Teaching institution: Institute of Education, University of London. MA Humanities Education (Citizenship/History/Religious Education)

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1 PROGRAMME SPECIFICATION MA Humanities Education (Citizenship/History/Religious Education) Awarding body: Institute of Education, University of London Teaching institution: Institute of Education, University of London Name of the final award: Master of Arts (MA) Postgraduate Diploma Postgraduate Certificate Programme title: MA Humanities Education (Citizenship/History/Religious Education) The award title reflects the study route undertaken by the participant and will be one of the following: Citizenship Education History Education Religious Education Citizenship/History Education Citizenship/Religious Education History/Citizenship Education History/Religious Education Religious/Citizenship Education Religious/History Education UCAS/UKPASS code: P Criteria for admission to the programme Candidates normally hold a good first degree (2.2 or above) and some experience of working in the field of citizenship, history and/or religious education, or in a closely related field. European or international applicants are expected to have qualifications at an equivalent level. Those who do not meet these criteria will be considered on the basis of their Personal Supporting Statement, part of the application process. Guidance on how this can be most effectively written is available via the website, here. All candidates are expected to demonstrate a high level of commitment to their specialist area of education in a formal or informal educational setting. Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency.

2 The Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from them. We provide support for students with a range of conditions which have a long-term and adverse effect on studying such as: sensory (visual / hearing / speech) impairments mental health issues mobility or dexterity impairments Asperger's Syndrome or other autistic spectrum disorders chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.) specific learning difficulties (e.g. dyslexia, dyspraxia) Disability and Wellbeing Support will also advise people who have a temporary mobility/dexterity impairment /other difficulty as a result of an accident, injury, illness or surgery. Every person is treated as an individual, and we invite you to contact us as early as possible so that we can consider your needs and tailor our support to meet them. This applies to all students home, EU and international. Online learning students need regular access to a computer with internet access. If they want to print out materials a printer will also be required. Further information on computer requirements is detailed here. Educational Aims of the programme The programme aims to: explore key political and philosophical debates that have influenced and shaped learning and teaching in citizenship, history and/or religious education encourage you to reflect critically upon principles and issues that relate to policy and professional practice explore contemporary developments in citizenship, history and/or religious education enable you to develop a personal response to the challenges and opportunities of citizenship, history and/or religious education that is informed by critical engagement with research evidence and academic literature develop participants' understandings of vital issues associated with teaching, learning, and assessment in citizenship, history and/or religious education equip participants to continue their studies beyond the MA, including work for an EdD or PhD, by providing them with an initial conceptual basis for further work, an acquaintance with some recent research in the field, and competence and confidence in academic study promote equality of opportunity for participants with diverse experiences and needs offer early career teachers the foundations of a professional development journey that links the advancement of their career in teaching to professional development opportunities at the Institute of Education

3 Learning Outcomes On successful completion of the programme participants should have: an understanding of the place of citizenship, history and/or religion in the contemporary curriculum and in education in its broader sense an understanding of how political forces have influenced and shaped education in citizenship, history and/or religious education, and additionally an appreciation of how and why debates over these subject areas often have been vigorously contested an understanding of the central concepts that underpin citizenship, history and religious education, and have explored aspects of children's, students', lay adults', and other professionals' understandings of those concepts extended their knowledge of the major issues related to learning and teaching in citizenship, history and/or religious education critically examined research into the learning and teaching of citizenship, history and/or religious education considered innovative and intellectually grounded strategies and approaches to improve pedagogy and excite learning in citizenship, history and/or religious education an informed and considered appreciation of their own and their colleagues' professional development needs and the disposition to want to continue to advance personal knowledge and professional understanding at a higher level Programme structures and requirements, levels, modules, credits and awards Programme structure For a Master's 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). Completion requirements A total of 180 M (masters) level credits are required to complete the MA. Each taught module = 30 credits Dissertation = 60 credits Report = 30 credits Candidates may import a maximum of 90 credits by agreement with the programme leader. In order to qualify for an MA at the Institute of Education, you must take: either four taught modules (recommended modules detailed below) plus a Dissertation (20,000 words) or five taught modules (recommended modules detailed below) plus a Report (10,000 words)

4 Qualifying for a named award within the MA Humanities Education As outlined above, students graduate this programme with a named award in a single subject (Citizenship, History or Religious Education), or with a joint (major/minor) award in two of the programme s subject areas (For example, Citizenship/History Education). To earn an MA in ONE named subject, a student must complete a minimum of 90 credits in that subject (e.g., 1 module plus a dissertation). To earn an MA in TWO subjects (major/minor) a student must complete a minimum of 90 credits in the MAJOR subject AND a minimum of 60 credits from the MINOR subject area. The modules on offer during are: Effective Learning in History (Autumn-Spring - Online with three face-to-face seminars*) Philosophy of Religion (Spring - Online with three face-to-face seminars*) Teaching Controversial Issues** (Summer Online with three face-to-face seminars*) *Online alternatives to face-to-face seminars available **Citizenship Education module Each 30 credit module incorporates 300 learning hours. The table below presents an example of the learning hours associated with an individual module: Learning Hours for the Effective Learning in History Module Preparation 35 Contact hours 12 Background reading 65 Engagement in online 38 discussion/activity Self-directed study 97 Tutorial time 3 Summative assessment 50 TOTAL learning hours 300 Students 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 (achieved through taught modules) and be awarded a Postgraduate Certificate or Postgraduate Diploma respectively in the relevant subject area. Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated Students on each module will be part of a group following the programme together and communicating with each other and with their tutor through a specially designed and password-protected website, known as a virtual learning environment (VLE). Students will be able to discuss the programme and the assessment with other students and will be in a position to learn from other participants. Examples of student activities include individual reading and critical reflection, pair and group discussions, synthesis of group comments and report writing. Mapping this to particular teaching and learning activities, the programme uses, for example:

5 Technologies for instruction Moodle, podcasting Resources provided E-print articles, web links Technologies to support collaboration Discussion areas, use of wikis Technologies to support reflection Blogging and discussion areas Technologies to provide student support Online discussion areas for cohort-wide information and non-sensitive feedback. Tutors will also give individual and personalised feedback on the reflections that students make in their online journals. In certain circumstances, phone support and will also be provided. Technologies to support assessment Wikis, Blogs, Turnitin Information about assessment regulations Participants must successfully complete all elements of the programme, to achieve the minimum credits required for the award, e.g. 180 credits for a masters 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 who fail an assignment may be re-assessed in that element of their programme of study on one further occasion only, within the deadline specified by the Programme Leader. 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 here. Support for learning A considerable breadth of experience, expertise and interests is brought by participants to the programme and strategies to support their study acknowledge this diversity. Support includes: Induction sessions Student handbook Programme handbook Sessions led by the Academic Writing Centre Information services induction and other programmes Extensive library and other learning resources and facilities Personal tutor for each student Programme, subject and module leaders availability to advise on academic matters Peer support and networking facilitated by use of the virtual learning environment Academic counselling and advisory service Access to Student Welfare Service Critical and supportive formative feedback on draft assignments

6 Methods for evaluating and improving the programme Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards include: Module evaluation by participants Termly meetings of the Programme Team Annual programme review prepared by programme team and considered by Faculty learning and teaching committee Periodic programme review and revalidation involving external panel member Staff review and development Peer observation of teaching External examiner reports Committees with responsibility for monitoring and evaluating quality and standards: Programme Committee Board of Examiners Faculty learning and teaching committee/s Teaching Committee Validation Sub-Committee Equality and Diversity Committee Academic Board Senate Mechanisms for gaining participant feedback on the quality of teaching and their learning experience: Participant module evaluation (sessional and programme) Student representation on programme committees Mode of study The programme is offered within the Institute s 180 credit MA scheme. It is offered on both a part-time (two to four years) and a full-time (one year) basis. Attendance is on an online, face-to-face or mixed mode basis, depending upon module choice. 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. Indicators of quality and standards Progression to higher level award programmes Promotion to management or higher level roles in their place of work Programme participants teaching other practitioners in their own institutions or on a regional or national basis Participation in continuing professional development programmes Publication of outstanding programme work in peer reviewed journals External examiner s appraisal of how standards compare with other universities Date at which the programme specification was written or revised December 2014