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1. Admissions/ Management Information
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Title of the programme – including any lower awards
Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award.

See guidance on programme titles in:
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Masters MA Education
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Postgraduate Diploma Postgraduate Diploma in Educational StudiesPlease indicate if the Postgraduate Diploma is available as an entry point, ie. programmes on which a student can register, exit awards, ie. that are only available to students exiting the masters programme early, or both.Exit
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Postgraduate Certificate Certificate in Educational StudiesPlease indicate if the Postgraduate Certificate is available as an entry points, ie. programmes on which a student can register, exit awards, ie. that are only available to students exiting the masters programme early, or both.Exit
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:2019
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department EducationEducation
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Other contributing Departments: n/a
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Route code
(existing programmes only)		PMEDUSEDU1
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Admissions criteria
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2:1 or equivalent in an undergraduate degree in any subject and demonstration of an interest in education.
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years/ months) Status (full-time/ part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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MA Education1 yearFull-timeSeptemberPlease select Y/NYesPlease select Y/NNo
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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4. Programme leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Programme leader is Dr Norbert Vanek. There is significant input from module leaders of core modules from other members of staff including Dr Nadia Mifka-Profozic and Dr Jan Hardman.
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the masters programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective masters student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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Some of the most important questions facing societies are how young people should be prepared for the future and how citizens should be educated. This MA programme has been designed so you can critically engage with such debates in the field of Education, reflect upon teaching and learning in specific contexts and broaden your ability to undertake educational research in key areas. In addition, through selecting optional modules and completing an independent research project, you will be able to tailor your programme to your career needs or interests. As a graduate, you will therefore be in a position to take on more senior positions in education, broaden your career options into areas such as education leadership, journalism or information management, or move on to PhD study. In whichever realm, as an MA in Education graduate, you will be able to play an informed role in the development of education thinking, policy and practice.
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5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme will be able to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements in the sections 5.b.ii and 5.b.iii as appropriate.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1analyse and assess the implications of current issues and key trends in the field of education based on a critical understanding of the sector and its methodological traditions
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2contribute to decision-making concerning teaching, learning and education by critically appraising, evaluating and synthesising information from diverse knowledge bases, literatures, perspectives and contexts to produce well-evidenced arguments
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3inform and improve practice in specific educational contexts by using a broad range of theoretical frameworks and concepts to evaluate approaches to teaching and learning
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4communicate complex information and arguments clearly, confidently and in a professional manner, making use of oral, written and visual formats
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5initiate and conduct independent, focussed research projects by engaging in thorough planning, rigorous ethics procedures and the selection and application of appropriate principles, methodologies and approaches
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6collate, manage and critically analyse complex empirical data using digital tools in order to support presented arguments
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5.c. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
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The PLOs for this programme will challenge you to analyse the highly complex education sector that we know today - from the depth and breadth of cutting-edge educational research to application in practical teaching and learning contexts. You will also be part of a stimulating research community that will push you to question your conceptions and assumptions regarding education. This will culminate in your independent project in which you will research a specific area, produce and manage complex research data and communicate ideas to a professional standard
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ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
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This programme is distinctive and flexible, as you will be able to tailor the course in ways that most appropriately prepare you for the workplace. Due to the breath of specialisms within the Department of Education at York, you will have the opportunity to develop skills in social justice, science or language education, among others. The breadth of the modules available means that you will be able to pursue a career in formal or non-formal education settings and other education sector roles, as well as opening doors into journalism, information management, human resources and other careers.
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iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
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The programme has been designed to support your transition into Masters level study. In the first term, all modules include pre-assessment (formative) work on which you will receive detailed feedback. This will ensure you are clear about your learning and what you need to do to develop and succeed in your studies. There is also additional support provided on digital skills, academic writing skills, statistical analysis (SPSS) and English language.
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iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills, [add link to QAA masters characteristics document].
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Core modules allow fundamental knowledge to be covered. This is then developed further when you get to choose more specialist modules through your Options. There is a research methods focus throughout the programmes, beginning with Research Methods module in Term 1 and then the Dissertation preparation module 'Planning and Communicating Research'. This then leads you seamlessly into the Independent Study Module where research proposals are confirmed and ethics approved.
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v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
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You will develop your digital literacy skills in a variety of ways. There will be an expectation to create powerpoint presentations, participate in blogs, and collaborate using digital technologies in group work. You will discuss issues on the VLE discussion board and by using clickers in class. You will also take part in library-based workshops addressing areas of digital literacy.
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vi) ... how this programme (as outlined in these PLOs) will support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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University Staff
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The programme will provide you with the chance to develop key skills sought after by employers and expected of people in senior education positions. These include data management, ethical research and the ability to address real issues through careful analysis and evidence debate.
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viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
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The MA programmes are directly linked to the Department's Research Centres. As an MA student, you are invited to attend research seminars in the department throughout the year. All teaching and learning content is designed on the latest research. Some of the teaching staff are recognised experts in their research fields and use their specialist knowledge to inform their teaching.
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5.d. Progression
For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one.

Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
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On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to:
If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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Students exiting the programme with a PG Cert will have accumulated 60 credits from the taught modules (the Planning and Communicating Research module does not count as it is on a Pass-Fail basis).
Students will have made progress towards fulfilling PLOs 1 - 4, and may have made progress towards fulfilling PLOs 5 and 6 depending upon the combination of modules successfully completed.
Award title - Postgraduate Certificate in Educational Studies
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On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to:
If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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Students exiting the programme with a PG Dip will have achieved 120 credits from the taught modules. Students will have made significant progress towards achieving PLOs 1 - 4 and will have made some progress towards fulfilling PLOs 5 and 6.
Award title - Postgraduate Diploma in Educational Studies.
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6. Reference points and programme regulations
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6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points
Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
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6.b. University award regulations
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The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
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7. Programme Structure
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7.a. Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

‘IMPORTANT NOTE:
To clearly present the overall programme structure, include the name and details of each individual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a
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Guide to Assessment
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Full time structure
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20EDU00039MTeaching and Learning in SchoolsSEAE
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20Option 1Option 1 (List A)SEA
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20EDU00034MResearch Methods for EducationSEAE
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20EDU00025MTheories in Learning and DevelopmentSSEE
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20Option 2Option 2 (List B)SEAE
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20EDU00035MPlanning & Communicating ResearchSAEE
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60EDU00013MIndependent Study ModuleSEA
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Full-time Route: Please indicate when the Progression Board and Final Exam board will be held and when any reassessments will be submitted.
NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
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Progression BoardWeek 7 of Term 3
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ReassessmentWeek 10 of Term 3
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Exam BoardWeek 6 of Term 1
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7.b. Optional module lists Please complete as programme will run from 2019/20.

If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
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Option List AOption List BOption List COption List D
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Citizenship EducationTesting and Assessment in English Language Teachingn/an/a
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Social Justice EducationLiteracy Translation in Education
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Contemporary Issues in TeachingTechnology Enhanced Learning
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Science, Education and SocietyBilingualism
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Intercultural Communication in EducationRace, Difference, Equity and Equality
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Motivation in Education
Gender, Sexuality and Education
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Language and PowerTeaching and Learning Citizenship and Global Education
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Exploring Citizenship and Social Justice Through LiteratureHigher Education in the 21st Century
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7.c. Explanation of the programme and assessment design
The statements should be in a form that can be used for students (such as in a student handbook). It should make clear to students why they are doing the key activities of the programme, in terms of reaching the PLOs.
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i) Students’ independent study and formative work Please outline how independent study and student work has been designed to support the progressive achievement of the programme learning outcomes (for example, the use of online resources which incorporate formative feedback; opportunities for further learning from work-based placements).
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The independent study and formative work across the programme has been designed to support your progression towards achieving the programme outcomes. The student work will allow you to either practise skills without the pressure of being marked, or formulate and develop ideas through interactions with classmates, or strengthen your understanding of assessment expectations through submitting formative work for feedback prior to major assessments.
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ii) Contact with staff
Please explain how the programme’s design maximises the value of students’ contact time with staff (which may be face-to-face, virtual, synchronous or asynchronous), including through the use of technology-enhanced learning. For example, giving students resources for their independent study which then enables a class to be more interactive with a greater impact on learning.