least 2 years full-time English language teaching experience. Route 2: English language ability of at least IELTS 6.0 (or equivalent) with no skill less than 5.5; Relevant honours degree or equivalent (normally from the area of the Social Sciences) Accreditation of Prior Learning Accreditation of Prior Certificated Learning may be sought on the basis of prior certificated or non-certificated learning and can be up to a maximum of 50% of credit of the final level of the award that the student is studying. Students who already possess the Delta qualification or equivalent will be awarded Accreditation of Prior Certificated Learning for the first 60 credits of the MA programme. 45

46 11. Modes of Study Students are able to study for the MA ELT/ Postgraduate Diploma ELT via the following modes of study: Full-time (MA) 3 semesters; minimum 12 months, maximum registration of 5 years; normally September start. Part-time (MA) 6 semesters; minimum 2 years; normally involves the completion of two modules each semester. Distance Learning (MA) 6 semesters; minimum 2 years; normally involves the completion of two modules each semester. 13. Methods for Evaluating and Improving the Quality and Standards of Teaching and Learning All of the English Language Teaching courses are accredited by the British Council and the whole provision is fully inspected every three years. The overall responsibility for the academic provision within the Faculty lies with the Associate Dean (Students & Curriculum). Operational management of the Scheme will be the responsibility of the Scheme Leader who will work closely with the Course Leader and the Subject Group Leaders. The awards subscribe to a wide variety of mechanisms for programme evaluation and development. Modules within the programme which are included in the Faculty Scheme are subject to the normal processes for module evaluation. The methods used for evaluating and improving the quality and standards of teaching and learning are outlined below: Student Feedback Informally, the students are constantly encouraged to give the course leader or other members of the course team feedback, for example, before or after class, in personal academic tutorials or by . The course team seek to act immediately upon such feedback wherever possible. More formally, the standard University student feedback mechanisms are used and these feed into the annual review process. These include: 46

47 Student Forums and focus groups Student Representatives for the course Module Evaluation Questionnaires Annual Student Survey Administrative support underpins the course and provides academic staff with assistance in the effective and efficient implementation and operation of the Course and Scheme s policies and procedures. In particular, this will include assisting the Course Leader and Personal Academic Tutors in the careful application and operation of systems and procedures for accurately recording and tracking student study programmes and progress. To ensure that procedures and policies are adhered to, a quality and evaluation system is in place which includes the following mechanisms: Mechanisms for review and evaluation Module Leaders reports following standardisation, moderation, feedback and module evaluation meetings; Course Leader s reports; University module and course evaluation; External Examiner reports; Course management and course team meetings; Annual monitoring and review; Student representatives and student forums; Curriculum area review / Periodic Review etc. Committees and mechanisms with responsibility for monitoring and evaluating quality and standards Scheme & course management teams; Board of Examiners; Faculty Quality and Standards Committee Faculty Board. Mechanisms for improving quality and standards Staff development - subject and professional updating; Subject Group research and consultancy; Staff appraisal; Subject Group and course team meetings and planning days; Peer observation and review; External contribution to module development, delivery and review; E-Learning projects and committees. 47

48 14. Regulations of Assessment A Summary of assessment requirements The assessment regulations which apply to Leeds Met awards are accessible in full via section C of the Academic Regulations: MA English Language Teaching 180 Credit points, of which a minimum of 160 are at Level M ; Students will have pursued a programme of study of 180 credit points. Achievement requirements: satisfied the submission and attainment requirements for each module studied; achieved 40% or more in modules equivalent to 160 credit points at level M or above; achieved an overall average of 20% or more in each module studied; obtained an average of 40% or more across all modules studied at this level. Students who fail to achieve at this level will be eligible for a Postgraduate Diploma English Language Teaching, provided that they have fulfilled the criteria below. Postgraduate Diploma English Language Teaching 120 Credit points at Level M ; Students will have pursued a programme of study of 120 credit points. Achievement requirements: satisfied the submission and attainment requirements for each module studied; achieved 40% or more in modules equivalent to 100 credit points at level M or above; achieved an overall average of 20% or more in each module studied; obtained an average of 40% or more across all modules studied at this level. Students who fail to achieve at this level will be eligible for a Postgraduate Certificate English Language Teaching provided that they have successfully completed 60 credits at M level. 48

49 Distinction The award of a distinction may be made to those students who have demonstrated excellent performance against: the attainment of an average of over 70% in assessments contributing to the final award. Merit The award of merit may be made to those students who have demonstrated excellent performance against: the attainment of an average of over 60% in assessments contributing to the final award. External Examiners The External Examiner appointed to the course will: approve assignment briefs and examination papers which count towards the final award; review examination scripts and coursework, and moderate marks where necessary; attend examiners meetings, appropriate Examination Committees and/or the Board of Examiners; be consulted about any proposed changes to assessment regulations and course modifications; report on aspects of quality and standards. 15. Indicators of Quality and Standards This programme is part of the Faculty Scheme. Indicators for quality within this context are: The successful outcome of the British Council inspections. External Examiners reports consistently show that the standards achieved in the Subject Group are comparable to or higher than those in other institutions. Structured feedback from students through the University and Module Evaluation Questionnaires. The Quality Assurance Agency for Higher Education (2008) The framework for higher education qualifications in England, Wales and Northern Ireland [Internet], Gloucester, The Quality Assurance Agency for Higher Education. Available from: < [Accessed July-December 2009]. 49

50 Health Warning: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes advantage of the learning opportunities that are provided. Additional information on the specific learning outcomes, indicative content, and the module teaching learning and assessment methods of each study unit or module can be found at: course handbook 3. module handbooks The accuracy of the information contained in this document is reviewed by the University and may be checked within the independent review processes undertaken by the Quality Assurance Agency. Appendix A: Distance Learning Study Guide Introduction. Is distance learning flexible? The answer is yes, and no! You can be located anywhere in the world. You can study on any day at any time of the day. You can choose the pace at which you learn, i.e. the number of subjects (modules) you study at a time. However, you must study to the University Trimester timetable, each module/subject is allocated to a Trimester and this is the only window of time when the teaching material and tutor support will be available to you. Your learning starts and stops very strictly to the University semester calendar and dates for the submission of assessments cannot be missed. There are three main elements to studying by distance learning at Leeds Beckett University: 1. Deciding your own learning timetable. 2. Being aware of the learning and assessment content and timetable for each module. 3. Being aware of the support mechanisms - the University s My Beckett system including Blackboard 9, as well as normal , text and telephone. It is important to understand that when you enrol on a distance learning course you effectively enter into a legal contract with the University. Once you enrol, the course administrator will attach your name to the modules you wish to study and the University will send you an invoice for those modules. We will then give you access to the course which is delivered over the Internet by a university system called My Beckett. The modules you will study use Blackboard 9 which is within My Beckett. Should you at a later date fail to pay the invoice, access to My Beckett will be withdrawn. Changes in your own personal circumstances could also cause problems in you completing a module and, therefore, getting what you have paid for. The University is very understanding 50

51 of work pressures, family life pressures, and either your own or close family illness. The moment you feel any personal issue is going to affect your ability to complete your studies you should contact the course administrator. We then have a process called mitigation which will allow you to postpone your studies until a later date - but be aware you have to produce paperwork to prove the reasons you are claiming. If no adequate reason can be given, and proved, for failing to finish modules you will be expected to pay for the modules even though you fail them. University Trimesters The MA ELT Online runs across three trimesters in the academic year. The academic year runs from 1 September to 31 August. See the course calendar on page 7 and the module overview on page 12 for an overview of which modules you ll be doing each trimester. All our modules are designed to be taught in a Trimester. Modules on the MA ELT online have 10 weeks input and two weeks for assessment preparation and the assessment, therefore, usually, a module has 10 topics. In order to gain the credits for a module you have to pass the assessments that are part of the module. Module Content / Scheme of Work Each module is designed individually. Each module has a Module Leader who is responsible for anything to do with the module and is a student s first point of contact if there are any queries or issues connected to the module. The module leader decides the range of topics that will be taught over the semester and also decides the assessment strategy that indicates whether the student has passed or failed the module. Different modules have different types of assessment and modules also vary in the number of assessments that are required. The key document for any module is the Scheme of Work it is absolutely critical that distance learning students completely familiarise themselves with the scheme of work and raise any queries as soon as possible. Students should also be aware that sometimes two or three different tutors are involved in the delivery of one module. The teaching team will be identified and the subjects areas for which they are responsible will be clearly identified in the scheme of work. Each module has an individual assessment strategy. An assessment is a piece of work - usually an essay, exam, a journal article or presentation, which needs to be submitted on a given time and date. It is marked by a lecturer. There may be more than one assessment for a module. Summation of your marks determines whether you pass or fail the module. If you pass the module you are awarded the credits attached to the module. If you fail the module through lack of ability or effort you have to pay to do the module again at a later date. 51

52 If illness, job circumstances or personal circumstances affect your ability to pass a module you have two stages to go through:- 1. Make the University aware immediately, in writing, and before assessments take place, (you cannot fail and then decide there are a whole heap of mitigating circumstances you want to claim). 2. Receive a ruling from our mitigation panel, who consider your written claim, as to how and when you will complete the module. See section 3.6 for further information about extenuating circumstances and mitigation. Decisions you must make: 1. What level of qualification are you going for? This determines the number of credits you require. 2. How quickly do you want to qualify. The quickest you can complete an MA is 18 months on route 1 and 2 ½ years on route 2. The University commits to supporting you for 7 years. 3. What time do you need to commit to studying? The MA ELT Online delivers 1 module each semester which will earn you 20 credits per semester and requires approximately 8 to 12 hours of study per week. In addition, the time it takes you to prepare and submit the written assessment submissions could be 10 hours or more. Finally the Dissertation it is difficult to predict how much time you need as people work at such different rates. However, you should plan to work for a minimum of 6 hours a week over a 20 to 24 week period. 4. Work out a time line you can commit to. This is personal and specific to you depending on how you answer 1 to 3 above. The Sequence you must work in. The last thing you complete is your dissertation. Before you start your Dissertation you must have passed the Research Methods module so usually this is the penultimate module you do. See page 12 for the structure of the MA. Support Mechanisms Distance Learning can be a lonely business. However, at Leeds Beckett we try very hard to build a community amongst our students and provide first class support. There are exercises which require you to liaise and work with your fellow students. You have a module leader who tracks your progress and is available for any queries you have regarding the module. The teaching team members will mark your work and provide feedback and be happy to discuss your performance with you. In addition there are three main software systems that support you: 52

53 1. My Beckett ( Beckett.htm) 2. Skype 3. My Beckett My Beckett is the VLE (Virtual Learning Environment, powered by Blackboard ) used by the University to provide teaching material and some mechanisms of student support. When you enrol you will be given access to this system which is delivered over the Internet. It is available 24/365. My Beckett contains all the material and instructions, module by module, for you to study with. We try to make it stand alone and self explanatory but there are two ways you can converse with your tutor and get support. 1. Discussion area. This is set up for you when you enrol and is a private area for students enrolled on the module to upload and download files and also one another within the My Beckett system, ( i.e. limited to the My Beckett system, not a normal system). 2. Chat on Line. Any student or tutor logged onto the My Beckett system can be invited to have a chat session, you don t actually chat but exchange type written notes. You will need a broadband connection to the internet in order to access course materials. How You Learn This section gives you an insight into the material you will learn and how you will be assessed. Online Learning by definition means that there is no classroom contact between lecturer and student. However, there are discussion activities and tasks built into each module which will be moderated by the tutor who can add typed comments to the discussion. A Post Graduate qualification is intended to take you further than your undergraduate qualification. As such it focuses on extending your knowledge and experience of English language teaching to critical approaches and international settings. There is no doubt you have to have a fair degree of self-motivation to study by distance learning. Whilst we hope we have developed an interesting and challenging curriculum, because there are no classroom sessions at a specific time, it is up to you to log onto the computer and study. Having chosen and paid for your modules, you are given access to the My Beckett system. The My Beckett system is the source of all teaching material and assessment submission information. It is expected that through the 12 week life of a module you will log onto it 2 or 3 times per week. Lecturers also use My Beckett to make announcements about the module and answer any queries a student might have. You also use My Beckett to download and up load files you might want fellow students to see especially if you are involved in Group work. Please note that any text you write into text boxes will NOT get saved, so if it s something you want to keep for future records, you need to keep their own copy. If the text 53

54 is important to the course, inputting it has been up in discussion forums or within an offline activity, so that there is then a record of what has been discussed. It is your responsibility to engage and work through the topics week by week. It is also your responsibility to be aware of what you are required to do to pass the module and submit your work on time. All this information is available via My Beckett in a document called the Module Handbook. All our distance learning courses are designed on an enquiry based learning principle. This means you are pointed in the direction of material which you have to read and consider in the light of exercises/assessments that are set you. Lecturers are able to answer queries and discuss any opinions you form. You are not taught in the old fashioned classroom sense. My Beckett is available 24 hours a day, 365 days a year. You can choose, when in a week, you do your studying, but you have to keep to the overall timetable of the module. It is your job to acquire the requisite number of credits for the qualification you are aiming to achieve. MA in English Language Teaching requires 180 credits and must include a Dissertation. Post Graduate Diploma requires 120 credits, (Dissertation not required). Post Graduate Certificate requires 60 credits, (Dissertation not required). We are looking forward to working with you and hope you will enjoy the course. Appendix B: Academic journals relevant to the MA in ELT, available electronically through library online. Key journals: Applied Linguistics ELT Journal English Teaching Professional Modern English Teacher TESOL Quarterly Further journals: Humanising Language Teaching Arab World English Journal Brazilian English Language Teaching Journal English for specific purposes English for Specific Purposes World English in Africa English Language and Linguistics 54

55 English Language Teaching English Teaching Forum International Journal of English Language Education International Journal of Research Studies in Language Learning Iranian journal of language studies full text only Journal of Academic Language and Learning Journal of English as an International Language Journal of Linguistics and Language Teaching Kashmir Journal of Language Research Language in India Language in Society Language Learning & Technology : LL & T Language Teaching Language testing Modern Journal of Language Teaching Methods Teaching English in the Two-Year College TESL Canada Journal = Revue Tesl du Canada TESL-EJ: Teaching English as a Second or Foreign Language TESOL Journal TESOL Quarterly / Teachers of English to Speakers of Other Languages 55