Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London

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1 PROGRAMME SPECIFICATION MA English Education Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Name of final award Master of Arts (MA) Postgraduate Diploma Postgraduate Certificate Programme title MA in English Education UKPASS Code P Language of study The Institute of Education teaches and assesses participants through the medium of the English language. Competence in English language is required of all applicants. Programme regulations may indicate the level of competence required of each applicant and may make its achievement a condition of admission. Participants The MA English Education is aimed at English and literacy teachers at primary, secondary and tertiary level; advisory teachers; others with an interest in the teaching of English as a first language and in the teaching of literature, drama and media worldwide. Educational Aims of the Programme The programme provides participants with a critical understanding of concepts in English education and knowledge of how English education is influenced, studied and researched. The programme develops: intellectual skills and developing critical perspectives on policy and practice; professional skills, such as developing policies in English education; and research skills, such as critically reviewing relevant literature, devising and carrying out a plan to answer a research question. The general aims of the programme are to: provide English and literacy teachers with academic and professional development in the field; equip such teachers with leadership capital; and provide such teachers with a foundation for original research work in the field.

2 Learning Outcomes The programme will help participants develop and demonstrate achievements in the following areas: have a critical, in-depth knowledge of the field be confident in discussing and evaluating areas of controversy within English know how to research the field know how research relates to practice and policy be more aware of the richness and scope of English as a field of study have specialized knowledge in the fields covered by the option modules they select be able to take a leadership role in the field of English in education. Criteria for admission Candidates should hold a good honours degree in English Literature or Language or a related subject (e.g. Media Studies, Drama and Theatre Arts, Linguistics, Journalism). We encourage applications from candidates from all educational contexts and experiences. We welcome PGCE participants with masters-level credits from a PGCE in a relevant subject. Applicants who deviate from the above requirement will be asked to write a qualifying essay. Current or recent teaching experience of English or literacy at Primary, Secondary or Tertiary levels All applications are considered on an individual basis. Applicants are encouraged to make informal contact with the programme leader to discuss expectations and other matters of detail. Applicants whose first language is a language other than English will be required to provide evidence of their English language proficiency. The Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from them. Participants do not need to be registered disabled to draw on these services, though in order to provide services in the long-term we will need to ask for medical or other evidence, as appropriate. Disabilities Support can also support people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery. We aim to treat every person as an individual, with needs which may differ from those of other people with a superficially similar disability. We do not therefore have standard procedures for participants with dyslexia, or standard procedures for visually impaired participants: each person's needs are considered individually.

3 Mode of study The programme is available full-time, normally completed over one year, or parttime, completed over two to four years. Programme structures and requirements, levels, modules, credits and awards The programme is divided into study units called modules, four of which are taught modules each counting for 30 credits. The dissertation which counts for double module credits (60), and the report which counts for 30 credits, are entirely researchbased and are supported by personal supervisors. For a Masters degree to be awarded, successful completion of a minimum of 180 credits is required. (The Institute of Education uses the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits). Participants who for academic or personal reasons are unable to successfully complete the 180 credits required for the masters award may exit with the completion of 60 or 120 (M level) credits (achieved through taught elements) and be awarded a Postgraduate Certificate or Postgraduate Diploma respectively in the subject area. Core modules / Programme elements: Credits Contemporary Issues in English in Education 30 Research Methods in English in Education (face-to-face and online) 30 And either Report on English in Education 30 or Dissertation on English in Education 60 Optional modules vary from year to year, but the following list is indicative of the options available at the Institute of Education. The current list is available on the web in the modules handbook for 2013/14 Recommended optional modules / Programme elements: Credits Literature for Children and Young People 30 Language and Identity 30 English in Diverse World Contexts 30 Second Language Acquisition 30 Literacy and ESOL Theories and Frameworks 30 Reading and Spelling Difficulties 30 Film: Theory and Educational Practice 30 Literacy Development 30 Literacy Practice in Writing and Comprehension 30 Computer Games, Virtual Worlds and Education 30

4 Developing understanding in English, Drama and Media Studies (prioritised option module for NQTs only 1 ) 30 Modules which do not recruit to the required minimum may not run and you will be advised as to alternative options. Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated The programme is taught at the Institute of Education although it is expected there will be an element of online discussion in some of the face-to-face modules. One of the core modules, on research methods in education, is mixed mode. Digitised readings are provided, and recommended texts act as programme readers. The modules take a variety of forms including group workshops, guest lectures, seminars, participant-led discussions and individual tutorials. Campus-based sessions consist of input by the tutor together with a seminar-type forum where there will be opportunities for discussion and group work. In each module participants are entitled to one tutorial to support the writing of their assignment. Tutors provide formative feedback to improve assignments before final submission. Participants are encouraged to be in regular contact with their tutor during the research for, and writing of, your dissertation/project report. Tutorial sessions are available to support this work. Information about assessment regulations Participants must successfully complete all elements of the programme, to achieve the minimum credits required for the award. All coursework is assessed according to the grade-related criteria for the programme level, found in the programme handbook. All assignments are independently marked by two staff members, who meet to discuss and reconcile the marks and comments for each individual. Assignments are graded from A to D, with D being a failing grade. Participants are permitted to represent a failed assignment on one further occasion, within 12 months of the original submission. An external examiner is appointed by Senate and plays an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the programme participants and the reliability of the judgements made in assessing them. Further details about assessment regulations can be found at nt Regulations.pdf 1 This module is not, however, required, for the programme

5 Support for learning The programme team is conscious of the characteristics of the participant body, which is dominated by full-time practising teachers, many of whom have been away from formal educational experiences themselves for an extended period. Support for participants is also mindful of the fact that participants are also autonomous and responsible professionals, sometimes in senior positions. Support for learning includes: Programme handbook Information services online support Extensive library and other learning resources and facilities, also available online Personal tutor for each participant Critical and supportive feedback on written which attempts to be diagnostic of participant need, and formative in style Academic counselling and advisory service Access to Participant Welfare Service Access to Academic Writing Centre Access to the University Careers Service. Methods for evaluating and improving the programme Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards o Module evaluation by participants o Annual programme review prepared by programme team o Periodic programme review and revalidation involving external panel member o Visiting (external) examiner reports. Mechanisms for gaining participant feedback on the quality of teaching and their learning experience o Participant feedback to tutors and programme leader o Participant representation on programme committee: participants are also invited to attend the Autumn annual review o Programme and module evaluation o Annual participant satisfaction survey. Indicators of quality and standards o Promotion o Research: several research studies have found published form in academic and professional journals o Members of the programme team continue to have national and international status in their respective fields. Relevant benchmark statements and other external and internal reference points used to inform programme outcomes

6 During the programme itself we will rely on our external examiner to provide critical feedback. Meetings are planned during and at the end of each year s programme so that both formative and summative responses can be made. Date of completion/amendment of specification September 2013