Course and Module Catalogue

The aims of the MA conform to Masters level (‘M’ level) criteria. The overall aims are to develop deeper intellectual ability, enhanced professional competence and critical reflective awareness. These aims are derived from Schön’s (1983) concept of the reflective professional demonstrating expertise in the level of ability shown in: integrating … For more content click the Read More button below. engaging in analysis and critical reflection; employing independent learning strategies; applying learning to evaluate and inform professional practice. Specific Aims for the Masters degrees Within these overall aims all courses within the MA framework aim: to provide high quality courses for professional development; to make these courses relevant to the needs of the students; to enhance the performance of the student in his/her workplace and/or professional role; to provide a platform for research and evaluation and the encouragement of high level analysis; to enhance professional confidence through dissemination both within groups and with other agencies; to meet specific needs of individuals in the community and to extend the means to do so; to extend the principles of good practice across all the different routes, and modes of delivery; to apply the highest ethical standards to practice and to research. Specific Aims for the Certificate and Diploma Qualifications: to provide high quality courses for professional development; to make these courses relevant to the needs of the students; to enhance the performance of the student in his/her workplace and/or professional role; to provide a platform for research and evaluation and the encouragement of high-level analysis by practitioners; to enhance professional confidence through dissemination both within groups and with other agencies; to meet specific needs of individuals in the community and to extend the means to do so; to extend the principles of good practice across all the different routes, and modes of delivery; to apply the highest ethical standards to practice and to research where appropriate. The aims are almost identical for all three awards, as the distinction between the awards is in terms of depth and quantity rather than level or aims. The final aim is different, in that students completing the certificate or the diploma will not necessarily be engaged in research at that stage.

Teaching Learning and Assessment are designed to match the requirements of a very diverse student cohort. The programme will be packaged and delivered in line with the requirements of each cohort. Thus, the availability of specific option modules for any individual or cohort will vary, dependent on the local and … For more content click the Read More button below. Teaching and learning methods recognise the varied maturity and experience of the cohort, and acknowledge the pressures on their time. Tutor-led sessions include learning activities which recognise the experience that students bring, and include student presentations, discussions, seminars and reflective activities. Assessment is designed to challenge students’ thinking, to ensure that they have read and critically analysed a good range of appropriate literature and are applying reflective and intellectual skills appropriate for Masters level work. A range of assessment styles are used across the modules The professional and applied nature of the course means that assessment often requires students to undertake work-based projects and investigations. Some students are employed and are studying part-time, others study full-time. The course team recognises that some students (e.g. full-time students) may find it difficult to undertake work-based investigations and alternative, scenario or case-study based alternatives are offered where modules are available to full-time students. Course information tells students about the timing of assessments and they are able to use this to understand the pressures they will face at different times in the year and to select their programme of study accordingly. All module assessments are moderated in line with University of Huddersfield moderation policy. A:  Knowledge and Understanding Learning Strategy Acquisition of knowledge is achieved typically through the application of conceptual ideas and theory to professional practice within the dissertation.  Material is available electronically through the University’s Virtual Learning Environment (VLE), to support independent learning.  Understanding is strengthened by the contextualisation of general principles within the students own working environments or other relevant disciplinary areas.  Work-based learning is an important strategy.  Reflective practice is required to enable the development of critical understanding and professional autonomy within the dissertation. Assessment strategy Assessment methods are set out in each module specification and students are required to plan research, in negotiation with the module tutor, ensuring Masters assessment criteria and module outcomes are met. All learning outcomes in a module are assessed. Learning outcomes 1. Critically understands a range of current issues in education with regard to the broader political, economic and social context. 2. Assimilates material at a deeper level than on an undergraduate programme. 3. Understands the nature and value of critical and reflective practice in relevant areas or disciplines. 4. Critically understands the effects of different policies and processes on learning in education and training or a relevant discipline and how they impact upon professional practice and organisational change. 5. Critically understands the complex interactions between education and training or a relevant discipline, their contexts and relationships with other disciplines and professions, where appropriate. 6. Critically understands the nature of empirical research investigations and how to undertake, organise and implement a research dissertation within a theoretical and professional framework. B:  Intellectual/Cognitive Outcomes (Knowledge and Understanding) Learning Strategy Intellectual skills are developed in the dissertation through reflection and the application of principles and knowledge to professional practice.  Students are required to develop the skills and knowledge of the autonomous learner.  This enables them to resolve work-based issues and problems through the completion of the dissertation. Assessment Strategy Assessment methods are set out in each module specification and students are required to plan research, in negotiation with the module tutor, ensuring Masters assessment criteria and module outcomes are met.  All learning outcomes in a module are assessed. Learning outcomes Demonstrate critical analysis of theory and practice in relevant disciplinary areas by synthesising knowledgeunderstanding and experience in contributing to the educational debate in these areas. Demonstrate quality in exercise of judgement in assessing the coherence and relevance of theory, in relating theory to practice and in evaluating the outcomes of practice. Demonstrate the ability to analyse theory from the literature critically. Demonstrate through evaluative reflection how the critical understanding and skills they have developed inform professional practice. Present material with coherence and formulate original ideas and/or innovative research.  C:  Subject Practical Outcomes (Ability) Learning Strategy Work-based learning is an important strategy for developing practical abilities and skills.  Some of the MA students are already experienced employees in the education sector.  However, some students will not be able to undertake work-based learning as they will be on a full-time course of study.  In this instance their professional specialism or relevant real world case-studies will be utilised.  Students are required to relate theory and practice in education and training or a relevant discipline so that the full spectrum of personal, team and organisational opportunities are enhanced for the benefit of individuals and employing organisations. Formal and informal approaches to enhance learning are embedded on the MA Dissertation where there is an emphasis on the acquisition and development of academic skills in keeping with equivalent post-graduate courses whilst maintaining Higher Education protocols. Assessment strategy The integration of theory and practice is an important feature in the completion of the dissertation, together with the recognition and elucidation of diverse perspectives in relevant disciplinary areas.  Learning outcomes 1. Employ a range of study skills enabling independent learning and critical mastery of learning materials; 2. Plan and execute projects that demonstrate the ability to negotiate and collaborate with peers, mentors and managers; 3. Demonstrate an appropriate range of leadership and management skills and qualities; 4. Plan and execute projects, appropriate to professional specialism 5. Generation, collation and analysis of qualitative and quantitative research data.D:  Key/Transferable Outcomes (Ability) Learning Strategy Key skills are themes which underpin the Masters dissertation. Assessment strategy Course assessment criteria set out in more detail the range and level of key skills to be demonstrated.  These criteria are applied in the design of the review and the marking of all assessed work submitted. Learning Outcomes 1. Demonstrates a commitment to appropriate inclusive beliefs and values in all written work, work-based activity and on-going activity on the Course; 2. Evaluates and applies critical reflective practice to professional learning activities. 3. Demonstrates the ability to use the skills and knowledge they acquire on the course to improve their professional practice. 4. Demonstrates the ability to work collaboratively with others to implement and sustain necessary change. 5. Demonstrates skills and understanding in the use and application of appropriate C & IT. 6. Demonstrates a commitment to maintaining strict ethical principles and carrying out research with integrity in an objective manner within the chosen professional area. 7. Demonstrates appropriate skills in investigating, analysing and using information and data gathered from a variety of sources. 8. Evaluates their own continuous professional development by setting and monitoring identified targets. 9. Communicates effectively using a variety of media. 10. Demonstrating and applying the ability to manage time, workloads and resources effectively.