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

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1 PROGRAMME SPECIFICATION MA Primary Education (Policy and Practice) 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 Primary Education (Policy and Practice) 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 programme is designed for a wide range of professionals involved in primary education, such as class teachers, curriculum coordinators, advisers, consultants and lecturers in higher education. Educational Aims of the Programme The MA is designed to meet the rapidly changing needs of professionals engaged in the challenges of educating young children. It seeks to stimulate and enhance their thinking and enable them to develop their own perspectives on primary education. In so doing it will equip them to undertake leading roles in primary education. It aims to promote critical examination of the bases for current practice in primary schools engage participants with UK and international research and debate related to policy and practice in primary education encourage analysis of contemporary developments and initiatives in primary education provide insight into global and international perspectives on primary education develop research skills through evaluating and carrying out research in primary education. Learning Outcomes The programme should enable participants to engage with historical and contemporary debates and policy initiatives in primary education in the UK and internationally examine current developments in primary education critically and with confidence explore the dynamic relationship between educational research, policy and practice develop their understanding of techniques of research and enquiry

2 enhance their analytical skills and use these to reflect upon and develop their professional practice. Criteria for admission Applicants should have a good honours degree, or an equivalent qualification, and should ideally have had direct professional involvement with pre-school or primary education either in the UK or abroad. Applicants whose first language is a language other than English may 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, nor standard procedures for visually impaired participants: each person's needs are considered individually. Mode of study The course can be taken full-time over one year, or part time over two to four years. Full-time participants normally attend up to two evenings a week, plus three Saturdays across the year. In their first year of study, participants taking the course part-time attend one evening every two weeks in the autumn and spring terms, plus three Saturdays. In their second year they attend one evening every week in the autumn term, plus dissertation and support and supervision sessions. For any optional modules taken the timing and pattern of attendance will depend on the modules selected. Programme structures and requirements, levels, modules, credits and awards The programme is modular in structure and is completed by credit accumulation under the Institute s 180 credit scheme. Required modules are as follows: The perspectives and contexts of primary education (30 credits) Contemporary issues and debates in primary education (30 credits) (not required for participants who graduated from the Institute s Primary PGCE from onwards) Research methods in education (30 credits) Dissertation (60 credits) or Report (30 credits) in primary education. To make up the 180 credits required participants can select optional modules from across the Institute s programmes in consultation with the programmeleader. In some cases credit transfer may be possible from courses already undertaken.

3 (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 credits respectively (achieved through taught elements) and be awarded a Postgraduate Certificate or Postgraduate Diploma in the subject area. Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated A wide range of learning and teaching approaches is employed across the course including lectures, student presentations and group discussion. Sessions are organised to promote the active involvement of participants and to capitalise on their diverse backgrounds. Participants are encouraged to share and draw on their own educational experience and history. Participants are expected to prepare for course sessions. Preparation will include background reading and directed tasks designed to support critical examination of policy and practice in primary education. All modules are assessed by coursework. For each module participants are allocated a module tutor who will discuss the development of their work, offer advice on the preparation of work for assessment, provide formative feedback on draft assignments and summative feedback on the final submission. lnformation 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 or_the_assessment_of_students.pdf

4 Support for learning Support for learning is provided in a variety of ways including An initial induction day prior to the start of the course designed to introduce course tutors and participants, outline the course programme and its expectations, indicate support available during the course, provide advice on optional modules and offer opportunities for participants to raise questions. Programme and module handbooks providing information about the programme details of tutorial and assessment arrangements and advice on study skills. Access to programme materials and readings for each module via Blackboard, a virtual learning environment. Peer support and networking facilitated by collaborative tasks and opportunities for communication via Blackboard. Tutorial support for each assignment - participants are allocated a tutor for each module who will arrange tutorials to support the development of each assignment, provide detailed formative feedback on draft assignments and give summative feedback on final submissions. Support from a personal tutor who is able to advise on decisions concerning course work, dissertation topics or the optional module. Participants can also discuss any difficulties they may be having with the course. Individual tutorials can be arranged at mutually convenient times. Support from central services provided by the Institute, including Library Services, Computer Services, study skills support offered by the Centre for Academic Literacies (CAPLITS) and advice available from the Student Support Centre for example for international students and students with disabilities. Methods for evaluating and improving the course Methods for evaluating and improving the course include Evaluation sessions built into course modules Formal evaluations completed by each participant at the end of each module Discussion of individual modules and course processes at termly course committee meetings - a summary of student evaluations and the report of the student representative are considered at each committee meeting. Implications and action to be taken are discussed and then reviewed at subsequent meetings. Peer observation of teaching and internal moderation of assignments undertaken by course tutors Review of the course programme and student outcomes by the external examiner

5 Annual course review this provides an opportunity to draw together issues raised through course evaluation processes with developments in research, policy and practice in the field of primary education in planning for the year ahead. Indicators of quality and standards Indicators of quality and standards are provided by External examiner reports Completion rates Grade profiles for each assignment Participant evaluations Promotion to leadership and management roles in primary education or appointment to roles in higher education Further scholarship and research based on MA studies for example publications or progression to doctoral studies Relevant benchmark statements and other external and internal reference points used to inform course outcomes There are no standard benchmarks. We expect a small number of our students to proceed to doctoral study, to write for peer-reviewed journals, or to move into HE posts themselves. The majority seek promotion within the early childhood field and use the course leader as referee for their applications. Many are successful and become leaders in their field. Date of completion/amendment of specification August 2010

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