MA Education (MAE) Programme Specification 2024-25

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2024-25
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5	Programme Title			MA in Education
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7	This document applies to students who commenced the programme(s) in:			September 2024			Award type			Masters
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9	What level is this qualification?			7			Length of programme			1 year
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11	Mode of study (Full / Part Time)			Full Time
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13	Will the programme use standard University semester dates?			YES			For York Online programmes, will standard dates for such programmes be used?			N/A
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15	Awarding institution			University of York			Board of Studies for the programme			EDUCATION
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17	Lead department			EDUCATION			Other contributing departments			N/A
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19	Language of study and assessment			English			Language(s) of assessment			English
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21	Is this a campus-based or online programme?			CAMPUS BASED
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23	Partner organisations
24	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
25	N/A
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27	Reference points
28	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
29	The programme is designed inline with the University's frameworks and the relevant subject benchmark statements have been consulted.
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31	Credit Transfer and Recognition of Prior Learning
32	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
33	No
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35	Exceptions to Regulations
36	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
37	N/A
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39	Internal Transfers
40	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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42		Transfers in:	YES				Transfers out:	YES
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44	Statement of Purpose
45	Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
46	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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52	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
53	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?				Specify the module diet that the student will need to complete to obtain this exit award
54	Postgraduate Diploma in Educational Studies			EXIT ONLY					any combination of 120 credits
55	Postgraduate Certificate in Educational Studies			EXIT ONLY					any 3 taught modules
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57	Programme Learning Outcomes
58	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
59	1	Analyse 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.
60	2	Contribute 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 .
61	3	Inform and improve practice in specific educational contexts by using a broad range of theoretical frameworks and concepts to evaluate approaches to teaching and learning.
62	4	Communicate complex information and arguments clearly, confidently and in a professional manner, making use of oral, written and visual formats.
63	5	Initiate 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.
64	6	Collate, manage and critically analyse complex critical data using digital tools in order to support presented arguments.
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66	Diverse entry routes
67	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
68	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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72	Inclusion
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74	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.										TRUE
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76	Employability
77	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
78	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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82	[For Undergraduate and Integrated Masters Programmes Only]
83	Are you offering any variations of this programme, such as additional years abroad or industry?
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85	Year abroad			FALSE		Will the year abroad programme be available directly via UCAS; for students to transfer in having entered the main programme; or both?				N/A
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87	Year in industry			FALSE		Will the year in industry programme be available directly via UCAS; for students to transfer in having entered the main programme; or both?				N/A
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89	Year in enterprise			FALSE
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91	Placement year			FALSE
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94	Description of Structure
95	Provide a BRIEF description of the structure of the first stage (UG) or programme (PGT): this is only necessary if this is not evident from the tables below. For instance, an entry might be 'students choose X modules in Autumn Semester from List A and Y modules from List B'. For York Online programmes using the 'carousel' model, the description should include whether any modules have to be taken in a particular order (e.g. if there is an introductory module and/or any constraints on the timing of option and/or ISM or ISM-related modules).
96	Students engage with three compulsory modules during Semester 1 and select two optional modules plus a compulsory module in Semester 2.
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100	Part-Time Structure (Normally PGT Only): For part-time variants of programmes, please use the box below to specify which modules will be taken in year 1 and which will be taken in year 2 (and so on if more than 2 years).