This course will be taught via block delivery, with students studying 60 credits each year at the ‘Summer Institute’. The duration of a 30 credit module delivered in this model takes 15 weeks from start to the assessment return; this includes 12 weeks from the start to assessment deadline, plus 3 weeks after assessment deadline before the feedback is returned during which a new module could begin. A 60 credit module will take 27 weeks: 24 weeks from the start to the assessment deadline and three weeks after the assessment deadline for marked work to be returned to the student.

There are three distinct phases of the block delivery; preparation activities, delivery, follow on activities. Students need to have completed the online enrolment process prior to the start of the module’s Preparation period.

The structure of the block delivery of a 30 credit module can be seen below:

Preparation period 2 weeks

Tutor led 9 hours
Preparation period activities (see below)
online induction to library, student services, ICT support
online induction to academic skills, language support

Block delivery 1 week

Tutor led 30 hours
Face to face activities (see below)

Follow on period 12 weeks

Tutor led 9 hours
Follow up period activities (see below)
3 weeks to draft deadline
3 weeks to get draft feedback
3 weeks to assessment deadline
3 weeks to get feedback (can overlap with next module's start date)

In the preparation period students will be introduced to the course and module with an Induction Programme to maximise opportunities for independent and resource-based learning. They will be introduced to the course/module aims and learning outcomes, together with the assessment procedures and University support mechanisms. They will have training from the Academic Librarian for the SEPD on information and research skills and instruction on electronic methods of accessing library facilities. Training on the use of the VLE will also be provided to allow students to access the virtual learning environment. Students will also be introduced to academic support staff who will outline the support available for them during the course. This preparation period will take two weeks.

Activities that will normally take place during Preparation period include the following:

Email to introduce the module
Orientation webinar – the tutor introduces the module and the activities that will take place in the preparation period
Introductory reading
Introductory webinar – students identify their areas of interest in the module.
Video introduction from academic skills tutors
Video introduction from library

Teaching and Learning Activities that will normally take place during Block teaching:

Face to face focus on the module’s content
Explaining the assessment tasks and the assessment criteria

Teaching and Learning Activities that will normally take place Follow up period:

Webinar to help students prepare for the assessment
Webinar after formative feedback has been released to discuss common mistakes and offer further guidance on the assessment
Were appropriate – student presentations on their assessment
Where appropriate – guest lecturer via webinar
Where appropriate – peer assessment task
Where appropriate – discussion board based activity.
Where appropriate – one to one tutorials (technology supported eg Adobe Connect/Zoom/Skype)

Throughout the course students will be encouraged to use technology to form support groups to share relevant teaching and learning experiences while they are working at distance on assignments. They will be encouraged to become independent critical thinkers with the capacity to engage in a wide range of theoretical perspectives on education and training issues. Group and/or individual tutorials, either face-to-face during block study periods, or online while working away from the University will assist students in the assessment process and achievement of the learning outcomes.

The process of Personal Development Planning [PDP] will be central to the way in which students learn on the course. At the beginning of the programme, during the induction, students will be introduced to the principles of PDP, and to the relevant documentation in the course handbook. At the start of each module students will be encouraged to employ a range of PDP strategies to develop both a learning plan for that module and also to reflect upon the way their learning affects them both personally and in relation to broader societal issues. The learning development of each student will be monitored through the tutorial system, with the development plans being used as a focus for tutorial discussion

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.

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.

The range of assessment methods can be seen below:

1. Current Issues in TESOL

Online discussion
Oral Presentation

2. Grammar and Assessment for Language Teaching

Assessment design

3. Professional Practice in ELT

Written rationale
Lesson Plans

4. Second Language Teaching and Learning

Case study

5. Materials Development for TESOL DMY0560

Project: design of teaching materials
Viva

6. Dissertation DMX0160

Dissertation