Modules

• Research methods in education and social science (30 credits)

Assessment method

The assessment approach is diverse, responding to the learning and teaching approaches and are intended to challenge the student in their learning and apply this in their working practices. Formative and summative activities which reflect and support the development of curriculum and processes in local contexts are also involved. The approach to develop student awareness and planning of self-directed goals and outcomes will be informed by review from assignment feedback, involving tutorials if requested, so that students develop a self-awareness of responding to assessment and develop their responses to it. Individual requirements and needs are incorporated whenever required for assessment. These will be identified, if needed, during initial discussions relating to delivery as the module begins and options considered in tutorial prior to assessment taking place. Inclusion needs identified during admissions will inform any overall individual assessment strategy considerations. Formal mechanisms will be requested, if required as, reasonable adjustments. Formative assessment is used to support successful completion of assignments allowing for feedback, including peer feedback and structured support from tutors. Formative opportunities have been planned to allow for discussion with students to allow for alternative ideas and flexibility to support final outcomes in assessment. Research methods in education and social science In this module the research proposal and literature review allow students to demonstrate their understanding of what a research project entails, deciding on a research approach based on preliminary findings and data. The project responds to a particular area of query from the student’s organisational context and is intended to support development of the knowledge of methodology relating to their interests, subject and context. Critical Approaches to Curriculum This module seeks to examine the context of the curriculum of the student and seeks to evaluate it within the wider political and socio-economic contexts. A seminar presentation of a critical response to public policy accompanies a paper. An essay on professional practice and the curriculum provides for analysis on the inter-relatedness of own professional practice to curriculum and institutional levers. Leadership for Inclusion Students are expected to show autonomy and leadership of change throughout the programme and be able to apply digital literacies to affect change within the wider institutional context. The assessment instruments of the creation of the e-learning staff development session will allow the student to respond to the situation of their own choosing in relation to inclusion in their setting. The artefact will be informed by research-based inquiry. Leadership of curriculum, people and teams through TEL In this module students will present a portfolio log of coaching/mentoring activities, a PDP and diaries as a result of the development of a technology enhanced learning (TEL) project within their area. A digital presentation of the project, processes and outcomes will report on the project as well as promote new skills and innovative practice insight. Dissertation Students are expected to plan, execute and report on a question(s) of educational relevance related to their interest and context. A research proposal and dissertation will be required following conventions. The students will be asked to critically evaluate to what extent their completed project has been successful with regard to philosophy, method, ethics, analysis and practice. As this is a retrospective review, it will be supported by a viva towards the end of the dissertation delivery.

Qualified teacher status (QTS)

To work as a teacher at a state school in England or Wales, you will need to achieve qualified teacher status (QTS). This is offered on this course for the following level:

• Course does not award QTS