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Programme Specification for the 2020/1 academic year

MEd Teaching English to Speakers of Other Languages

1. Programme Details

Programme name	MEd Teaching English to Speakers of Other Languages	Programme code	PTD1EDUEDU15
Study mode(s)	Part Time Full 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 Masters   of Education at the University of Exeter gives you the opportunity to further your studies in a particular specialist area. It is designed for individuals from varied educational backgrounds and establishments, and from other professions, who want to develop their understanding of the theory, research, practices and policy of education. Our programme will support you to develop your knowledge and understanding, prepare you for further research and provide a firm foundation for developing your career in Education and associated disciplines.

 

There are 4 Pathways each containing 60 credits of Core study and several Elective Modules. The Pathways are Creative Arts in Education; Teaching English to Speakers of Other Languages (TESOL); Special Education Needs; and Technology, Creativity and Thinking. All students undertake a module on educational research with a dissertation. Pathways are led and taught by specialist staff whose research is closely related. You will learn and work in a variety of ways to further your understanding. This includes lectures, seminars, workshops, peer led activity, and, in some Pathways there are opportunities for working in schools or other learning contexts. All pathways are assessed through course work – there are no final examinations. Assessments are varied and include essays, online projects, portfolios and group or individual presentations.

3. Educational Aims of the Programme

1. To support your development as autonomous professionals
2. To provide knowledge, understanding and skills for students to analyse educational policy, theory and practice.
3. To provide students with the procedural knowledge to develop conceptual understanding and analyse data
4. To provide the organisational and transferable skills central to professional autonomy.
5. To support your ability to define and evaluate complex educational issues drawing on national and international perspectives.
6. To equip you with the methodological knowledge needed to select appropriate methods to conduct research.
7. To provide you with knowledge and skills needed to apply theory to practice.

The programme will

4. Programme Structure

The Master of Education is a 180-credit programme taken at Level 7. Students apply to a Specialist Pathway: Creative Arts in Education, TESOL, Special Educational Needs or Technology, Creativity and Thinking (TCT). Students undertaking the Master of Education can exit the programme after 60 credits (PGCert) or 120 credits (PGDip). Students can also enter the programme on the lesser awards of PG Cert (60 credits) or PG Dip (120 credits).  APCL and APEL procedures that meet national standards are also available to students. 

Programme organisation and requirements

Full-time candidates are required to complete three terms of full-time study and to satisfy the examiners in coursework at the end of the three terms of study. All full-time students are also required to undertake thePreparing for Educational Research and Dissertation module (60 credits) and submit this, normally up to 12 months from the date of initial registration. This module is exempt from condonement. Students have the option to follow any specialist pathway in this programme on a part-time basis over a maximum of two years. 

The MEd TESOL specialist pathway is also delivered on a part-time basis over 3 years via the Summer Intensive variant to this programme. Students attending the Summer Intensive delivery of the MEd TESOL are expected to attend Exeter for two intensive four-week teaching blocks held over two consecutive summers. Students on the MEd TESOL Summer Intensive Programme undertake a 30 credit Dissertation module rather than the 60 credit Preparing for Educational Research and Dissertation module. Coursework and the dissertation are completed off-campus with tutor support and the dissertation is normally handed in up to 36 months from the date of initial registration. 

The MED Creative Arts in Education, SEN, TESOL and TCT Pathways are offered on a part time basis. Currently students who choose part time study will attend the modules of the full time programme but spread these over two years with the dissertation being undertaken in the second year. Normally this will mean 60 credits completed in the first year and 120 credits (which includes the dissertation) in the second year. 

The MEd TCT pathway can be delivered either as an online distance programme or a campus based programme.

 

 

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.

http://socialsciences.exeter.ac.uk/education/graduatestudies/masters/med/medtesol/

 *except MEd TESOL Summer Intensive students who take EFPM241 (30 credits) and students taking the Part Time version of each pathway who have the option of taking the Dissertation module that is part of the MEd Professional Studies programme (EFPM283- 60 credits).

Students with less than two years teaching experience must take EFPM280.

Students with more than two years teaching experience will normally take EFPM266.

Plus 60 credits of elective modules, 30 of which must be obtained through TESOL elective modules.

If taking the PG Cert version of the MEd TESOL you would undertake modules EFPM267 (30 credits) plus one of either EFPM266 (30 credits) or EFPM280 (30 credits) depending on your teaching experience.

If taking the PG Dip version of the MEd TESOL you would need to undertake the same modules as shown on the PG Cert version plus TESOL elective modules totaling 60 credits (Some of these can be replaced with up to 30 credits of elective modules from outside of the TESOL pathway).

MEd TESOL (Summer Intensive) core modules:

In addition to the shared TESOL core modules, students on the MEd TESOL Summer Intensive programme will also undertake:

EFPM259	Preparing for TESOL Enquiry	15 credits
EFPM241	Dissertation	30 credits

Plus 75 credits of TESOL elective modules.

MEd Technology, Creativity and Thinking (TCT) core modules:

In addition to the shared core modules, students on the MEd TCT will also undertake:

EFPM315	Teaching Thinking in the Internet Age	30 credits
EFPM316	Digital Futures for Education	30 credits

Plus 60 credits of elective modules, 30 of which must be obtained through TCT modules.

If taking the PG Cert version of the MEd TCT you would undertake modules EFPM315 (30 credits) plus EFPM316 (30 credits). If taking the PG Dip version of the MEd TCT you would need to undertake the same modules as shown on the PG Cert version plus elective modules EFPM303 and EFPM317 (one of these can be replaced with 30 credits of elective modules from outside of the TCT pathway).

Elective modules:

In addition to the core modules, all students will undertake 60 credits of elective modules.

Creative Arts:

EFPM265	The Arts & Educational Futures	30 credits
EFPM228	Arts in the Curriculum	30 credits

SEN:

EFPM272	International Perspectives: inclusion, disability & diversity	30 credits
EFPM273	Critical Perspectives in Inclusive & Special Education	30 credits

TESOL:

EFPM835	Foreign Language Testing & Assessment	15 credits
EFPM268	Developing an Appropriate Language Teaching Methodology	15 credits
EFPM269	Developing Language Teachers	15 credits
EFPM787	Teaching English to Young Learners	15 credits
EFPM309	New Technologies in Language Learning	15 credits
EFPM310	Developing Materials for TESOL	15 credits
EFPM311	Principles & Practices of Curriculum Development & Syllabus Design	15 credits
EFPM266	Principles of Language Learning for TESOL	30 credits
EFPM280	Practical Knowledge for TESOL Teaching	30 credits
EFPM314	Discourse and Language Education	15 credits
EFPM313	Issues in English Language Teaching	15 credits
EFPM837	Teaching and Researching English for Academic Purposes	15 credits
EFPM292	Bilingual and multilingual perspectives on language learning and teaching	15 credits

Technology, Creativity and Thinking:

EFPM303	Creativity and Education Futures	30 credits
EFPM317	Educational Technology in Practice	30 credits

Students may select any combination of elective modules (timetable permitting) up to the maximum specified in the programme structure above. In order to receive an award with a specialist programme title (e.g. MEd Creative Arts in Education) a maximum of 30 credits may be taken outside the chosen special field. Students completing the programme with fewer than the minimum of 90 credits in a single specialist programme (Creative Arts/TESOL/SEN/ Technology, Creativity and Thinking) will be eligible for the award of “Master of Education” (with no named specialism).

The availability of all modules is subject to timetable, staffing and other constraints, including financial viability as determined by student recruitment and fees. Module availability is thus subject to permission from the Director of Education.

 

Stage 1

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Compulsory Modules

Code	Module	Credits	Non-condonable?
EFPM280	Developing Practical Knowledge for TESOL Teaching Students with LESS than two years teaching experience must take	30	No
EFPM266	Principles of Language Learning for TESOL Students with MORE than two years teaching experience normally take	30	No
EFPM267	Language Awareness for TESOL Compulsory for all students	30	No
EFPM329	Preparing for TESOL Inquiry and Dissertation Compulsory for all students	60	Yes

Optional Modules

Option modules (60 credits)

Students may select any combination of option modules (timetable permitting) up to the maximum of 60 credits.

You may choose a maximum of 30 credits from a specialism other than your chosen one and still receive an award that specifies your chosen specialism. If you choose to study more than 30 credits outside of your specialism then you will be awarded a Master of Education.

The availability of all modules is subject to timetable, staffing and other constraints, including financial viability as determined by student recruitment and fees. Module availability is thus subject to permission from the Director of Education.

 

Code	Module	Credits	Non-condonable?
EFPM265	The Arts and Educational Futures Creative Arts	30	No
EFPM228	Arts in the Curriculum Creative Arts	30	No
EFPM272	International Perspectives: Inclusion, Disability and Diversity SEN	30	No
EFPM273	Critical Perspectives in Inclusive and Special Education SEN	30	No
EFPM835	Foreign Language Testing and Assessment TESOL	15	No
EFPM268	Developing an Appropriate Language Teaching Methodology TESOL	15	No
EFPM787	Teaching English to Young Learners TESOL	15	No
EFPM269	Developing Language Teachers TESOL	15	No
EFPM280	Developing Practical Knowledge for TESOL Teaching TESOL	30	No
EFPM266	Principles of Language Learning for TESOL TESOL	30	No
EFPM309	New Technologies in Language Learning TESOL	15	No
EFPM310	Developing Materials for TESOL TESOL	15	No
EFPM311	Principles and Practices of Curriculum Development and Syllabus Design TESOL	15	No
EFPM303	Creativity and Education Futures Technology, Creativity and Thinking	30	No
EFPM314	Discourse and Language Education TESOL	15	No
EFPM313	Issues in English Language Teaching TESOL	15	No
EFPM837	Teaching and Researching English for Academic Purposes TESOL	15	No
EFPM292	Bilingual and Multilingual Perspectives on Language Learning and Teaching TESOL	15	No
EFPM317	Educational Technology in Practice Technology, Thinking and Creativity	30	No

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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. Identify and evaluate educational concepts and issues related to their specific field of study and engage in critical debate about current educational issues, drawing on evidence from theory, research and practice.	Lectures, seminar, group activities, tutorials and directed activities in professional contexts. Use of study guides and packs of reading.	1.  Formative assignments (e.g. critical reading of literature, small scale enquiries). 2.  Summative assessment through written assignments.

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:
1. 1. Analyse the relationships between policy, theory and practice in a range of educational contexts and contribute to policy, practice and curriculum development in the workplace. 2. Select appropriate research methods for their research projects and investigate issues in teaching and learning and communicate the findings.	Lectures, seminar, group activities, workshop tutorials and directed activities in professional contexts. Use of study guides and packs of readings and/or on-line resources.	1.  Formative activities (e.g. small scale enquiries and directed activities). 2.  Summative assessment through written assignments (e.g. based on formative activities) showing interaction between theory and practice.

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:
1. Deploy a range of personal and professional skills relevant to the workplace and identify and justify solutions to educational problems relevant to their area of study.	Lectures, seminar, group activities, tutorials and directed activities in professional contexts. Use of study guides and packs of readings.	1.  Formative activities (e.g. small scale enquiries and directed activities). 2.  Summative assessment through a range of assignments showing interaction between theory and practice.

7. Programme Regulations

The award will normally be based on the degree mark formed from the credit weighted average marks across all modules.

 

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

Personal and Academic tutoring: It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.

Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.

 

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.

 - be qualified teachers;

 and/or

 - hold equivalent professional qualifications;

 and/or

 - possess an appropriate qualification which enables them to undertake the professional masters degree;

Applicants for admission to the MEd TESOL (Summer Intensive) programme shall have the equivalent of two years full-time experience of working in an educational or training setting.

Applicants for whom English is not their first language must fulfil the minimum standards for competence in English language

(for reading, writing, speaking and listening) stated in the entry requirements (e.g. IELTS 6.5 with minimum of 6.0 in any section)

 

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

Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs). The University and its constituent Colleges draw on a range of data in their regular review of the quality of provision. The

annually produced Performance Indicator Dataset details admission, progression, completion and first career destination data, including comparisons over a five year period.

Internationally recognised for excellence, and ranked 5th in the UK for world leading and internationally excellent research (RAE 2008), the Graduate School of Education is one of the most diverse and highly regarded in the UK. Our research training is recognised by ESRC and our doctoral programme for Educational Psychologists is recognised by the British Psychological Society.

 

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

MEd Teaching English to Speakers of Other Languages

19. UCAS Code

C725

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits	180	ECTS credits	90

22. QAA Subject Benchmarking Group

23. Dates

Origin Date		Date of last revision	01/05/2014