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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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https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG.pdf
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Masters Global and International Citizenship Education.
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Postgraduate Diploma Global and international citizenship education.Please 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 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:2018
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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 Education
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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)		PMEDUSGIC1
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Admissions criteria
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2.1 or equivalent and required level of English language (6.5 IELTS with no sub score lower than 6)
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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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MAGICE12 monthsFull-timeSeptemberPlease select Y/NYesPlease select Y/NNoN/A
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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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Ian Davies
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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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In a globalized world in which we are witnessing migration, dramatic movements of capital and new forms of interaction through digital media, citizenship is vitally important. Global and international citizenship education helps us to understand and enact our rights, duties and identities in ways that are appropriate to pluralistic democracies. This Masters programme will equip you as either an established or an aspiring professional to apply and reflect on core debates, policy developments and practice regarding the rights and duties of citizens in local, national, international and global communities. You will be able to operate knowledgeably and decisively about forms of education that explore the legal status of a citizen and the identity of a member of a community, and will be able to act digitally and in person within society. You will be in a position to advance the boundaries of knowledge and understanding of educational policy and practice through engaging in international communities of learning and research. The programme provides both a solid taught foundation and the flexibility to tailor the programme to your own needs and interests; as a result, it will prepare you to play an informed role in a range of educational and citizenship-based contexts including but not limited to NGOs, charities, educational policy, pedagogy and research settings.
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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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1Apply in-depth knowledge of citizenship education theory, principles, methodologies and approaches to support citizenship education initiatives .
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2Contribute to consideration of education practice and policy by evaluating the interplay between citizenship and education concepts, specific contexts and relevant political, economic, social and technological perspectives.
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3Identify systemic barriers to equality and inclusiveness, giving attention to perspectives which differ from their own and continuing to reflect on their own practice in relation to inclusivity and diversity.
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4Initiate 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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5Collate, manage and critically analyse complex empirical data using appropriate software in order to support presented arguments.
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6Communicate complex information and arguments clearly, confidently and in a professional manner, making use of oral, written and visual formats.
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7Contribute to debates about the nature of pedagogical initiatives in the field of global and international citizenship education.
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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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There is a clear knowledge base for global citizenship regarding rights, responsibilities, diverse communities and identities. A range of perspectives and philosophies apply to this knowledge. You will use this knowledge to develop a range of cognitive and intellectual skills. Those skills include analysis, synthesis and evaluation; the ability to communicate in writing and in debate and in relation to development of an independent research project.
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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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Citizenship is a vitally important field. In a globalized world you will benefit from understanding the key issues and ideas and being able to engage intellectually and professionally in key debates. The programme is globalised through a broad range of core content and options as well as links with the Centre for Research in Education and Social Justice.
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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 students entering this programme include students from Education degrees, students from non-Education degrees and those joining us from overseas. Transition to master level study is achieved by:

- the provision of pre-arrival study information;

- extensive pastoral and academic supervision support from Week 1;

- integrated digital literacy training in Term 1 - to support literature search and data management skills;

- integrated English language and academic writing support in Term 1 and 2 via Departmental English Classes;

- discussion boards via the VLE; and

- a focus on early formative work followed by detailed feedback in all Term 1 modules to identify students who are struggling as soon as possible.
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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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The Term 1 module - Citizenship Education - is core so that fundamental knowledge can be covered. This is then developed further when you choose more specialist modules through your Options. Term 2 also includes a specialist module - 'Teaching and learning citizenship and global education'. There is a research methods focus throughout the programme, beginning with Research Methods in Term 1 and then the Dissertation Preparation module 'Planning and Communicating Research' in Term 2. This then leads seamlessly into the Independent Study Module where research proposals are confirmed and ethics approved. There is support for English language including academic writing.
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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 develop your digital literacy skills in a variety of ways. You create powerpoint presentations, discuss issues on the vle discussion board and learn from library-based workshops. A research methods module develops your skills in specific areas of computer generated data analysis.
The VLE is used extensively as a means of transmitting information and communication. Student presentations are uploaded. There is a discussion board in which key debates occur each week. There is a formative assessment exercise to provide you with feedback on your written work and assignment planning. You are also provided with digital literacy training via the library to help you search for sources to include in your assignments and dissertations. The Departmental English language course also helps build on knowledge of academic writing. Some core modules combine lecture and seminar formats to allow input of the theory from lectures to be complemented and discussed in smaller group formats. The MA programmes provide extensive pastoral and academic supervision support across the whole academic year (including summer).
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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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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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Following graduation you will be able to apply to various careers. Students from previous cohorts have gone on to teach in schools or in higher education. Some have used their research skills for higher level learning. Students have gone on to work in NGOs and in international student exchange organisations or exchange units in higher education. They have been able to do so because of the development of understanding of key issues about global and international citizenship education and the enhancement of cognitive and other skills achieved through the experience of individual study and working with others. 
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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 in Global and International Citizenship Education is directly linked to the Department's Centre for Research in Education and Social Justice. Students are invited to attend research seminars in Term 3. All teaching and learning content is designed based on the latest research. 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. They will have made progress towards fulfilling PLOs 1 - 3 and 6, and may have made progress towards PLOs 4, 5 and 7 depending upon the combination of modules successfully completed.
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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 - 3 and 6 and will have made some progress towards fulfilling PLOs 4, 5 and 7.
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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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https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG.pdf
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http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
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http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements
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http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2843#.VthM1fmLS70
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The University of York 'Taught Postgraduate Modular Scheme: Framework for Programme Design' has been consulted and used in development of the PLOs. The PLOs are aligned with the Level 7(M) criteria, with all four areas addressed.
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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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http://www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/
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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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20EDU00003MCitizenship EducationSEA
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20EDU00034MResearch Methods for EducationSEA
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20VariousOption 1 (List A)SEAEA
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20EDU00038MTeaching and Learning Citizenship and Global EducationSEA
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20VariousOption 2 (List B)SEA
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20EDU00035MPlanning & Communicating ResearchSAE
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60EDU00013MIndependent Study ModuleSEA
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Full-time Route: Please indicate when any Progression Board and 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 BoardTBD
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ReassessmentTBD
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Exam BoardTBD
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7.b. Optional module lists

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 BN/A
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Teaching and Learning in SchoolsTeaching World Englishes
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Social Justice EducationQualitative and Quantitative Data Analysis
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Contemporary Issues in TeachingHigher Education in the 21st Century
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Science, Education and SocietyGender, Sexuality and Education
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Motivation in EducationTheories of Learning and Development