Programme Specification for the 2020/1 academic year
MA Language and Literacy in Education (Part-Time)
1. Programme Details
| Programme name | MA Language and Literacy in Education (Part-Time) | Programme code | PTA3EDUEDU07 |
|---|---|---|---|
| Study mode(s) | Part Time |
Academic year | 2020/1 |
| Campus(es) | St Luke's (Exeter) |
NQF Level of the Final Award | 7 (Masters) |
2. Description of the Programme
The MA Language and Literacy in Education is designed to develop your understanding of the theoretical foundations of teaching reading and writing, and the pedagogical implications of this. It focuses principally on language and literacy education in the compulsory school phases, but would nonetheless have relevance to post-compulsory educators, and to educators engaged in language and literacy education in non-school settings.
The core modules of the programme address reading and writing, and engage you in critical enquiry in your school, or other settings, with an emphasis on improving the outcomes of learners in reading and writing. At the same time, however, a distinctive feature of the programme is that each of the core modules also focuses on your own personal development, looking at children’s literature and reading for pleasure, and engaging you in undertaking your own creative writing. The dissertation module will allow you to specialise, taking one aspect of reading or writing of your choice for further research.
3. Educational Aims of the Programme
The broad educational aims of the programme is to provide theoretically-informed professional development in language and literacy education and to equip you to be an informed, reflective and critical literacy educator. More specifically the programme aims to equip you with:
- secure understanding of the principal theories related to learning and teaching about reading and writing, with a particular emphasis on: the importance of vocabulary; reading comprehension, models of the writing process; creative writing; and the relationship between grammar and being an effective reader and writer;
- broad knowledge of empirical research in reading and writing pedagogies, and critical understanding of how to interpret empirical studies;
- skills and understanding to conduct your own research projects using a range of research methods;
- extended knowledge of books written for children and a personal engagement with what it means to be a writer.
You will be taught by a team of staff who are all engaged in language and literacy educational research, and who are all former teachers who understand the practical realities of the classroom.
4. Programme Structure
Your MA Language and Literacy in Education programme is a 3 year programme of study at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ). This programme is divided into 3 ‘Stages’ of 60 credits. Each Stage is normally equivalent to an academic year. The programme is also divided into units of study called ‘modules’ which are assigned a number of ‘credits’. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work.
The MA Language and Literacy in Education is a 180-credit programme which is accredited at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ).
Part-time candidates registered on the MA Education programme are required to complete the programme within three years of initial registration.
Modules are offered in a combination of modes – online, face to face and/or blended (a combination of face to face and online). Some modules may require prior experience or require you to be currently working in an educational context.
All students are required to undertake the Dissertation module (60 credits). This module is exempt from condonement. It is normally expected that you would have completed 120 credits prior to commencing the Dissertation module.
APL procedures that meet national standards are also available to students. For students registering on the MA Education programme, a maximum of 90 credits can be accredited through APL including up to a maximum of 60 credits through APCL and a up to a maximum of 30 credits through APEL.
Interim Awards
The modular format of the Programme provides exit points in the form of a Postgraduate Certificate (60 credits) and Diploma (120 credits) organised in line with the national framework established by the QAA. You may exit the programme with these qualifications provided you have obtained the requisite number of credits as shown below.
|
Postgraduate Certificate (60 credits) 2 x 30 credit modules OR 1 x 60 credit module |
Postgraduate Diploma (120 credits) 4 x 30 credit modules OR 2 x 30 credit modules plus 1 x 60 credit module |
5. Programme Modules
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.
Stage 1
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| EFPM914 | Education Studies | 30 | No |
| EFPM321 | Reading the World or | 30 | No |
| EFPM318 | Writing: the Future | 30 | No |
Stage 2
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| EFPM321 | Reading the World or | 30 | No |
| EFPM318 | Writing: the Future | 30 | No |
| EFPM129 | Independent Study 2 or | 30 | No |
| EFPM327 | Independent Study | 30 | No |
Stage 3
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| EFPM308 | Preparing for Educational Research and Dissertation | 60 | Yes |
6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods
Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. Demonstrate a sound knowledge and understanding of concepts and theories relevant to language and literacy educational research |
- from your supervisory coordinator as you engage with your dissertation - from individual module tutors regarding your assignment tasks | Formative and summative assessment of
|
Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
5. Demonstrate understanding of and skills in selected techniques applicable to language and literacy educational research. |
- from your supervisory coordinator as you engage with your dissertation - from individual module tutors regarding your assignment tasks | Formative and summative assessment of
|
Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
10. Show a consistently good level of employability skills such as team working, project management, IT/computer literacy, creativity and flexibility. | Critical discussions and debates Guided reading Independent study Dissertation preparation and research | Formative and summative assessment of
|
7. Programme Regulations
Classification
Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.
8. College Support for Students and Students' Learning
9. University Support for Students and Students' Learning
Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.
10. Admissions Criteria
Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.
Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.
Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.
11. Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
(http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/fullcontents/)
12. Indicators of Quality and Standards
The programme is not subject to accreditation and/ or review by professional and statutory regulatory bodies (PSRBs).
13. Methods for Evaluating and Improving Quality and Standards
The University and its constituent Colleges draw on a range of data to review the quality of educational provision. The College documents the performance in each of its taught programmes, against a range of criteria on an annual basis through the Annual Programme Monitoring cycle:
- Admissions, progression and completion data
- In Year Analysis data
- Previous monitoring report
- Monitoring of core (and optional) modules
- External examiner's reports and University and College responses (reported to SSLC)
- Any Professional, Statutory and Regulatory Body/accrediting body or other external reports
- Consultation with employers and former students
- Staff evaluation
- Student evaluation
- Programme aims
Subject areas are reviewed every four years through a periodic subject review scheme that includes external contributions. (http://admin.exeter.ac.uk/academic/tls/tqa/Part%209/9JREVISEDPSRSCHEME.pdf)
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
Faculty of Humanities, Arts and Social Sciences (HASS)
16. Partner College / Institution
Partner College(s)
Not applicable to this programme
Partner Institution
Not applicable to this programme.
17. Programme Accredited / Validated by
0
18. Final Award
MA Language and Literacy in Education (Part-Time)
19. UCAS Code
Not applicable to this programme.
20. NQF Level of Final Award
7 (Masters)
21. Credit
| CATS credits | 180 |
ECTS credits | 90 |
|---|
22. QAA Subject Benchmarking Group
[Honours] Education studies
23. Dates
| Origin Date | 25/04/2019 |
Date of last revision | 25/04/2019 |
|---|
