STUDENT PROGRAMME HANDBOOK

Postgraduate Certificate in Professional Practice:

Workplace Learning Development

2013-14

FINAL VERSION

September 2013

This Student Handbook represents the outcome of a formal University of Chichester Approval procedure. It therefore has the status previously accorded to a „Definitive Document‟. It cannot be changed except by the University of Chichester procedure.

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INTRODUCTION

A warm welcome to the Postgraduate Certificate in Professional Practice (PGCiPP): Workplace Learning Development.

This edition of the handbook contains comprehensive information for students embarking on their PGCiPP: Workplace Learning Development. The Workplace Learning Project is available for schools wishing to accredit the professional learning undertaken by individuals or groups. The programme can be offered on the University campus or in a location as negotiated by the organisation. The administration for the PGCiPP is located at University of Chichester, details of which can be found in this handbook. The programme normally takes place over a year and consists of a core and project element. The programme comprises sessions which can be delivered as negotiated and can include day, twilight and Saturday sessions as required.

The tutors working on the programme have been selected for their expertise in the chosen subject area: action learning expertise and research. Where possible the sessions will be taught by one academic (member of University staff) and a practitioner.

The core element will be assessed by two tasks and the project by one report on an area as negotiated with their tutor.

The handbook has been designed to cover the aspects of the programme that relate to the Masters accreditation; the sections include information about the staff team, programme dates, learning and teaching, assessment procedures, student guidance and the management of the accredited programme. Information about the programme content and materials can been found in the module handbooks given to all participants.

On successful completion of the PGCiPP participants will be offered the opportunity to continue their studies with University of Chichester. Details of our MA(Ed) programme can be found towards the end of this handbook. Alternatively, the credits can be transferred to any other UK University on a related programme.

At the beginning of this handbook is a Programme Specification, designed to provide you with succinct and informative guidance on all aspects of the programme, and to demonstrate how the PGCiPP meets both the University‟s level descriptors for its Postgraduate Awards Scheme and the Quality Assurance Agency‟s Benchmarking statement in its 2008 Framework for Higher Education. The Module outline can be found in Annexe 1.

For further details please contact the Programme Coordinator: email s.bentham@chi.ac.uk or telephone 01243 812162. Alternatively you can contact the MA(Ed) administrative assistants: medu@chi.ac.uk or telephone 01243 812141 / 812045.

While we hope that you will find much useful information in these and the other pages that follow, the handbook may not answer all your questions, so do please contact us for help with any further queries that may arise. Enjoy your studies with us and we wish you every success in your work at the University of Chichester. Sue Bentham Programme Coordinator for M-level provision

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CONTENTS Page No.

Letter of Introduction 2

Contents 3

Quality Assurance 5

Teaching Team 6

Programme Specification 7

Key Dates 15

Learning and Teaching 16

Chichester‟s Learning and Teaching Strategy 16

Current Strategic Aims 16

The PGCiPP Learning Experience 16

Intended Generic Learning Outcomes 17

Transferable Skills 17

Attendance 18

Assessment 19

Formative Assessment 19

General Assessment Criteria 20

Classification of Final Award 22

Resubmission and Progression 22

Role of External Examiner 22

Submission of Assignments 23

Academic Malpractice 24

Appeals 24

Deadlines and Extensions 25

Mitigating Circumstances 25

Student Guidance 26

Academic Guidance and Personal Support 26

Writing Assignments 26

Presentation of Assignments 28

Disability and Academic Skills Service 32

Counselling Service 33

Careers Service and Personal Development Planning 33

Learning and Other Resources 34

Library Services/Student Support & Information Zone 34

SCONUL access for off site students 35

Contact SIZ 36

Computer facilities/Media/Reprographics 36

Equality & Diversity 37

Procedures for Resolving Student Complaints 37

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CONTENTS Page No. Management of the Programme and Control of Academic Standards

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MA(Ed) Programme Board 39

Student Representatives 39

MA(Ed) Internal Board of Examiners 40

PGAS Board of Examiners 41

Role of the Programme Coordinator 41

Role of the tutor 41

Role of the PGCiPP Administrator 42

Evaluation 43

Continuing your Masters Level Studies 44

Choice brings responsibility 44

Personalised Focus 44

Entry Acceptance Procedures and AP(E)L 45

Intermission 46

Classification of Final MA(Ed) Award 46

Annexe 1 Module Descriptor 47

Annexe 2: Generic Programme Specification MA(Ed) 52

Quick Reference Points and Location of Staff 62

Health & Safety on University of Chichester sites 63

Abbreviations and document availability

AQSU Academic Quality and Standards Unit

Academic Regulations 2012 – available on Portia, UniServices, AQSU, University documents

AP(E)L Accreditation of Prior (Experiential) Learning

BRC Bognor Regis Campus BOC Bishop Otter Campus

CPD Continuing Professional Development

LRC Learning Resource Centre

PGAS – Postgraduate Awards Scheme 2001, extracts relating to assessment regulations available as appendix 3 to Academic Regulations 2012 (as above)

PGCiPP: WPLD Postgraduate Certificate in Professional Practice: Workplace Learning Development

Quality Handbook - available on Portia, UniServices, AQSU

SIZ Support and Information Zone

University Student Handbook - available on Portia, UniServices and Moodle

University of Chichester Learning and Teaching Strategy 2010-13 – available on Portia, L&T, L&T Resources

White Paper 2010 – The Importance of Teaching: The Schools White Paper 2010 www.education.gov.uk/schools/teachingandlearning

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QUALITY ASSURANCE (QA)

Full details of the ways in which the MA(Education) programme is monitored are provided in section 12 of the Programme Specification. Specific details related to this Certificate are provided below. Responsibilities of the organisations involved

The organisation requesting the PGCiPP has responsibility for:

Pre-programme administration including advertising and promoting the programme;

Providing the venue for the delivery (this is subject to negotiation and may include some delivery on the University campus to enable students to use the Learning Resources Centre);

Contributing to the delivery of the programme as negotiated with the University of Chichester.

The University of Chichester has responsibility for: Delivery of the programme (which may include sessions by the organising

body); Appointment of tutors and action learning set mentor; Administration of the programme, post application stage; QA of the programme; Accreditation procedures at Masters level 7 (60 credits).

Staffing of the Certificate

The Certificate will be delivered by staff from the University of Chichester, often in partnership with staff from the organisation requesting the PGCiPP. Staff who are considered suitably qualified and who have specific expertise will be nominated by the PGCiPP and then invited by the University to assist in the delivery of the Programme. Usual quality assurance procedures will be instigated such as the submission of CVs to the Programme Coordinator. The usual evaluation procedures will be carried out. Quality of Venues

All venues where delivery of the PGCiPP will take place will be visited by the Programme Coordinator to ensure suitability for learning and teaching. Health and Safety issues

All staff are required to work within the Health and Safety policy of their own organisation. All PGCiPP and University of Chichester facilities, equipment and activities within this Certificate are covered by comprehensive insurance.

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TEACHING TEAM

In addition to the information given below, each tutor in the PGCiPP team has substantial professional experience in schools and/or other educational organisations, and is deemed credible to work at Masters Level, in accordance with section 2.1 of the Postgraduate Awards Scheme (PGAS) Definitive Document, 2001, p.6. The teaching team will be drawn from the University of Chichester and staff as agreed by the organisation wishing to take part in the PGCiPP. Details of core members of the teaching team are provided below. Sue Bentham, Cert Ed, BSc, MSc. Coordinator of M-level provision and Principle Lecturer. Sue lectures in research methods and Educational Psychology. She is carrying out doctoral research related to teaching assistants and publishes both in this field and the field of behaviour. s.bentham@chi.ac.uk

Hazel Beadle, PGCE, PGCert, PGDip, MSc (HR Management) Senior Lecturer, Educational Leadership and Management; h.beadle@chi.ac.uk Antony Bignell, BA, PGCE Senior Lecturer; Coaching and Mentoring, Emotional Intelligence, Mentoring; a.bignell@chi.ac.uk

Diana Seach CertEd, Dip Art & Design, BA, MA(Ed) Programme Coordinator: National Award For Special Educational Needs. Senior Lecturer; Special Educational Needs, Early Years; d.seach@chi.ac.uk

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PROGRAMME SPECIFICATION– Postgraduate Certificate: Workplace Learning Development [A specialist option within the Postgraduate Certificate Stage of the MA(Ed)]

1. Award Postgraduate Certificate: Workplace Learning Development 2. Route Education 3. Awarding Institution/Body University of Chichester 4. Teaching Institutions University of Chichester 5. Programme Accredited by n/a 6. UCAS code n/a 7. QAA benchmarking group Education 8. Validation History The MA(Ed) Programme has been subject to a number of revisions since its inception in 1987, because of the changing demands for CPD for teachers and other professionals involved in education. More recently these include:

scrutiny by Southampton University as part of their accreditation procedures in 1996;

major Validation in 1997 to incorporate some new modules;

review by Southampton University as part of the degree Awarding Powers Process in 1997;

major Review and Revalidation in 2001;

Review and Re-approval in 2006 to incorporate the introduction of pathways and specialist awards.

9. Programme Rationale The essence of the Programme is to encourage the development of reflective practitioners who engage in critical analysis of their own professional work, thereby equipping them with the necessary conceptual tools for developing theoretical knowledge, understanding and professional practice.

Thus the prime purposes of the Programme are to enable teachers and other educators to:

effect a confluence between critical reasoning, reflection-in-action and a deep understanding of situation at classroom or teaching space, institutional, national and

international levels; critical reasoning

deep understanding reflection

gain substantial and sustained opportunity to engage with the research of others, as well as design, produce and disseminate their own.

In line with the government initiative to make teaching a Masters Level profession, there is an increasing demand from professional partners for the MA(Ed) Programme to offer flexible bespoke provision in order to accredit workplace learning. This certificate meets those needs in that it offers a model that can be used flexibly, yet rigorously, in order to meet the needs of the requesting organisation. The Programme will take account of theories of andragogy which addresses forms of learning and strategies best suited to adult learners. Central to adult education and this Programme are concepts of self-directed learning, situated learning and communities of practice.

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10. Aims of Programme.

The Masters in Education Programme seeks to: enable students to develop their practice as critical reflective practitioners and … their effectiveness in initiating changes in their workplace and improving the quality of learning and

teaching therein; provide a varied, flexible, accessible and relevant programme of study which meets the needs of

educators at various stages of their careers; make a significant contribution to the development of teaching as a profession in students‟ localities,

including the development of curriculum expertise, the promotion of inclusion and the analysis of institutional effectiveness;

set and maintain high standards of academic work together with a high degree of professional relevance;

promote the development of a culture of teacher research as part of the wider mission of the Department of Education.

In addition the PGCiPP: Workplace Learning Development seeks to:

prepare students for engaging in learning at postgraduate level and the analysis of workplace learning practices.

encourage reflection on previous learning, support to identify, explore and research a professional challenge, concern or issue;

develop a research approach to activity in the workplace and develop professional skills and attributes through action learning.

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11. Intended learning outcomes:-

The programme provides opportunities for students to develop and demonstrate the achievement of the following:

Subject Knowledge

In keeping with the Quality Assurance Agency’s 2008 Framework for Higher Education (FHEQ) students will be expected to:

demonstrate an increase in the breadth and depth of knowledge and understanding of their selected areas of educational study;

demonstrate a systematic understanding of current and a critical awareness of current problems and / or new insights, much of which is informed by their own academic disciplines, field of study or areas of professional practice;

continue to advance awareness of the nature of education, its changing dynamics and processes and how these may be applied effectively.

In In addition students are encouraged to be

involved in:

understanding the nature of Masters Level study in education, learning and development;

expressing a critical understanding of the relationship between the practical and professional, academic and theoretical within aspects of professional practice;

understanding the role of research in education, learning and development and the application of different research evidence in professional practice;

demonstrating autonomy in planning and / or identifying a rationale for their own professional development and learning.

Workplace Learning Development Project

identifying, through negotiation, an appropriate professional challenge, concern or issue for investigation;

planning and implementing a project, selecting and utilising research methods appropriate for the context;

demonstrating depth and systematic understanding of relevant knowledge and a critical analysis of literature;

critically engaging with and use appropriate research evidence;

evaluating the project, including action learning and other strategies and its impact on self, and in the workplace.

Teaching and learning strategies and methods

Tutors will promote a learner-centred environment that develops students‟ independent and informed sense of enquiry, through a blended learning approach comprising all or some of the following, as appropriate to a particular module or to dissertation work:

lectures and student-led seminar work; discussion and debate; use of ICT via Portia Moodle for

asynchronous and synchronous class discussion, files‟ usage, directed study tasks and electronic information resources;

use of videos, role plays, guest speakers, video-conferencing;

opportunities for students to work collaboratively in groups/pairs and present short oral/written contributions on specific work-based tasks;

critical review of others‟ work; prescribed reading and field based

observation; distance learning tutor support via e-mail

and telephone, including constructive feedback on draft assignment work;

action learning sets; individual tutorials for a variety of purposes

from initial assignment guidance to detailed comments on assignment or dissertation drafts.

Assessment

Formative assessment: A piece of writing which will be submitted early in the module. This will not be graded formally, but will be used for students to receive feedback on academic writing. The students will provide a rationale for engaging with work at M level (1000 words) Summative Assessment:

Core element Task 1 - A critical analysis of the academic literature related to the project in question which will also reflect learning achieved through professional experience, work in the action learning set and further reading. (2,000 words). Task 2 - submit an individual research plan for the project with rationale. This will relate to a Workplace Improvement Plan or equivalent where appropriate. (2,000 words). Workplace Learning Development Project element - submit a workplace development learning project report. ( 8,000 words)

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Intellectual/practical skills Students will be expected to:

communicate coherently and concisely in

speech or writing to specialist and non-specialist audiences, presenting positions or arguments based on the outcomes of reading and/or enquiry;

synthesise and draw upon a range of

appropriate material, deal with complex issues both systematically and creatively, and make sound judgements in the absence of complete data;

evaluate critically current research and

advanced scholarship in the discipline, evaluate methodologies and develop critiques of them and, where appropriate, propose new hypotheses;

demonstrate moral and ethical behaviour in

their originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline and may enhance ethical workplace practice.

Teaching and Learning strategies and methods

seminars by tutors, invited lecturers, and members of staff to introduce a range of methodologies, tools and techniques used by researchers in education;

small group discussion and seminar work;

input by fellow students presenting material for discussion;

online learning and video conferencing;

distance learning support via e-mail and telephone;

individual tutorials, which take account of constructive criticism in previously assessed work;

supportive self study.

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Transferable Skills Students will be expected to develop the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal

responsibility; decision making in complex and

unpredictable situations; and the independent learning ability required for

continuing professional development. In addition, students will be encouraged to develop self-direction and originality in tackling and solving problems, and the ability to act autonomously in planning and implementing tasks at a professional or equivalent level.

Teaching and learning strategies and methods As above Assessment

As above

Professional Attributes Only where professional awards are being made N/A

Teaching and learning strategies and methods N/A Assessment N/A

12. Quality indicators

The quality of this programme is monitored by the following methods:

compliance with Chichester‟s quality assurance procedures as specified in the Handbook (2012);

internal marking, second marking and moderation; External Examiners‟ Reports and a supportive developmental working relationship with the

External Examiners who act as „critical friends‟, to ensure parity of academic standards and quality alongside other Higher Education Institutions (HEIs);

student representative(s) meeting with Programme Coordinator; informal student feedback to Programme Coordinator; peer observation of teaching sessions; Management Group and Programme Route Board meetings and Internal Committees of

Examiners, both of which also reflect Postgraduate Awards Scheme (PGAS) directives and recommendations and produce minuted records;

Continuing Professional Development (CPD) meetings which produce minuted records; formal, written interim evaluations during running of new modules; formal, written, summative module evaluations with statistical composites drawn up of this

data, scrutinised by Programme Coordinator with relevant feedback to tutors; individual summaries written by tutors of the formal, summative evaluations described above,

incorporating points for action, which are published in subsequent module handbooks. These are also scrutinised by the Programme Coordinator and inform any necessary discussion with tutors;

formal, written evaluations of dissertation supervision scrutinised by the Programme Coordinator with feedback to the tutor team;

Annual Monitoring Report incorporating internal and external review and data; Accreditation of Prior Experiential Learning (APEL) decisions based on dual tutor judgement

and liaison with the Deputy Dean.

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13. Admission Requirements

The MA Education Programme follows the regulations on admissions as set out in the Postgraduate Awards (PGA) Scheme Document (2001), Section 5. This covers standard entry requirements, non-standard entry, accreditation of prior learning and accreditation of prior experience. The basic principle for admission is to seek evidence of personal, professional and educational experiences which indicate ability to meet the demands of the Programme. Requirements of candidates are normally:

o a good honours degree or equivalent; o employment in an education related sector; o a command of written English equivalent to International English Language Testing System

(IELTS) level 6.5 Non-standard Entry It is recognised however, that some applicants may not meet these standard requirements, yet may be desirable candidates with other appropriate and equivalent skills and knowledge. In such cases the applicant may be invited to take a module in the first instance on a stand-alone basis, or apply for Accreditation of Prior Learning (APL) or Accreditation of Prior Experiential Learning (APEL). Under the Credit Accumulation Transfer (CAT) Scheme advanced standing can also be awarded to students, who have gained either relevant qualifications or experience in the preceding five years, which may result in the granting of credit towards an award.

14. Award requirements (including interim awards)

The Workplace Learning Development Programme has three possible levels of outcome – Postgraduate Certificate in Professional Practice: Workplace Learning Development; Postgraduate Diploma in Professional Practice; MA in Education. Successful completion of each stage requires 600 notional hours study (on a ratio of approximately 1:6 contact to study hours) and 60 credits. This leads to the following levels of award:

Certificate 60 credits 600 hours study Diploma 120 credits 1200 hours study Masters 180 credits 1800 hours study To obtain an MA(Ed) students must complete the equivalence of 120 credits worth of modules and a 60 credit dissertation. For the Education programme (generic awards), at least the final two modules and the dissertation must be in education. Continuation beyond the postgraduate certificate stage will require the study of two further modules followed by the Dissertation

Modules: Assessment will be based on the specific assignment(s) as set in the module handbook along with the assessment criteria. These criteria reflect the MA (Ed) Programme‟s generic criteria and the content, aims and objectives of the module and are used to determine one of four Pass grades: A – Distinction, B – Good Pass, C – Pass, D – Minimal Pass or E – Fail.

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The Postgraduate Certificate will be awarded on successful completion of the PGCiPP: Workplace Learning Development programme and assessment. Students may opt to terminate their studies at this point with a Postgraduate Certificate in Professional Practice: Workplace Learning Development.

The Postgraduate Diploma is awarded to students who have satisfied the requirements for the Certificate and have passed 2 further modules.

The Postgraduate Certificate, Postgraduate Diploma and Masters Degree The Postgraduate Certificate, Postgraduate Diploma and MA(Ed) will be assessed on the five point scale - (A) Distinction, (B) Good Pass, (C) Pass, (D) Minimal Pass, (E) Fail, as detailed in the general descriptors below:

(A) DISTINCTION Displays evidence of meeting each criterion listed for a Good Pass and in addition demonstrates ability to:

gain insight into complex issues;

evince individual flair in producing original approaches and solutions;

abstract and synthesise hypotheses from areas of research studied;

communicate methodology and arguments fluently and effectively to others.

(B) GOOD PASS Displays evidence of ability to:

organise and interpret material well;

reflect on and critically analyse material with no omissions, errors or irrelevancies;

use an extensive range of literature and published research to support study;

make strong links between content and practice;

communicate understanding cogently;

study aspects of the module thoroughly and pursue enquiries in depth.

(C) PASS Displays evidence of ability to:

organise and interpret material satisfactorily;

reflect on and critically analyse material with few omissions, errors or irrelevancies;

use a wide range of literature and published research to support study;

make a number of effective links between content and practice;

communicate understanding effectively;

study aspects of the module satisfactorily and pursue enquiries effectively. (D) MINIMAL PASS Displays evidence of ability to:

organise and interpret material adequately;

reflect on and critically analyse material, despite some omissions, errors or irrelevancies;

use an adequate, though reduced, range of literature and published research to support study;

make some satisfactory links between content and practice;

communicate understanding sufficiently;

study aspects of the module and pursue enquiries with some degree of success. (E) FAIL Displays a lack or weak evidence of many of the PASS qualities listed above

plus an inability to:

treat descriptive work reflectively;

organise material coherently;

make links between content and practice;

produce a balanced study that pays due regard to requirements;

submit work on time unless a prior request has been made for an extension or consideration of mitigating circumstances;

submit the work at all;

comply with regulations concerning plagiarism or other forms of academic malpractice.

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15. Standard Diagram - programme requirements

Modules and Dissertation

Awards

The PGCiPP: Workplace

Learning Development programme will be determined by the subject / area as suggested by the organisation requesting the programme. The intention is that the programme will contain elements relating to study at Masters level, values in learning and the completion of a workplace learning development project.

Two modules for the MA(Ed) programme

Dissertation, which is the culminating stage of the Masters degree and is normally completed over two terms.

The Postgraduate Certificate in Professional Practice: Workplace Learning Development The award of the Postgraduate Certificate (60 CATS credits) will be made on satisfactory completion of the PGCiPP: Workplace Learning Development.

The Postgraduate Diploma in Professional Practice The award of the Postgraduate Diploma (120 CATS credits) will be made on satisfactory completion of the PG cert and two further modules.

The MA in Education The award of a Masters Degree (180 CATS credits) will be made on satisfactory completion of the PG Cert, two further modules and a dissertation.

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DATES FOR MA(Ed) POSTGRADUATE CERTIFICATE IN PROFESSIONAL PRACTICE: Workplace Learning Development This Certificate is designed specifically to offer a flexible mode of delivery to meet the diverse and bespoke needs of a range of client groups. Therefore the delivery dates will be negotiated between the University and the organisation requesting the delivery of the PGCiPP. The core element will normally be delivered over one term and consist of the equivalent of 4 three hour sessions, although timings may alter according to need. The Workplace Learning Development project will take place over two terms and normally consist of up to 20 contact hours. Assignment submission dates There is also a degree of flexibility related to the submission of assignments but timings have to be co-ordinated with the Programme‟s assessment cycle and the schedule of Boards of Examiners. An exemplar of the timings of assessments is therefore provided below: Session 1: details of summative assessment given to students. All assessments explained including the project. Session 2 (approx. one month later): students submit formative assessment. Session 3 (approx. one month later): feedback to students on formative assessment. Task one set. Session 4 (approx two months later): task one completed. Task two set. Session 6 (approx two months later): task two completed. Project started formally.

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LEARNING and TEACHING

Chichester’s Learning and Teaching Strategy The University‟s Learning and Teaching Strategy is central to its mission and key function of promoting learning and enhancing teaching quality. It is founded on a sense of mutuality, whereby students and staff are engaged in the active process of enhancing the student learning experience. Chichester is committed to promoting life-long learning and enabling individuals to exceed their expectations, and thus considers both students and staff to be learners. Current Strategic Aims:

(i) development of learning and teaching approaches, which extend pedagogic practice and promote continued enhancement of the quality of student learning;

(ii) continued enhancement to a diverse student body of both the accessibility and flexibility of supportive learning experiences, deriving from good practice and relevant legislation;

(iii) encouragement of life-long learning and the ensuring of a high degree of learner employability, through developing graduates with appropriate skills to enable them to contribute positively to the academic community, the local and national economy and wider society;

(iv) development of all staff engaged in student learning in order to improve the quality of the student learning experience;

(v) monitoring and evaluation of the implementation of the Learning and Teaching Strategy with appropriate revisions and adjustments made, which build upon past experience.

THE PGCiPP LEARNING EXPERIENCE To these ends the programme will support students in a number of ways. For example, tutors will promote the use of ICT in learning and teaching via Moodle on Portia, the University‟s intranet, by incorporating online: the current version of each module handbook; relevant modular notices;

and will work towards a system of blended learning that includes: Message Board usage for asynchronous class discussion over a few weeks; Chat Room usage for real time class discussion outside usual timetabled

slots; Files‟ usage in order to increase the availability of documents, presentations,

follow-up resources etc; Directed study tasks requiring access to the Moodle page or an Electronic

Information Resource; Usage of other ICT, such as video conferencing.

Tutors will also employ all or some of the following, as appropriate to a particular module or to dissertation work, and to student need:

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initial needs assessment to inform and refine course organisation, scheduling and tutoring;

formative assessment that draws in part on developmental feedback from students‟ recently assessed work;

a blended learning approach (see above) which may include: the use of videos, role plays, guest speakers, video-conferencing, online

programmes; lectures and seminar work which may be student-led; discussion and debate; opportunities for students to work collaboratively and present short

oral/written contributions on specific work-based tasks; critical review of others‟ work; prescribed reading, field based observation and supportive self study; seminars by tutors, invited lecturers, and members of staff to introduce a

range of methodologies, tools and techniques used by researchers in education;

distance learning support via e-mail and telephone, including – within reasonable limits - constructive feedback by tutors on draft assignment work;

individual tutorials for a variety of purposes from initial assignment guidance to detailed comments on assignment or dissertation drafts.

Intended Generic Learning Outcomes of the Programme

In line with the level descriptors for Masters work in the 2008 Quality Assurance Agency‟s Framework for Higher Education Qualifications (FHEQ), students will be expected to enhance their ability to: communicate coherently in speech and in writing to specialist and non-

specialist audiences, presenting positions or arguments based on the outcomes of reading and/or enquiry;

synthesise and draw upon a range of appropriate material, deal with complex issues both systematically and creatively, and make sound judgements in the absence of complete data;

evaluate current research and advanced scholarship in education; evaluate methodologies and develop critiques of them and, where

appropriate, develop new hypotheses; demonstrate originality in the application of knowledge, together with a

practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in education and may enhance ethical workplace practice.

Transferable Skills

On completion students will also be expected to have enhanced and extended the qualities and transferable skills necessary for employment, which require:

the exercise of initiative and personal responsibility; decision making in complex and unpredictable situations; self-direction and originality in tackling and solving problems; the ability to act autonomously in planning and implementing tasks at a

professional or equivalent level;

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the independent learning ability necessary for continuing professional

development. Attendance It is University policy that you are expected to attend all scheduled sessions for each module. (See University Student Handbook on Portia, UniServices) This policy is based on an approach to learning which values the learning that comes from your active engagement with your peers, lecturing staff and other external or professional experts regarding the module‟s subject matter. If you are ever concerned that a session may not run because of inclement weather or other cause, please check the personal announcement box on Portia and your Moodle home page or telephone Programme administrative staff on 01243 812045/812141 after 3 pm of the day concerned. In the event of a session being cancelled because of tutor illness etc, we will make every effort to contact you as soon as possible.

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ASSESSMENT

Assessment is entirely by coursework, due on the completion of each module. For the Core element you will be assessed by two assignments of 2,000 words (or equivalent) (with a 10% leeway above or below this total). For the Workplace Learning Development project you will be assessed by one 8,000 word report (with a 10% leeway above or below this total). However, assignments submitted by students, which differ from the word lengths prescribed by tutors, are at risk of failure. Each element is assessed according to:

the general criteria given below and …

specific assessment criteria which will be made explicit to you by module leaders and in module handbooks, and are also included in the Module Descriptor in Annexe 1.

Meeting these criteria will enable students to demonstrate achievement of each module‟s intended learning outcomes. However, please ask your tutor(s) if you are unsure about what will be expected of you concerning assignments, or how they will be assessed. Your entitlement to tutorial support will be indicated in the module handbooks.

Formative Assessment

Students will submit a piece of academic writing at the beginning of the module and will receive informal feedback. Students‟ needs will continue to be ascertained and discussed by tutors throughout the Programme via formal and informal contact. A variety of sessional and inter-sessional tasks and activities will also inform tutors of students‟ needs and progress. At least one exemplar essay relevant to the module being taken, will normally be given to students, which affords insight into good essay practice, and students will be reminded of the availability of study skills tutoring. Moreover, in order to encourage reflective practice on the part of students and to assist tutors in tracking their progress as they progress, students will be required to:

extract from their assignment any significant developmental aspects and points of constructive criticism given in the detailed feedback and suggestions for improvement that tutors have made;

tutors will then discuss these points with the student at his/her tutorial, assist with any perceived difficulties, and refer to the points in their own feedback commentary, when it is subsequently written for the current module.

This mechanism should prove invaluable in signalling and facilitating support in areas of specific need for students, and assist with their development and progression through the programme.

(See also p.47 - module descriptor)

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General Assessment Criteria (in accordance with Module Assessment, section 6.5, PGAS Definitive Document, 2001, pp. 17-18) Candidates must demonstrate the following: - knowledge of the major concepts of the area of study without significant

omissions, errors or irrelevancies; - evidence that the relationship of these concepts to workplace practice is

understood; - the ability to write coherently and concisely presenting a position or argument

based on the outcomes of reading and/or enquiry; - the ability to analyse critically and reflect on professional practice using an

identified framework and/or general theory; - the ability to evaluate critically the findings of published research and other

literature; - the ability to synthesise and draw upon a range of appropriate material.

Grade Criteria The grading system below is based on section 6.5 of PGAS, Definitive Document, 2001, pp.17-18, and will operate for each assessment, according to how well the relevant assessment criteria have been met:

Distinction - Grade A Displays evidence of meeting each criterion listed for a good pass and in addition demonstrates ability to: gain insight into complex social issues; evince individual flair in producing original approaches and solutions; abstract and synthesise hypotheses from areas of research studied; communicate methodology and arguments fluently and effectively to others.

Good Pass - Grade B Displays evidence of ability to: organise and interpret material well; reflect on and critically analyse material with no omissions, errors or irrelevancies; use an extensive range of literature and published research to support study; make strong links between content and practice; communicate understanding cogently; study aspects of the module thoroughly and pursue enquiries in depth.

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Pass - Grade C Displays evidence of ability to: organise and interpret material satisfactorily; reflect on and critically analyse material with few omissions, errors or irrelevancies; use a wide range of literature and published research to support study; make a number of effective links between content and practice; communicate understanding effectively; study aspects of the module satisfactorily and pursue enquiries effectively.

Minimal Pass - Grade D Displays evidence of ability to: organise and interpret material adequately; reflect on and critically analyse material, despite some omissions, errors or irrelevancies; use an adequate, though reduced, range of literature and published research to support study; make some satisfactory links between content and practice; communicate understanding sufficiently; study aspects of the module and pursue enquiries with some degree of success.

Fail - Grade E Displays a lack or weak evidence of meeting many of the PASS criteria above plus an inability to: treat descriptive work reflectively; organise material coherently; make links between content and practice; produce a balanced study that pays due regard to requirements; submit work on time unless a prior request has been made for an extension or for consideration of mitigating circumstances; submit the work at all; comply with regulations concerning plagiarism or other forms of academic malpractice.

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Classification of Final Award (in accordance with section 6.9 of PGAS Definitive Document, 2001, p.19) The Postgraduate Certificate in Professional Practice: Workplace Learning Development will be awarded on a two-point scale: Distinction or Pass. Failure to obtain an award is also detailed below.

PGCiPP

Distinction:

A grades for both Core and Report Elements

Pass:

Any combination of grades, except those listed for distinction or fail

Fail:

An E grade in any one module or stage after resubmission has been allowed;

Resubmission and Progression In the event of failure, and in accordance with section 6.9.4 of PGAS Definitive Document, 2001, p.20, you are allowed to resubmit one failed assignment and will receive tutorial guidance according to need.

The maximum grade obtainable for such resubmitted work will be D. In February, May and September of each year Examination Boards are held to confirm formally all passes and fails in preceding modules, and to set resubmission dates.

Role of External Examiner The PGCiPP: Workplace Learning Development has external examiners who act as:

critical friends to the team of tutors;

moderators of standards in student achievement.

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For modules with 20 or fewer students, and for dissertations, they moderate a 25% sample of scripts, which demonstrate a range of quality, and consider whether our assessment of your work is:

consistent across the programme;

comparable to that of other higher education institutions. For modules in excess of 20 students the sample is reduced to 15%. Both levels of moderation comply with the Regulations and Procedures of the University‟s Handbook and Notes for Guidance for External Examining, 2012. SUBMISSION OF ASSIGNMENTS

NEW ANTI-PLAGIARISM SOFTWARE AND PROCEDURES

TurnItIn is a web-based plagiarism-prevention service, which checks assignments for unoriginal content. The results can be used to help students learn how to avoid plagiarism as it provides better and faster feedback to improve their writing or to identify similarities to existing sources. TurnItIn encourages best practice in using and referencing other people's written material. Changes for students: You are no longer required to hand in a digital version of your written

assignments on CD. Submission of written assignments must be uploaded to TurnItIn and submitted as a hard copy.

You must upload your written assignments into the link set up by your lecturer on the module's Moodle page. This must be done before the assignment deadline. If for any reason Moodle or TurnItIn are unavailable on the day an assignment is due in, you must upload it into TurnItIn as soon as possible thereafter. Details of system downtimes can be found on Portia (the Traffic Light) and on the Help Pages (help.chi.ac.uk).

Once uploaded into TurnItIn, an Originality Report will be generated, highlighting unoriginal content. This is useful for you to check that you have referenced everything correctly.

Please note that you are not aiming for a 0% score as TurnItIn will recognise all unoriginal text, including quotes, templates and text which you have referenced correctly.

Generation of the Originality Report usually takes between 5 and 10 minutes but can take longer at busy times.

If you choose to edit and resubmit an assignment (before the due date), the Originality Report will be available the following day. Your lecturer will only see the most recent submission.

Very importantly, you must still hand in a printed version of your assignment as normal. Failure to do so may result in failing the module.

When you submit to TurnItIn, please write the Paper ID (available from your TurnItIn receipt) number onto the assignment submission sheet attached to your hard copy assignment.

Every assignment should be: o securely fixed in a floppy backed folder; o accompanied by:

a completed assignment/module submission sheet, available from your module tutor(s), the MA(Ed) Office or from the Student Downloads

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page of the website: http://www.chi.ac.uk/courses/teacher-training/maeducation/ma-ed-student-downloads ;and

ID number from your TurnItIn receipt written on the submission sheet; o put into MA(Ed) pigeon hole in the Staff Club in St Michael‟s House at BRC;

or o brought in to the MA(Ed) office in room G.06 Mordington House at BRC; or o posted to MA(Ed) Office (Assignments), University of Chichester, Bognor Regis

Campus, Upper Bognor Road, Bognor Regis, West Sussex, PO21 1HR, provided it: is postmarked on or before the deadline date. Posting an assignment after the

last collection time on the day of submission will make it late; is securely packaged; and has the correct amount of postage.

NB. If the assignment is late without an extension then the module will sustain a FAIL grade

Assignments cannot be accepted by email.

Please do not e-mail, give or post your assignment directly to your module tutor; they are not in a position to record formally that it has been received.

Always put the word count (excluding the bibliography) at the end of the assignment.

Always keep a copy of your assignments.

Academic Malpractice

Academic Malpractice is treated very seriously by the University. For this reason, programmes give you detailed guidance about how to reference the work of others and support you to develop good academic practice. Students who are suspected of Academic Malpractice will be invited to attend an Assessment Enquiry Panel. The panel does not seek to conclude whether the malpractice was intentional or not, it focuses on whether or not it occurred. Where Academic Malpractice is confirmed the outcome is reported to the Board of Examiners, which determines the nature and extent of the penalty to be imposed. Please see Submission of Assignments above for information on the anti-plagiarism software TurnItIn and its use before handing in your assignment. Details of the procedures for dealing with Academic Malpractice are to be found in the Academic Regulations 2012, section 11.3 – Portia, UniServices, Academic Quality and Standards Unit on the left hand side/university documents. Appeals

Appeals will be dealt with through the procedures established by the Academic Board as listed in section 11.5 of Chichester‟s Academic Regulations 2012

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Deadlines and Extensions

If you think that you are not going to meet the submission deadline for a module, please contact the Programme Coordinator (Sue Bentham), at your earliest opportunity. Normally it will be possible to offer an extension of up to two weeks. However, if we do not hear from you, a non-submission will be deemed a failure. Extensions cannot exceed the timing of the next External Exam Board and can be granted only by Sue Bentham (s.bentham@chi.ac.uk) or, in her absence by Andy Wild, Head of CPD (a.wild@chi.ac.uk), and though the request might be oral, it must also be put in writing or e-mailed. If you require more than two weeks extension then you must put in for mitigating circumstances, accompanied by evidence (see 5.8 below) Extensions cannot be given by module tutors, though they might support a request. You will always receive confirmation by e-mail of the new submission date.

Please be aware that deadlines are very strictly enforced. If something has gone wrong, we cannot urge you strongly enough to get in touch before the deadline expires.

Mitigating Circumstances

If you consider that there are particular circumstances that the examination board should take into account in the mitigation of your performance on any assessment, you should complete a Mitigating Circumstances form. These are available, with information and guidelines from:

o online via Portia, UniServices, Academic Quality and Standards Unit; o AQSU office at BOC; and o SIZ and

should be returned to the AQSU along with accompanying documentation.

You are advised to check with the Programme Administrator for relevant deadline dates for the submission of requests for mitigating circumstances to be taken into account. Mitigating circumstances should not be confused with alternative or additional examination/assessment arrangements, which may be made for students with disabilities or specific learning difficulties.

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STUDENT GUIDANCE

In this section you will find information on:

academic guidance and personal support;

assignment writing and presentation of assignments;

tuition fees;

subsections on Chichester‟s Counselling Service, Disability and Academic Skills Service, Careers Service, Learning and Other Resources and Equal Opportunities;

procedures for resolving students‟ complaints; Academic Guidance and Personal Support

Much information has already been given in preceding sections concerning support for learning through the encouragement that the Programme affords students in its facilitation of self-appraisal, reflective practice, engagement with research and critical appreciation of policy and practice. However, we are mindful that you should have access to an academic adviser in case a difficulty arises or you need guidance or advice. S/he will refer you to the most appropriate source of support. Your academic adviser will also be the person designated to write any University references on your behalf. Writing Assignments

You are very likely to find that it takes some time to become confident in using the kind of style considered appropriate for Masters level assignments. It seldom comes easily or at the first draft; work that you read published in journals has probably been through ten or more drafts and your own assignment will be read, re-read and tinkered with many times. For those returning to assignment writing after some time, the following advice might be useful. Make sure you set out and keep to a clear structure. The old adage - say what you’re going to say, say it, and say what you’ve said - is not a bad one. Aim at initially explaining the structure of the assignment, followed by the evidence and arguments you wish to use, followed by a conclusion (which should restate your key argument and not introduce anything new). This presents a clear set of signposts to the reader and an overall impression of coherence. Be duly cautious and not over-sweeping about your own experience, but on no account should you discount it. Use „authoritative‟ evidence when you can, cited in ways similar to those illustrated below. This may seem like name dropping, indeed sometimes it is, but it can buttress or support your argument against criticism. Be careful to maintain

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confidentiality however, of respondents, personnel, institutions and in some instances organisations. Use theoretical perspectives when you can, e.g. different theories of leadership or the way children learn, to interpret accounts and evidence from your reading, your own experience or the accounts of others. Check all the criteria (general & specific) carefully. Each one must be met in some way for you to pass. If the criteria say you must „refer to relevant literature‟ and you don‟t, then the tutor has no discretion about failing the assignment. Avoid words and phrases like obviously, this proves that..., everyone recognises that...., and avoid value-judgements too, except perhaps in your conclusion. Words and phrases like ridiculous, unfair, racist, politically correct, we must... and rubbish should not be used in the assumption that your reader will agree. Try not to make sweeping statements of any kind, aim instead at making your statements sound cautious rather than tentative, and probable rather than certain. Where you are making a claim of some sort, qualify it at the very least or better still substantiate it. It may seem a redundant comment, but please carefully proofread your work before submitting it. Incorrect punctuation can be common even in MA students‟ work and poor English is unacceptable; remember too that computer spell checks don‟t pick up „right‟ words in the wrong context. Lastly and contentiously for some, aim at non-gendered language. Pupils are not always he, people (generically) are not men (or Man). This may seem to you a „politically correct‟ imposition, but you will find a similar stipulation in the Notes for Contributors in almost any academic education journal or publisher. Unlike them however, we will not penalise you for ignoring this advice. Some suggestions from a tutor sum up many of these comments:

The genre for most assignments is an academic essay. It should be written using mainstream academic discourse. This usually implies 'problematism' rather than dogmatism. A relatively strong argument or thesis is required in your own voice. You should drag yourself up to your full height and adopt the authoritative but relaxed persona of someone, who is a little more experienced and a little wiser than yourself, for writing this essay. It may be helpful to pretend you already have an MA that was awarded a few years ago. You should provide relatively robust statements and claims, but they should be carefully supported by reasons, evidence, argument and references to the literature. In general it is best not to let the literature lead your argument; quotes should be used in a subordinate capacity to support what you have said. Such quotes do not speak for themselves. You will need to 'frame' them or incorporate them into your argument. This does not mean running them into the backs of your sentences; rather, it means providing mini-introductions to them and then ‘milking’ the contents with some subsequent discussion, which engages with the precise vocabulary used in the quote. In general, you should have the last word.

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Try to construct a polished systematic argument, where each paragraph plays a part in a logical or progressive sequence. Your persona should address the audience, as if it were made up of intelligent lay people rather than educational philosophers or curriculum historians. In other words you need to provide explicit explanations in order to display the quantity and quality of your scholarship.

Presentation of Assignments

You are asked to wordprocess and double space assignments, though double spacing applies only to the main body of your text. Appendices for example can be single spaced. Use 1.5 spacing for dissertations. Please use only one side of the paper for assignments. Please note that quotations longer than one line should be entirely indented, single spaced and not enclosed in inverted commas; however, quotations of one line or less should be embedded in your text, double spaced and enclosed in single inverted commas. Please use emboldened font for main and subheadings only; you may italicise, but not embolden, anything you wish to emphasise. While such conventions of presentation are not inherently right or wrong, we would urge you to learn and consistently keep to these and the other conventions of current, educational, academic writing listed below (historians have different conventions). In brief, these are: BOOKS

Single author

in the text: (Ball, 1987) in the bibliography: Ball, S. (1987) The Micro-politics of the School, London:

Methuen. Two authors or editors

in the text: (Lawn & Grace, 1987) in the bibliography: Lawn, M. & Grace, G. (1987) Teachers: the culture and

politics of work, Lewes: Falmer Press. More than two authors

in the text: (Bryan et al., 1985) in the bibliography: Bryan, B., Dadzie, S. & Scafe, S. (1985) The Heart of the

Race: black women's lives in Britain, London: Virago. A single author's chapter in an edited collection

in the text (Ozga, 1987) in the bibliography: Ozga, J. (1987) 'Part of the Union: NUT school

representatives and their work' in Lawn, M. & Grace, G. (eds) Teaching: the Culture and Politics of Work, Lewes: Falmer Press.

(The conventions for joint and multiple authorship of chapters are as in the second and third points above.) If a book has more than one edition, make clear which edition you have used in the bibliography:

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Lundberg, G. A. (1942, 2nd edn) Social Research, New York: Longmans,

Green & Co. ARTICLES IN JOURNALS

Single author in the text: (Bourne, 1983) in the bibliography: Bourne, G. (1983) 'Towards an anti-racist feminism', Race

and Class, 25(1), pp. 1-21. (Note that volume number, in this case 25, part number, where available, and page numbers [but neither place of publication nor publisher] should be provided.) The conventions for joint and multiple authorship of articles are as above. GOVERNMENT PUBLICATIONS in the text: (Central Advisory Council for Education, 1967) in the bibliography: Central Advisory Council for Education (1967) Children

and their Primary Schools, London: HMSO (The Plowden Report). WEBSITES When there is a named author - o in the text: (Gaine, 2001)

o in the bibliography: Gaine, C. (2001) Britkid [online], available from

http://www.britkid.org, [accessed 6/7/02].

When an organisation is named – o in the text: (QCA website, 1999) o in the bibliography: QCA, (1999) Flexibility in the School Curriculum [online],

available from http://www.qca.org.uk, [accessed 8/8/00].

(Please note that the date the website is accessed, must be enclosed in square brackets, as shown in both examples above.)

Here is a short extract from some academic writing which illustrates some common conventions:

In Britain there are patterned differences in the jobs, earnings and housing of white people and those of people with clearly darker skin. In these respects, at least, there is clear evidence of ‘race’ as a persisting and significant social marker. Three key studies (Daniel, 1968; Rose, 1969; Brown, 1985a, 1985b) describe in considerable detail a pattern of lower pay and poorer provision. For example, in 1983 61% of white men with 'O' levels were in work compared with 42% of Afro-Caribbeans and 29% of Asians. (Brown, 1985a, cited in Runnymede, 1991, p.5). Indeed, early drafts of the first of these reports provided the impetus for the 1968 Race Relations Act, and while Conservative Party conferences regularly hear motions for its repeal, we might reasonably assume that it keeps its place in the statute books because there is some agreement that a degree of discrimination persists. The Runnymede survey in 1991 found that 38% of white

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people thought the law in this respect was ‘about right’ and a further 31% thought it ‘not tough enough’ (Runnymede Trust, 1991, p. 11). Lord Scarman, in his report after the uprisings of the early 1980s, wrote: There are indications ... that unemployment among members of the ethnic

minorities is of longer duration than that among the white population .... discrimination - by employers and at the work place - is a factor of considerable importance .... (Home Office, 1982, pp. 35-6)

Some of the material inequality can be explained by indirect discrimination or by what some commentators call institutional racism(1). The 1985 PSI study revealed how systems of word-of-mouth recruitment or housing allocation by inappropriate criteria can result in ‘racial’ disadvantage without it being anyone's conscious intention. (1) The two terms are not synonymous, and are explained more fully in Chapter 5.

You might like to look for examples of how the following details are handled: a) quotations of more than a line;

b) very short quotations; c) paraphrasing; d) use of numerals; e) referring to sources; f) referring to one source which is citing another; g) footnotes.

COMMON CONVENTIONS IN BIBLIOGRAPHIES: - ensure your bibliography is listed alphabetically by the (first) author‟s

surname and that you include only one initial per author; note the punctuation used for each entry below;

- include all entries in one list, i.e. books, articles, reports, websites etc you

should not list them separately; as stated above list them all alphabetically; - underline or italicise the title of a book, journal, newspaper or report; - the title of an article should be in single quotation marks and neither

underlined nor italicised; - if you are citing two works by the same author published in the same year,

then refer to them in the text as (1994a) and (1994b) and list them in the bibliography as shown in the example below;

- in recent years the date of publication has tended to be placed after the

author's name, previously it was often at the end of the reference; - the place of publication (i.e. the headquarters town/city of the publisher)

must also be included and should precede the publisher‟s name; - Government publications are usually referenced by the department which

produced them, the Home Office in the example given below, or it could be the DfES, or a Select Committee. In all cases the publisher is HMSO;

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- Do not arrange the bibliography in columns, but employ a linear format as

shown below, and ensure that the sequence consistently comprises:

Author, Initial, (date) Title, City: Publisher

- Please note how commas, full stops and colons are used below, and while a comma is shown here following a title, you are free to use either a full stop or comma, but should be consistent in your choice.

Example of a Bibliography:

Brown, C. (1985a) Black and White Britain, Aldershot: Policy Studies Institute Brown, C. (1985b) Racial Discrimination 17 Years After the Act, London: Policy Studies Institute Daniel, W. (1998, 3rd edn) Racial Discrimination in England, Harmondsworth: Penguin Evers, C., French, B. & Lakomski, G. (1999) The Hidden Face of Organisations, Sheffield: Sheffield Hallam University Home Office (1981) The Brixton Disorders 1981: Report of an Enquiry by Lord Scarman, London: HMSO QCA (2005) Flexibility in the Citizenship Curriculum [online], available from http://www.qca.org.uk, [accessed 27/9/06] Runnymede Trust (1993) Different Worlds, London: Runnymede Trust/ Borough of Lewisham Walker, A & West-Burnham, J. (2005) „Re-engineering “mindsets” ‟, School Leadership and Management, 17 (3): 461-76 Watkins, C. (2005) „Will policy-makers always fail teachers?‟ Parliamentary Brief, 8 (2): 11-12 Wilmot, V. (2006) Social Exclusion [online], available from http://www.social-exclusion.com, [accessed: 26/9/06]

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Disability and Academic Skills Services The University of Chichester welcomes students with disabilities and additional learning needs. The Disability and Dyslexia Service provides a range of support services to students with disabilities, continuing health conditions, mental health conditions and specific learning difficulties (e.g. dyslexia, dyspraxia etc) and any additional learning need that requires any sort of support or adjustment in teaching, learning etc. The Disability Advisor can provide support and advice to students regarding the impact their disability makes on studies. Examples of support that can be arranged includes: note-taking support; help using the library; assistance getting around the campus etc. The Sensory Impairment Advisor provides specialist support to students who have a visual or hearing impairment. Support available includes accessible learning materials and resources; video transcriptions; Braille etc. The Dyslexia Advisor provides support for students with Specific Learning Difficulties (eg. dyslexia, dyspraxia, dysgraphia, ADD/ADHD etc.). The team can provide a range of services including study skills tuition; exam arrangements; longer library loans etc. Students are required to provide a full assessment carried out by an educational psychologist or equivalent. The Dyslexia Advisor can help arrange a suitable assessment if the student does not already have one. The Dyslexia Advisor also offers advice for students who think they may be dyslexic but have never been assessed. The University policy on dyslexia is tailored for Masters students. As in all cases, students with this need are supported by a SARA (Students with Additional Requirements Agreement) and their work is tagged to indicate the need for sensitive marking. However, because of the nature of the Award, the grade is not adjusted. Therefore students are strongly advised to seek support from the Student Support Centre. See the link on Portia, UniServices, Student Support Services. Disabled Student Allowance This is an allowance that funds most of the support for university students with disabilities, mental health conditions, specific learning difficulties, medical conditions etc. Students must apply to their local education authority with evidence of their disability for this allowance. The Disability Team can give advice on the application process. Further information on the DSA is available from Student Finance England https:///www.gov.uk/disabled-students-alloance-dsas

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Contact details:

The University Support and Information Zone (SIZ) will help you to find these contacts:

For advice on general disability issues and the impact on your studies, contact: Disability and Academic Skills Services Coordinator: Tel: 01243 812076 Email: disability@chi.ac.uk

For advice on issues related to Specific Learning Difficulties, Dyslexia, Dyspraxia etc, contact the Dyslexia Advisor: Tel: 01243 812076 Email: dyslexia@chi.ac.uk

For advice on issues connected with visual impairments, blind, deaf or hearing impairments, contact the Sensory Advisor: Tel: 01243 812145 Minicom: 01243 812013 Email: sensadvisor@chi.ac.uk

If you are concerned about your mental health, or would like advice on issues connected with a mental health condition, contact: The Mental Health Advisor Tel: 01243 812122.

For information on the Disabled Students Allowance Tel: 0845 300 5090. Information is also available from: https://www.gov.uk/disabled-students-allowances-dsas Additional advice regarding academic skills is available for all students. See the Academic Skills pages on the website for more information at: www.chiuni.ac.uk/student-life/how-we-will-support-you Students can now access online resources including referencing and study guides on the University Study Skills Moodle available to all students on the My Moodle block of the Portia homepage. Counselling Service

This service is confidential and aims to be responsive to the needs of all students and a support to staff in their advisory role. Students may request an appointment by telephoning 01243 816042, or emailing stucounselling@chi.ac.uk . Alternatively an academic advisor may do this for you with your consent.

Further information on all Student Support Services is available on Portia, Uni Services, Student Support. Careers Service and Personal Development Planning

The Careers Service and Job shop provide a friendly, confidential and comprehensive service for all current students including part-time and postgraduate students. The service offers careers advice, vacancies, and a range of excellent resources and also organise workshops and employer events. There is an area on Portia dedicated to Personal Development Planning – Portia, Uni Services, under Quick Links. Confidential careers advice can be valuable at any stage of your course. For further information go to: www.chi.ac.uk/careers

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The Careers Centre is located in Room 108, New Hall, Bishop Otter Campus and is open from Monday to Friday. Tel: 01243 816035 Email: careers@chi.ac.uk Learning and Other Resources The provision of learning resources and a fully supported learning environment is the responsibility of the Information Services department. At each campus you have access to a range of resources, facilities and services, comprising Library, Computing, Media Services and Reprographics. Support and training is available from Information Services staff. Library Services in the Learning Resources Centre (LRC) and Support and Information Zone (SIZ) Of critical importance to your work at Masters level is regular access to library and electronic resources. These are now part of the facilities in the LRC and SIZ. At Induction you will be introduced to the range of services provided in order to support your future studies. Library information is available on Portia, Library tab or through SIZ.

OPENING HOURS FOR THE LRC AND SIZ AT Bognor Regis and Bishop Otter Campus [correct at time of going to press; please note that the closing down procedure starts approximately 30 minutes before closure]

Semesters 1 and 2

Monday – Friday 08.00 – 22.00

Weekends 10.00 – 19.00

Non semester times

Monday - Friday 08.00 – 17.00

Weekends CLOSED

On both campuses during the last 5 weeks of each semester, from 22.00 weekdays and 19.00 on weekends, the SIZ service will close but the LRC will remain open until midnight for self-service and open access only.

It is advisable to telephone the library or check on the website to confirm opening times before making a special visit in vacation periods.

Library Enquiries Online (LEO) leo@chi.ac.uk is an email base enquiry service which aims to:

answer brief, factual questions;

suggest relevant electronic and/or print sources for research on specific topics;

advise on searching skills. LEO may be unable to answer questions if they are beyond the scope of our resources or better answered by someone with more expertise. In such cases alternative sources will be suggested. Detailed subject-specific questions will be passed on to your subject librarian.

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Off-site Students and SCONUL Access

If you live and work at some distance from the University and find it difficult to come to the Bognor Regis Campus, you should be able to borrow books from Higher Education Institutions that are closer to your own location. In order to do this you should:

register with SCONUL Access (www.access.sconul.ac.uk) – you will find an application form on the website and a list of the Institutions in the scheme;

send the completed application, showing your University of Chichester Library/ID card number (with a SAE) to Bognor Regis Campus library, who will process it as your home institution.

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Contact the SIZ

Self Service Portal: The Portal can be accessed by clicking on the 'Self Service' icon on the front page of Portia Email: help@chi.ac.uk Telephone: (01243) 816222 Semester Times: Monday to Friday: 08.00 to 21:30 & Weekends: 10:00 to 18:30 Non-Semester: Monday to Friday: 08:00 to 16:30 & Weekends: Closed If staff are dealing with other calls please use the call back service, without losing your place in the queue, and one of the Advisors will call you back. Out of hours, please leave a message. Portia is the University‟s intranet site and all students are expected to register for access within their first week. Details will be provided during induction. Through Portia, students can access:

email accounts - all students are provided with a chi.ac.uk email address and are required to check this regularly.

weekly information on modules and class preparation

campus and personal news and announcements

all significant university-wide documentation

a calendar of events

the Learning Resources Centre – Library Catalogue

much, much more!

Portia is THE key site for the learning experience of all students and, as such, you will be expected to learn how to navigate all significant areas and to access it on a daily basis. Computer Facilities

Open access computer facilities are available as part of SIZ at both Bishop Otter and Bognor Regis campuses. Printing - Network printing is available at both campuses. Student printing accounts can be credited at the Library counters. Software All networked PCs provide access to the Microsoft Office suite and Internet Explorer. Specialist software such as SPSS (Statistical Package for the Social Sciences) is also available. Media Services

The Media Centre is in LRC and SIZ at Bishop Otter Campus and is supported by a team of specialist technicians. You can borrow a range of media equipment (video cameras, sound recording equipment, lighting kits) from the Equipment Loans counter in the Learning Resource Centre, Bishop Otter Campus for course-related media work. Reprographics

Photocopiers are provided in the LRC and SIZ on both campuses and are card-operated.

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The Reprographics Centre at Bognor offers binding, laminating and copying services for students as a paid service. It also has self-service student workshop. The Reprographics Centre is open from 09:00 until 17:00 on weekdays. The Centre can be contacted on printshop@chi.ac.uk or 01243 812100. Equality and Diversity Respect for the individual, the freedom of debate and discussion, equality and the encouragement of diversity lie at the heart of our values. Working beyond legal compliance, the University adopts a positive approach, and a supportive environment in which difference is celebrated, and where individuals do not face unfair barriers. The University will not tolerate any form of discrimination or abuse by students, staff or anyone else connected with the University and its activities. Such treatment may be deliberate and overt, or it may also be subtle and unwitting, based upon ill-founded ideas and assumptions. All students have access to the Equality tab on the University‟s intranet page (Portia) which provides general and specific information and advice on equality matters, including links to support services, student societies and equality groups that you may have an interest in. The University‟s equality framework and policies that aim to drive forward the equality agenda and address unacceptable behaviours, including formal and informal reporting mechanisms is also detailed. The University‟s Academic Regulations and Students Commitment Charter detail the responsibility students have for upholding the University‟s equality policies, and behaving in ways that are consistent with fair and equal treatment for all. It is expected that you will take responsibility for your own learning and engagement with equality matters, and consider the impact of your actions so that they do not negatively affect an individual‟s right to dignity, fair treatment and equality. For further information or advice email: equality@chi.ac.uk

Procedures for Resolving Student Complaints

In the event of your wishing to make a complaint about the quality of the service provided, the University seeks to provide a framework for the resolution of such complaints by ensuring that they are:

i) treated seriously and dealt with speedily and fairly; ii) resolved as close as possible to their point of origin with a minimum of

formality; iii) progressed through two stages where necessary, an informal and formal

stage, and resolved at the informal stage wherever possible (see below); iv) dealt with in a way that respects privacy and confidentiality; v) resolved without prejudice to the complainant.

At the Informal Stage a student should discuss the matter with the member of staff associated with the matter in question. S/he may also seek advice or assistance from University officers or staff, including the Programme Coordinator (s.bentham@chi.ac.uk , 01243 812057).

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If action under the informal stage does not successfully resolve the difficulty, the Formal Stage of the procedure may be invoked by the complainant writing a clear and concise letter, setting out the grounds for the complaint. This should contain all relevant details, including why the complainant believes the informal stage provided no redress in this case. For further information see Academic Regulations, 2012 Appendix 5, sections 1 & 2, which may be viewed on Portia, UniServices, Academic Quality and Standards Unit, University Documents.

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MANAGEMENT OF THE PROGRAMME AND CONTROL OF ACADEMIC STANDARDS

The PGCiPP runs alongside our MA(Ed) programme and all aspects of the award will be administrated through that programme. This section details the programme board, examination board, PGAS Board and the roles of those involved with the overall administration of the programme alongside those directly involved with the delivery of the PGCiPP. MA(Ed) Programme Board

The purpose of the MA(Ed) Programme Board is to provide the overall management of the programme and to be responsible for the academic control and administration of the Programme. The MA(Ed) Programme Coordinator will chair the MA(Ed) Programme Board. Membership will include:

Coordinator of MA(Ed) Programme Head of CPD Module co-ordinators, tutors and dissertation supervisors Representative of the Learning Resources Unit Two student representatives

The Chair, on behalf of the team, may invite guests or other members of University of Chichester staff to address particular issues. The MA(Ed) Programme Board will be quorate when 1/3rd of the membership are present. The MA(Ed) Programme Board will meet on at least three occasions during the academic year, with additional meetings called as and when necessary. The notes and action points of the Programme Board will be circulated to all members and issues arising may be raised at the Department Management Team meetings.

An MA(Ed) administrator will service the MA(Ed) Programme Board. In addition the MA(Ed) Programme Coordinator will represent the MA(Ed) at the PGAS (Postgraduate Awards Scheme) Programme Board, held annually to discuss the management and development of all Masters Routes. Both tutor and student representatives are also welcome to attend this meeting. Student Representatives

Student representatives attend the Programme Board which takes place once a term where they report formally on any issues arising from the student body. Representatives also monitor whether issues raised by the Annual Monitoring process have been addressed. An important part of the role is to meet informally with the Programme Coordinator to discuss any issues so that, where possible, problems can be resolved quickly. Student representatives may also be asked to meet external examiners and inspectors if appropriate. In the event of more than two representatives coming forward, an election will take place among the current modular groups and dissertation students, with voting papers, containing brief information on the candidates, distributed in a teaching

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session or posted. Votes, to be returned by a stipulated deadline, will be counted by a programme administrator and checked by a second administrator. All candidates and the rest of the student body will be informed of the outcome by an announcement on Moodle.

The Programme recognises that most MA(Ed) students are in full-time employment and that taking on the role of student representative may be difficult. Nonetheless the role of representative is an important one in that it represents the student voice. It provides you with an opportunity to shape the ongoing development and management of the Programme, as well as being an important element in the quality assurance process. In order to facilitate students to undertake the role of representative, the Programme has changed the timings of the Programme Boards to early twilight sessions so that practising teachers and other professionals may attend in the role of representative. For those students who are able to undertake this role, training is available, run by the Student Union and sponsored by the University. Representatives are also aided in representing the student voice by having access electronically or by telephone to a random sample of students on research modules, each of whom by definition has a breadth of knowledge of the learning experience on a variety of content and research modules. The views obtained are shared with the MA(Ed) Programme Coordinator, who relays them to team members at meetings of the MA(Ed) Programme Board and in the annual report to this Board. MA(Ed) Internal Board of Examiners

The purpose of the MA(Ed) Internal Examination Board is to make recommendations regarding the progression of students throughout the Programme and prepare marks for presentation to the Postgraduate Awards Scheme Board of Examiners. The MA(Ed) Programme Coordinator will chair the MA(Ed) Examination Board. Membership will include:

Coordinator of MA(Ed) Programme

Head of CPD

Module co-ordinators, tutors and dissertation supervisors. The duties of the Internal Examination Board are (in accordance with PGAS Definitive Document, 2001, p.21, section 6.9.7):

To discuss and agree the assignment and dissertation marks to be awarded to students.

To discuss and agree the progression of all students on the programmes in accordance with the university‟s overall policy for the evaluation and monitoring of students.

To prepare the report on student awards and progression for the Postgraduate Awards Scheme Boards.

To identify any issues, as a result of marking and progression, that require addressing by the MA(Ed) Programme Board.

To receive reports from External Examiners and address any issues raised.

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The Postgraduate Awards Scheme (PGAS) Board of Examiners

The Board of Examiners for Postgraduate Awards meets thrice yearly (February, May and September) and the MA(Ed) Coordinator is required to attend on behalf of the MA(Ed) Awards team. The role and function of Boards of Examiners include:

approving procedures for marking;

approving procedures and regulations for assessment;

agreeing the collation of assessments which lead to an Award;

determining whether candidates have achieved the profile required in order to progress or to achieve an Award;

setting conditions for the retrieval of failure;

approving the Pass List;

making Awards. Role of the MA(Ed) Programme Coordinator The MA(Education) programme is led by Sue Bentham who has overall responsibility for:

the overall management of the Programme, including the internal quality assurance procedures;

convening management meetings;

convening the termly Programme Board meeting;

preparing the Student Handbook;

monitoring students‟ evaluations;

presenting your grades at the Examination Board meetings. Role of a Tutor(s) It is the responsibility of the tutor(s), to:

establish the structure of learning and teaching within the module in line with the approved document, the programme specification and the Teaching and Learning Strategy of the Academic Board;

liaise with subject librarians to ensure that reading lists match resources in the library and to ensure that the necessary media and ICT facilities are provided;

ensure that students feel well informed in the first session of the module on the learning objectives, assessment criteria and the structure of the module;

assess students‟ needs early in the module and take cognisance of this information in subsequent conduct of the module;

hold a tutorial with each student to discuss both their assignment plans and the developmental points listed in his or her most recent assignment;

maintain an accurate register and take necessary action on recurring absence;

assess students within the module, send 25% of assignments for second marking as directed, and pass sufficient copies of marked assignments to the administrator, informing her of the representative sample to be sent to the external examiners;

anonymise, copy, retain and use suitable assignments as exemplars for future students;

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evaluate the module and make such changes as are necessary to the learning and teaching structure and content, in light of students‟ evaluations;

send raw evaluation sheets, composite data sheet and summary to the Programme Coordinator within six weeks of completing a module;

liaise with the Programme Coordinator as necessary, concerning any aspect of the module or Programme;

work towards an appropriate compliance with the Programme‟s relevant areas of the University‟s Learning and Teaching Strategy and achievement of targets for the Department of Education .

Role of the (PGCiPP) Administrators The Programme Administrators are Aileen Arthur and Debbie Brooks. They have responsibility for:

liaising with the Admissions Office over your admission to the Programme;

liaising with Registry on matters relating to your student record;

answering students‟ queries and deal with enquries:

acting as a filter to tutors for distribution of submitted assignments and dissertations, receipt of assessed assignments and dissertations, despatch of recorded, copied samples to external examiners, return of assignments and dissertations to students:

taking, publishing and circulating minutes of meetings as required;

preparing evaluation and re-enrolment forms and distributing to tutors;

retaining module registers;

liaising with Programme Coordinator and with tutors as necessary.

You should be able to contact someone in the administration office (01243 812141/812045) Monday to Thursday during office hours, 8.30 am – 5 pm (the office is closed on Fridays). Messages can also be left on voicemail and will be dealt with as quickly as possible, or email medu@chi.ac.uk Evaluation The MA(Ed) Programme values both the „student voice‟ and constructive criticism from any source: students, internal and external colleagues, and outside agencies. You will be asked to fill in an anonymous evaluation of each module you complete on the programme. This is done online through the Moodle page for the module. This evaluation data is used to:

inform the Module Tutor and Programme Coordinator of the strengths and weaknesses of the module to influence future planning;

compile the Programme Coordinator‟s annual report in line with the University‟s Annual Monitoring procedures.

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UNIVERSITY OF CHICHESTER

PGCiPP: Workplace Learning Development MODULE EVALUATION

In order to evaluate the effectiveness of MA(Ed) Modules it would be helpful if you could complete this Module Evaluation sheet. MODULE TITLE: DATE: Module Objectives: (as devised when subject content is finalised with the organisation requiring the PGCiPP) To what extent were these objectives met? Very Well Well Not very well

Specific objectives which were not met:

CONTENT: Considering the module’s objectives: Was the level of topic treatment: About right Too advanced Too elementary

Was the subject material: Very Relevant in Not at all relevant part only relevant

METHOD: Was the module length: About right Too long Too short

Was the pace of the module: About right Too fast Too slow

What were the strengths of the module? How do you think this module has or will influence your own practice:

a) with pupils; b) with colleagues; c) personally?

How do you think the module could be improved? Did your tutor discuss with you the issue of ethics in terms of confidentiality etc. Please make any further comment which you think might be appropriate. You will be asked to complete an on-line form like this towards the end of a module, and may be contacted at a later date for feedback on the module’s subsequent impact. Thank you for your help with the University’s evaluation processes.

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CONTINUING YOUR MASTERS LEVEL STUDIES

After successful completion of the PGCiPP: Workplace Learning Development you will be offered the opportunity to continue your studies by applying for the full Masters programme. Discussions will be held with your tutor towards the end of the year to help you decide if you wish to continue with your studies. The 60 credits from the PGCiPP:WPLD can be claimed as APL towards further Masters studies. At the next stage, you will take two modules, each worth 30 credits. Successful completion of these will give you a Postgraduate Diploma in Professional Practice. The final stage of an MA(Ed) programme requires a dissertation which is worth 60 credits. You can exit at three points, at the end of the certificate, diploma and the full Masters degree. This is explained in the diagram below:

Module One unit of up to 24 hours duration, typically taught over one semester, with its own discrete assessment, and carrying 30 level 7 credits.

Certificate Awarded after successful completion of the PGCiPP: Workplace Learning Development

Diploma Awarded after successfully completion of a further two modules. This brings the total of level 7 credits to 120.

Dissertation This is the final element of the MA(Ed) programme and is a 18,000 word submission based on your own research and investigation. On successful completion it carries 60 level 7 credits, making a total of 180 in all.

Choice brings responsibility … For those of you wishing to apply to the MA(Ed) programme to continue to the Diploma and Dissertation phase, publicity will be available towards the end of the academic year. Viability of modules will depend on the numbers of students enrolling, but please note that on occasion it may be necessary to „cap‟ the numbers of students to prevent a module becoming oversubscribed. Hence it is advisable to apply sooner rather than later in order to avoid disappointment. Please note and adhere to the application deadlines given in our publicity material. Tutors, or the Programme Coordinator will be happy to discuss and advise on individual schedules or plans that you may have.

Personalised Focus You can follow your own particular interest throughout every module. This can be by means of a dedicated module, for instance leadership and management. However, you could focus on leadership and management within other chosen modules, for example SEN or curriculum. You will be encouraged and supported to ensure that the practitioner research you undertake during your study reflects your chosen focus, thus the programme is both specialised and personalised. Please note: this will not lead to a named specialist Award

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Entry Acceptance Procedures and AP(E)L The Masters in Education programme follows the regulations on admissions policy as set out in the Postgraduate Award Scheme Document (2001) Section 5. This covers standard entry requirements, non-standard entry, accreditation of prior learning and accreditation of prior experience. (see also Programme Specification, Annexe 1) The basic principle for admission is to seek evidence of personal, professional and educational experiences which indicate ability to meet the demands of the Programme. Requirements of candidates are normally: • a good honours degree or equivalent; • work in an education related sector; • a command of written English equivalent to IELTS 6.5. Non-standard Entry It is recognised that some applicants may not meet the standard requirements, yet may be desirable candidates with other appropriate and equivalent skills and knowledge. The Programme recognises the possibility of the developmental process that prospective students may have gone through during their professional lives. The Programme Coordinator examines all such applications and in some cases discusses with the applicant, their professional and academic background. Normally students will be admitted on to the programme to take the first compulsory module and if successful are awarded MA(Ed) credits in the normal way. Advanced standing Under the Credit Accumulation Transfer (CATS) Scheme advanced standing can also be awarded to students, who have gained either relevant qualifications or experience in the preceding five years, which may result in the granting of credit towards an award. Students accepted onto the programme with Advanced Standing will be considered under the criteria detailed in the Postgraduate Award Scheme Document (2001) Section 6. If you have been successful in the PGCiPP:WPLD then you can claim APL for those 60 credits by ticking the Accreditation of Prior Learning box on the application form. Please note however, that a maximum of 90 credits only can be granted via AP(E)L, since at least half the degree, including the dissertation, must be completed at the institution making the award. To find out more about the AP(E)L scheme and your eligibility, please see the MA(Ed) website http://www.chi.ac.uk/department-education/i-want-undertake-professional-development/maeducation/how-apply or contact the Programme Coordinator for M-level provision (s.bentham@chi.ac.uk) or medu@chi.ac.uk. Award requirements (including interim awards)

The Programme has three possible levels of outcome – Postgraduate Certificate in Professional Practice/Postgraduate Diploma in Professional Practice/MA in Education.

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Each completed 30 credit module will represent 300 hours of study, including contact time and individual study. This means that each completed stage i.e. 60 credits, of the MA(Ed) programme, namely Certificate, Diploma and Masters Award, represents approximately 600 hours of study, including contact time and individual study. Intermission

Intermitting is a formal procedure. You will need to contact sturecords@chi.ac.uk for the necessary form to complete. On acceptance of your request you will be given a date for resumption. Please note that during a period of intermission, access to tutors will be “frozen” as will free access to the library. You will however be able to access library facilities (this does not include elibrary) for a fee of £10 (correct at time of print). If, however, you are in the process of resubmitting an assignment while intermitting, you will be given access to Portia. See Academic Regulations, 2012, section 9.8 and section 6.9.9 of appendix 3 Classification of Final MA(Ed) Award

(in accordance with section 6.9 of PGAS Definitive Document, 2001, p.19) The Postgraduate Certificate/Diploma in Professional Practice and MA(Ed) will each be awarded on a two-point scale: Distinction or Pass. Failure to obtain an award is also detailed below.

PGCiPP PGDiPP MA(Ed)

Distinction:

at least 1A + 1B/C

at least 2As + 2B/Cs

at least 2 As and 2 B/Cs, with at least one A gained in each phase, incl. the dissertation.

Pass: Any combination of grades, except those listed for distinction or fail

2

4

4 + dissertation

Fail:

An E grade in any one module or stage after resubmission has been allowed; N.B. a second E grade in any one stage will also result in failure.

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ANNEXE 1 – MODULE DESCRIPTOR Module Title: Postgraduate Certificate in Professional Practice: Workplace Learning

Development

Module Code: MAED50

Credits: 60

Level: Seven

Home school and subject area: Postgraduate Professional Development

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutor responsible:

Entry requirements: Normally a good honours degree and employment in an education related sector

AIMS

This postgraduate certificate has been designed for groups of students who wish to accredit development activities within the workplace. It is undertaken by groups of education professionals working within their own environment or as part of a linked partnership. It is designed to support schools who wish to accredit their professional development activities or Local Authorities working on specific developments and projects.

The aim of the postgraduate certificate is to prepare students for engaging in learning at postgraduate level and the analysis of workplace learning practices. The module encourages reflection on previous learning, support to identify, explore and research a professional challenge, concern or issue; develop a research approach to activity in the workplace and develop professional skills and attributes through action learning.

All students will be required to undertake the core element and then negotiate with their tutor to submit a learning development project, depending on their requirements and the nature of the project.

LEARNING OUTCOMES

Core element :

By the end of the postgraduate certificate students should be able to:

A1 understand the nature of Masters Level study in education, learning and development;

A2 express a critical understanding of the relationship between the practical and professional, academic and theoretical within aspects of professional practice;

A3 understand the role of research in education, learning and development and the application of different research evidence in professional practice;

A4 demonstrate autonomy in planning and / or identifying a rationale for their own professional development and learning.

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Workplace Learning Development Project element:

By the end of the postgraduate certificate students should be able to:

B1 identify, through negotiation, an appropriate professional challenge, concern or issue for investigation;

B2 plan and implement a project, selecting and utilising research methods appropriate for the context;

B3 demonstrate depth and systematic understanding of relevant knowledge and a critical analysis of literature;

B4 critically engage with and use appropriate research evidence;

B5 evaluate the project, including action learning and other strategies and its impact on self, and in the workplace.

INDICATIVE CURRICULUM CONTENT

Core element:

consideration of the nature of Masters level study related to professional and academic development;

the relationship between theory, policy and practice;

learning styles and teaching strategies for study at Masters Level;

discussion, listening, questioning, reading and writing for academic purposes;

development of reflective, critical and analytic thinking;

peer learning in professional development groups;

planning professional development and learning.

Workplace Learning Development Project element:

This aspect of the module is studied through engagement in a professional action learning set with taught sessions where appropriate. The workplace development learning project will normally be carried out over a period of 6 months and will have focus and impact on self and the workplace. It may also have a comparative aspect between two settings. The actual content will be determined by the nature and scope of the agreed project, but indicative generic content is likely to include:

Skills for developing investigative and practitioner research strategies;

Work–related learning – planning and designing a project;

Reflection and evaluation;

Small groups and action learning skills.

LEARNING STRATEGY

Core element

This element will be taught with an emphasis on participative methods and experiential learning (through, small group work, class discussion, seminars, plenary discussions using an online forum), reading and personal research, independent study tasks.

Workplace Learning Development Project element

This element will contain limited taught aspects by the university based tutor and the designated CPD co-ordinator, mentor or similar within the workplace. The learning strategy embraces professional development cluster group meetings, workplace related learning, personal research and undertaking the project.

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MODE OF ASSESSMENT

Formative assessment

At the beginning of the module students will be required to submit a piece of academic writing related to their positionality and interests. Included in this will be a rationale for working at Level 7 (Masters level) This writing will not be formally graded but will be used to give feedback on their writing. (1,000 words)

Summative assessment

Task 1

Core element Task 1 - A critical analysis of the academic literature related to the task in hand The assignment will also reflect learning achieved through professional experience, work in the action learning set and further reading. (2,000 words equivalent).

Task 2

Students will produce and submit an individual research plan with rationale and explanation. This will relate to a Workplace Improvement Plan or equivalent where appropriate. (2,000 words)

Workplace Learning Development Project element Students will submit a workplace development learning project report. The report will include:

explanation of current professional context;

rationale for the development learning project;

justification for methods and techniques used and actions taken;

review and evaluation of the development learning project, both process and outcomes, with reference to relevant research and policy;

evaluation of impact on self and within the workplace context,;

evaluation of action learning and other strategies contributing to personal learning skills and professional standards.

(8,000 words)

Assessment Criteria include both the General Assessment Criteria of the MA(Ed) and demonstration of the following specific criteria Task 1

a broad understanding of studying at Masters level (A1);

an ability to present information to peers (A2);

critical understanding of, and the relationship between, the dimensions of practical and professional; academic and theoretical and aspects of professional practice (A2).

Task 2

a broad understanding of studying at Masters level (A1);

understanding the role of research in education and the use of different research evidence in professional education practice (A3);

ability to plan appropriately for their own professional development and learning (A4).

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Workplace Learning Development Project

identification and rationale for an appropriate professional issue for investigation (B1);

quality of project implementation, selection and utilisation of research methods and actions appropriate for the context (B2)

demonstration of depth and systematic understanding of relevant knowledge and critical analysis of complex and/or contradictory areas (B3);

critical engagement with and use of appropriate research evidence (B4);

evaluation of the project and its impact on self in terms of personal learning and the workplace (B5).

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Indicative Reading Beatty L & McGill I (2001) Action Learning: a guide for professional, management and educational development London: Kogan Page

Boud D & Soloman N (2001) Workplace Learning: a new higher education? Buckingham: Open University Press

Briggs A and Coleman M (Eds.) (2007) Research Methods in Educational Leadership and Management. London: Sage

Bryman A (2001) Social Research Methods. Oxford: OUP

Cryer P (2006) The research student’s guide to success Maidenhead: Open University Press

Evans K, Hodkinson P and Unwin L (Eds) (2002) Working to Learn: Transforming Learning in the Workplace London: Kogan Page

Gills I, Brockbank A (2007) The Action Learning Handbook. Oxford: Routledge Falmer

Goodson I (2003) Professional knowledge, professional lives: studies in education and change Maidenhead: Open University Press

Gray D, Hay D, Grundell S and O‟Neill J (2004) Learning Through Work the Workplace: A Guide to Workbased Learning. London: Thornes

Hargreaves A (2003) Teaching in the knowledge society: education in the age of insecurity Maidenhead: Open University Press

Hutton W, Fillingham D, Attwood, M and Pedlar, M (2003) Leading Change: A guide to whole systems working. Bristol: The Policy Press

Marshall L & Rowland F (1998) A Guide to Learning Independently Buckingham, England: Open University Press

Mayfield M (2007) Thinking for yourself: developing critical thinking skills through reading and writing Boston: Thomson Wadsworth

Metcalfe M (2006) Reading critically at university London: Sage

Moon J (1999) Reflection in learning and professional development London: Kogan Page

Poulson L & Wallace M (Eds) (2004) Learning to read critically in teaching and learning London: Sage

Revans, R W (1998) The ABC of Action Learning. London

Street H and Temperley J (Eds) (2005) Improving Schools through Collaborative Enquiry

London: Continuum International Publishing Group,

Unwin L (2003) Expanding Learning in the Workplace: The relationship between work organisation, workplace pedagogy and better practice. London: NAICE

Verma G K & Mallick K (1999) Researching Education : Perspectives and Techniques London: Falmer Press

Weinstein K (2007) Action Learning: A practical Guide. London: Gower

Wilkinson D (2005) The essential guide to postgraduate study London: Sage

Websites

British Educational Research Association http://www.bera.ac.uk/

DfES http://dfes.gov.uk

TDA http://www.tda.org.uk/

Focus-specific sources

Journals Education Management

Comparative Education

Journal of Teacher Education

British Education Research Journal

Discipline-specific and profession specific professional journals

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ANNEXE 2 GENERIC PROGRAMME SPECIFICATION

1. Award Postgraduate Certificate in Professional Practice Postgraduate Diploma in Professional Practice Master of Arts in Education 2. Route Education 3. Awarding Institution/Body University of Chichester 4. Teaching Institutions University of Chichester 5. Programme Accredited by n/a 6. UCAS code n/a 7. QAA benchmarking group Education 8. Validation History The Programme has been subject to a number of revisions since its inception in 1987, because of the changing demands for CPD for teachers and others involved in education. More recently these include:

scrutiny by Southampton University as part of their accreditation procedures in 1996;

major Validation in 1997 to incorporate some new modules;

review by Southampton University as part of the degree Awarding Powers Process in 1997;

major Review and Revalidation in 2001;

Review and Re-approval in 2006 to incorporate the introduction of pathways and specialist awards.

9. Programme Rationale The essence of the Programme is to encourage the development of reflective practitioners who engage in critical analysis of their own professional work, thereby equipping them with the necessary conceptual tools for developing theoretical knowledge, understanding and professional practice. Thus the prime purposes of the Programme are to enable teachers and other educators to:

effect a confluence between critical reasoning, reflection-in-action and a deep understanding of situation at classroom or teaching space, institutional, national and international levels;

gain substantial and sustained opportunity to engage with the research of others, as

well as design, produce and disseminate their own.

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10. Aims of Programme The Masters in Education Programme seeks to:

enable students to develop their practice as critical reflective practitioners and … their effectiveness in initiating changes in their workplace and improving the quality of

learning and teaching therein; provide a varied, flexible, accessible and relevant programme of study which meets the

needs of educators at various stages of their careers; make a significant contribution to the development of teaching as a profession in students‟

localities, including the development of curriculum expertise, the promotion of inclusion and the analysis of institutional effectiveness;

set and maintain high standards of academic work together with a high degree of professional relevance;

promote the development of a culture of teacher research as part of the wider mission of the Department of Education.

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11. Intended learning outcomes:- The programme provides opportunities for students to develop and demonstrate the achievement of the following:

Subject Knowledge In keeping with the Quality Assurance Agency’s January 2008 Framework for Higher Education (FHEQ) students will be expected to: demonstrate an increase in the breadth

and depth of knowledge and understanding of their selected areas of educational study;

demonstrate a systematic under- standing of knowledge and a critical awareness of current problems and/or new insights, much of which is informed by their own academic disciplines, fields of study or areas of professional practice;

continue to advance awareness of the nature of education, its changing dynamics and processes and how these may be applied effectively.

In addition, students are encouraged to be involved in:

the critical appreciation, interpretation

or creation of knowledge through advanced scholarship or original research, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication.

Teaching and learning strategies and methods Tutors will promote a learner-centred environment that develops students‟ independent and informed sense of enquiry, through a blended learning approach comprising all or some of the following, as appropriate to a particular module or to dissertation work:

lectures and student-led seminar work; discussion and debate; use of ICT via Portia/Moodle for

asynchronous and synchronous class discussion, files‟ usage, directed study tasks and electronic information resources;

use of videos, role plays, guest speakers, video-conferencing;

opportunities for students to work collaboratively in groups/pairs and present short oral/written contributions on specific work-based tasks;

critical review of others‟ work; prescribed reading and field based

observation; distance learning tutor support via e-

mail and telephone, including constructive feedback on draft assignment work;

individual tutorials for a variety of purposes from initial assignment guidance to detailed comments on assignment or dissertation drafts.

Assessment

Formative assessment: Initial needs assessment, tutor-student dialogue on development points from previously assessed work, and ongoing responses to prescribed reading and other sessional tasks.

Content Based Module Assessment

Module assessment is normally based on an assignment of 4000 words, using generic and module specific assessment criteria, linked to defined grade criteria, that explicitly inform written feedback on the quality of students‟ work.

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Intellectual/practical skills Students will be expected to:

communicate coherently and concisely in

speech or writing to specialist and non-specialist audiences, presenting positions or arguments based on the outcomes of reading and/or enquiry;

synthesise and draw upon a range of

appropriate material, deal with complex issues both systematically and creatively, and make sound judgements in the absence of complete data;

evaluate critically current research and

advanced scholarship in the discipline, evaluate methodologies and develop critiques of them and, where appropriate, propose new hypotheses;

demonstrate originality in the application of

knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline and may enhance ethical workplace practice.

Teaching and Learning strategies and methods seminars by tutors, invited lecturers,

and members of staff to introduce a range of methodologies, tools and techniques used by researchers in education;

small group discussion and seminar work;

input by fellow students presenting material for discussion;

online learning and video conferencing;

distance learning support via e-mail and telephone;

individual tutorials, which take account of constructive criticism in previously assessed work;

supportive self study.

Research Modules’ Assessment This reflects the criteria for content based modules but in addition asks students to demonstrate: ethical awareness in research

methodology; thorough, detailed and critical

knowledge of a piece of published educational research;

present individually proposed dissertation plans to a Research Seminars group for peer/tutor review and approval.

Dissertation Assessment

like modular assessment, this is linked to

specific grade criteria and specifies assessment criteria related to:

grounding in current research; methodological issues; analysis; discussion and implications; presentation.

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Transferable Skills Students will be expected to develop the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal

responsibility; decision making in complex and

unpredictable situations; and the independent learning ability

required for continuing professional development.

In addition, students will be encouraged to develop self-direction and originality in tackling and solving problems, and the ability to act autonomously in planning and implementing tasks at a professional or equivalent level.

Teaching and learning strategies and methods As above Assessment As above

Professional attributes Only where professional awards are being made N/A

Teaching and learning strategies and methods N/A

Asse Assessment

N/A

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12. Quality indicators

The quality of this programme is monitored by the following methods:

compliance with Chichester‟s quality assurance procedures as specified in the Interim Handbook (2009);

internal marking, second marking and moderation; External Examiners‟ Reports and a supportive developmental working relationship

with the External Examiners who act as „critical friends‟, to ensure parity of academic standards and quality alongside other HEIs;

student representative(s) meeting with Programme Coordinator; informal student feedback to Programme Coordinator; peer observation of teaching sessions; Management Group and Programme Route Board meetings and Internal Committees

of Examiners, both of which also reflect PGAS directives and recommendations and produce minuted records;

CPD meetings which produce minuted records; formal, written interim evaluations during running of new modules; formal, written, summative module evaluations with statistical composites drawn up of

this data, scrutinised by the Programme Coordinator with relevant feedback to tutors; individual summaries written by tutors of the formal, summative evaluations described

above, incorporating points for action, which are published in subsequent module handbooks. These are also scrutinised by the Programme Coordinator and inform any necessary discussion with tutors;

formal, written evaluations of dissertation supervision scrutinised by the Programme Coordinator with feedback to the tutor team;

Annual Monitoring Report incorporating internal and external review and data; AP(E)L decisions based on dual tutor judgement and liaison with Deputy Dean.

13. Admission Requirements

The Education Programme follows the regulations on admissions as set out in the PGA Scheme Document (2001), Section 5. This covers standard entry requirements, non-standard entry, accreditation of prior learning and accreditation of prior experience. The basic principle for admission is to seek evidence of personal, professional and educational experiences which indicate ability to meet the demands of the Programme. Requirements of candidates are normally:

o a good honours degree or equivalent; o employment in an education related sector; o a command of written English equivalent to IELTS 6.5

Non-standard Entry It is recognised however, that some applicants may not meet these standard requirements, yet may be desirable candidates with other appropriate and equivalent skills and knowledge. In such cases the applicant may be invited to take a module in the first instance on a stand-alone basis, or apply for Accreditation of Prior Learning (APL) or Accreditation of Prior Experiential Learning (APEL). Under the Credit Accumulation Transfer (CAT) Scheme advanced standing can also be awarded to students, who have gained either relevant qualifications or experience in the preceding five years, which may result in the granting of credit towards an award.

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14. Award requirements (including interim awards)

The Programme has three possible levels of outcome – Postgraduate Certificate in Professional Practice/Postgraduate Diploma in Professional Practice/ MA in Education. Successful completion of each module entails up to 30 hours of contact time, yielding 200 notional hours of study (on a ratio of approximately 1:6 contact to study hours) and 20 credits. This leads to the following levels of award: Certificate 60 credits 600 hours study Diploma 120 credits 1200 hours study Masters 180 credits 1800 hours study To obtain an MA(Ed) students must complete six modules and a dissertation. For the Education programme (generic awards), at least the final four modules and the dissertation must be in education. (Specialist education awards will not be available to students transferring from another programme, except students wishing to transfer from the MA in Mathematics Education may qualify for an MA(Ed): Curriculum, depending on the relevance of their dissertation focus.) Students must take four content based modules and are unrestricted in terms of choice of module, unless they wish to specialise (see below); the only other restrictions imposed are those relating to student numbers and staffing. In addition they must take two Research Modules: normally Introducing Research or Practitioner Research and Research Seminars, the latter of which precedes the commencement of their dissertation work. In addition one content based module or Introducing Research/Practitioner Research may be replaced by the Independent Study module, subject to the focus chosen, agreement with the Programme Coordinator, availability of appropriate tutoring and clearance by an External Examiner. Modules: Assessment for each module will be based on the specific assignment(s) related to the module objectives and be equivalent to approximately 4000 words in total. The assessment criteria will be available to students when the assignment is set. These criteria reflect the Programme‟s generic criteria and the content, aims and objectives of the module, and are used to determine one of four Pass grades: A -Distinction, B - Good Pass, C - Pass, D - Minimal Pass or E - Fail. The Postgraduate Certificate will be awarded on successful completion of 3 modules and students may opt to terminate their studies at this point with a Postgraduate Certificate in Professional Practice. The Postgraduate Diploma is awarded to students who have satisfied the requirements for the Certificate and have passed 3 further modules, which must normally include two research modules (Introducing Research/Independent Study/Practitioner Research and Research Seminars), if students wish to progress to the dissertation stage. To gain the Postgraduate Diploma in Professional Practice, at least the final four of the six named modules must be taken from the Education programme. Specialisation Depending upon their eligibility students joining the Programme prior to September 2006 may indicate their wish to register for a specialist named award in either Curriculum,

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Inclusion or Leadership and Management, while students enrolling from September 2006 may register ab initio for one of the same awards. In order to qualify for such awards in their chosen pathway, students must successfully complete two relevant content-based modules out of three for the Certificate or four out of six for the Diploma. For the award of a specialist MA(Ed) students must successfully complete three relevant content-based modules, a fourth from any pathway, two research modules and a relevantly focussed dissertation. (Please see the individual programme specifications for each pathway in Annexe 1.) Non-specialisation Students who do not wish to specialise should complete the requisite number of content based modules from across the pathways, together with the other elements described above. The focus of the dissertation may relate to any area of education. They will receive generic awards and a transcript detailing the modules studied. The Postgraduate Certificate, Postgraduate Diploma and Masters Degree The Postgraduate Certificate, Postgraduate Diploma and MA (Ed) will be assessed on the five point scale - (A) Distinction, (B) Good Pass, (C) Pass, (D) Minimal Pass, (E) Fail, as detailed in the general descriptors below:

(A) DISTINCTION Displays evidence of meeting each criterion listed for a

Good Pass and in addition demonstrates ability to:

gain insight into complex issues;

evince individual flair in producing original approaches and solutions;

abstract and synthesise hypotheses from areas of research studied;

communicate methodology and arguments fluently and effectively to others.

(B) GOOD PASS Displays evidence of ability to:

organise and interpret material well;

reflect on and critically analyse material with no omissions, errors or irrelevancies;

use an extensive range of literature and published research to support study;

make strong links between content and practice;

communicate understanding cogently;

study aspects of the module thoroughly and pursue enquiries in depth.

(C) PASS Displays evidence of ability to:

organise and interpret material satisfactorily;

reflect on and critically analyse material with few omissions, errors or irrelevancies;

use a wide range of literature and published research to support study;

make a number of effective links between content and practice;

communicate understanding effectively;

study aspects of the module satisfactorily and pursue enquiries effectively.

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(D) MINIMAL PASS Displays evidence of ability to:

organise and interpret material adequately;

reflect on and critically analyse material, despite some omissions, errors or irrelevancies;

use an adequate, though reduced, range of literature and published research to support study;

make some satisfactory links between content and practice;

communicate understanding sufficiently;

study aspects of the module and pursue enquiries with some degree of success.

(E) FAIL Displays a lack or weak evidence of meeting many of the

PASS criteria above plus an inability to:

treat descriptive work reflectively;

organise material coherently;

make links between content and practice;

produce a balanced study that pays due regard to requirements;

submit work on time unless a prior request has been made for an extension or consideration of mitigating circumstances;

submit the work at all;

comply with regulations concerning plagiarism or other forms of academic malpractice.

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16. Standard Diagram - programme requirements

Modules and Dissertation

Awards

Completion of four modules, each of which is normally taken on a semesterised basis. - A first compulsory research module - Three content modules - Dissertation, which is the culminating stage of the Masters degree and is normally completed over two semesters.

The Postgraduate Certificate in Professional Practice The award of the Postgraduate Certificate (60 CATS points) will be made on satisfactory completion of two modules

The Postgraduate Diploma in Professional Practice The award of the Postgraduate Diploma (120 CATS points) will be made on satisfactory completion of four modules.

The MA in Education The award of a Masters Degree (180 CATS points) will be made on satisfactory completion of four modules and a dissertation.

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Quick reference points

NAME

LOCATION

GENERAL QUERIES & PROBLEMS

Sue Bentham

BRC BRC

01243 812162

ASSIGNMENT EXTENSIONS

Sue Bentham

BRC BRC

01243 812162

DISSERTATION QUERIES/ INTERMISSION

Sue Bentham

BRC

01243 812162

NOTIFICATION OF ABSENCE & SICKNESS NOTES

Aileen Arthur Debbie Brooks

BRC

01243 812045/ 812141

LONGER TERM ABSENCE

Sue Bentham

BRC BRC

01243 812162

SUBMISSION of ASSIGNMENTS

By hand or post to: MA(Ed) Office (Assignments) UoC Upper Bognor Rd Bognor Regis West Sussex PO21 1HR

BRC

01243 812045/ 812141

LIBRARY

Ann Jones

BRC

01243 812094

IT AND SIZ HELPDESK help@chi.ac.uk

Various

BRC BOC

01243 816444

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Health and Safety Information for University of Chichester Sites

Legislation The Health and Safety at Work Act 1974 and the University Health and Safety Policy both require the University to:

Provide and maintain safe systems of work · Ensure safe means of handling, use, storage and transport of articles and substances. Provide information, instruction, training and supervision Provide safe place of work including safe access and egress Provide and maintain safe working environment and adequate welfare facilities.

In return staff and students must:

Not cause harm to themselves or others through any work activity.

Not to interfere with any equipment unless specifically trained to use it.

To cooperate with your employer (Supervisor, tutor, or member of staff) when dealing with health and safety issues.

To report any deficiencies in health and safety to a member of staff. Incident Reporting Incident Report Card (OOPS Cards) are kept at the SIZ receptions, and within admin areas and can be used to report accidents and near misses (a near miss is an accident without injury) in order to stop the event reoccurring and possibly injuring you! Simply complete the form and hand it into the internal post to the Health and Safety Department.

Other Hazards During your time at the University you will come across a variety of different hazards. At some stage you will come across the concept of risk assessment. This is a means of identifying hazards that you or another person has made, identify those persons at risk of harm and the measures that are in place or needed to ensure the risk of harm is reduced to as is reasonably practicable.

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Such hazards could be due to • Electricity, working at height, manual handling, poor ergonomics, hazardous substances, equipment use and environmental factors. First Aid This following procedure covers emergencies at both Bishop Otter Campus, Bognor Regis Campus. Where an ambulance is required immediately, telephone 999 or 112, then 6363 or (01243 816363 from a mobile) to request a first aiders attendance and caretaker escort for the ambulance service. Otherwise it is the First aider’s responsibility to contact the emergency services after having triaged the casualty. To request a first aider to attend someone requiring general medical assistance because of injury or illness telephone 6363 or (01243 816363 from a mobile).

To request a first aider

To obtain the services of the Caretaker to escort the emergency services to the location of incident on site only.

SIZ (Student Information Zone) opening times may vary at certain times of the year so please check the SIZ webpages for current opening times. When the SIZ desk is closed, the call will be diverted to Security/Caretakers automatically, who will then deal with the request. Defibrillators In the event of someone collapsing unconscious and not breathing, there are a number of defibrillator units that can be taken to the casualty for immediate resuscitation. Request the defibrillator when calling the SIZ desk for a first aider so that the nearest unit can be taken. Defibrillators can be safely used by all persons in the event of an emergency.

Fire Emergency Arrangements ON SEEING A FIRE, Shout Fire and make your way to the nearest fire exit. On your way out press an available call point, (red box found at every exit) to raise the alarm. Make your way to the assembly point and await further instruction.

ON HEARING THE ALARM, Stop what you are doing, and make your way to the nearest escape route. Do not stop to collect valuables, do not panic. Mobility impaired students should move to an area sign posted ‘safe refuge’ and await rescue. If you know of a person waiting in a refuge area please inform the person in charge (Fire Incident Coordinator, identified by a fluorescent jacket). Do not re- enter the building until you are told by the Fire Incident Coordinator or the Fire and Rescue Services?

Mobility impaired staff and students are requested to obtain a Personal Emergency Evacuation Plan from the Health and safety Team or Student Services.

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Fire Alarms are tested weekly and will be heard for a length of no more than 15 seconds. Should an alarm bell sound for longer, then treat this as an actual fire evacuation and act accordingly.

Many larger buildings will have more than one exit route. Learn other emergency routes and follow the green running man signage which will take you out to a safe area.

Fire doors are designed to stop the spread of smoke and retain a fire for at least 30 minutes. This is why we require all fire doors to remain closed. Wedged fire doors do not protect anyone!

Most buildings will have a fire action notice similar to the example opposite. This will reiterate the advice already above as to how to vacate and contact the emergency services.

Also make a note of the designated Assembly Point.

BE AWARE AND KEEP YOURSELF SAFE The health and Safety department can give you additional information or advice and are contactable by the following methods. Telephone: 01243 816488 or 01243 816480 E-Mail:healthandsafety@chi.ac.uk Fax: 01243 816080