Programme Specification for the 2018/9 academic year
MEd TESOL Intensive Summer Programme (Part-Time)
1. Programme Details
| Programme name | MEd TESOL Intensive Summer Programme (Part-Time) | Programme code | PTD3EDUEDU01 |
|---|---|---|---|
| Study mode(s) | Part Time |
Academic year | 2018/9 |
| Campus(es) | St Luke's (Exeter) |
Programme start date | 07/2018 |
| NQF Level | 7 (Masters) |
2. Description of the Programme
The Masters of Education in TESOL (Teaching English to Speakers of Other Languages) at the University of Exeter gives you the opportunity to further your studies in teaching and learning English as a second, foreign or additional language. It is designed for individuals from varied educational backgrounds and establishments, and from other professions, who want to develop their understanding of the theory, research, practices and policy in TESOL. Our programme will support you to develop your knowledge and understanding, prepare you for further research and provide a firm foundation for developing your career in language education and associated disciplines.
There are 3 modes of study: full time, part time and summer intensive. Full time students usually complete the programme within one academic year, part time students complete the programme within two academic years, and Summer Intensive students complete the course within three academic years. All students undertake a module on Language Awareness and a module on TESOL research with a dissertation. All students take a further core module and four optional modules (full time students might take different core modules based on their work experience). All modules are led and taught by specialist staff whose research is closely related. You will learn and work in a variety of ways to further your understanding. This includes lectures, seminars, workshops, peer led activity, language classroom visits, peer teaching and presentations. All modules are assessed through course work – there are no final examinations. Assessments are varied and include essays, online projects, portfolios and group or individual presentations.
3. Educational Aims of the Programme
1. to support your development as autonomous TESOL professionals
2. to provide the knowledge, understanding and skills for you to analyse TESOL policy, theory and practice
3. to provide you with the procedural knowledge to develop conceptual understanding and analyse data
4. to provide the organisational and transferable skills central to professional autonomy
5. to support your ability to define and evaluate complex TESOL issues drawing on international perspectives
6. to equip you with the methodological knowledge needed to select appropriate methods to conduct research
7. to provide you with knowledge and skills needed to apply theory to practice.
The aims of the programme are:
4. Programme Structure
Credits and awards
The Master of Education in TESOL is a 180-credit programme taken at Level 7. Students undertaking the Master of Education can exit the programme after 60 credits (PGCert) or 120 credits (PGDip). Students can also enter the programme on the lesser awards of PG Cert (60 credits) or PG Dip (120 credits). APCL and APEL procedures that meet national standards are also available to students.
Programme organisation and requirements
Full-time candidates are required to complete three terms of full-time study and to satisfy the examiners in coursework at the end of the three terms of study. All full-time students are also required to undertake the Preparing for TESOL Inquiry and Dissertation module (60 credits) and submit this, normally up to 12 months from the date of initial registration. This module is exempt from condonement. Students have the option to follow this version of the programme on a part-time basis over a maximum of two years.
The MEd TESOL is also delivered on a part-time basis over 3 years via the Summer Intensive programme. Students attending the Summer Intensive delivery of the MEd TESOL are expected to attend Exeter for two intensive four-week teaching blocks held over two consecutive summers. Coursework and the dissertation are completed off-campus with tutor support and the dissertation is normally handed in up to 36 months from the date of initial registration.
5. Programme Modules
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.
http://socialsciences.exeter.ac.uk/education/graduatestudies/masters/med/medtech/
Compulsory modules:
You will undertake:
|
EFPM329 |
Preparing for TESOL Inquiry and Dissertation |
60 credits |
|
EFPM267 |
Language Awareness for TESOL |
30 credits |
Plus either
|
EFPM266 |
Principles of Language Learning for TESOL |
30 credits |
or
|
EFPM280 |
Developing Practical Knowledge for TESOL Teaching |
30 credits |
Students with less than one year teaching experience must take EFPM280.
Students with more than one year teaching experience, and students on the summer intensive pathway, will take EFPM 266.
In additional to the compulsory modules above, you will also undertake 60 credits of optional modules of which 30 credits must be obtained through TESOL optional modules.
If you are undertaking the PG Cert in TESOL (60 credits), you will undertake module EFPM267 (30 credits) plus one of either EFPM266 (30 credits) or EFPM280 (30 credits) depending on your teaching experience.
If you are undertaking the PG Dip in TESOL, you will undertake the same modules as shown on the PG Cert above, plus TESOL optional modules totalling 60 credits. (Up to 30 credits of optional modules can be replaced by elective modules from outside of the TESOL programme.)
You may select any combination of optional modules up to the maximum specified in the programme structure above. In order to receive an award with the specialist programme title (i.e. MEd TESOL) a maximum of 30 credits may be taken outside TESOL.
The availability of all modules is subject to timetable, staffing and other constraints, including financial viability as determined by student recruitment and fees. Module availability is thus subject to permission from the Director of Education.
Stage 1
Students typically undertake 60 credits of taught modules each summer and then complete assignments from home and submit these by spring of the following year. The dissertation is completed off campus within three years of the start of the programme. A different selection of modules is offered each summer.
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| EFPM267 | Language Awareness for TESOL | 30 | No |
Optional Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| EFPM835 | Foreign Language Testing and Assessment | 15 | No |
| EFPM268 | Developing an Appropriate Language Teaching Methodology | 15 | No |
| EFPM269 | Developing Language Teachers | 15 | No |
| EFPM787 | Teaching English to Young Learners | 15 | No |
| EFPM309 | New Technologies in Language Learning | 15 | No |
| EFPM310 | Developing Materials for TESOL | 15 | No |
| EFPM311 | Principles and Practices of Curriculum Development and Syllabus Design | 15 | No |
| EFPM314 | Discourse and Language Education | 15 | No |
| EFPM313 | Issues in English Language Teaching | 15 | No |
| EFPM837 | Teaching and Researching English for Academic Purposes | 15 | No |
| EFPM292 | Bilingual and Multilingual Perspectives on Language Learning and Teaching | 15 | No |
| EFPM293 | Corpus Linguistics for TESOL | 15 | No |
| Total Credits for Stage 1 | 60 |
|---|
Stage 2
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| EFPM266 | Principles of Language Learning for TESOL | 30 | No |
Optional Modules
See full list of optional modules under Stage 1 Optional Modules
| Total Credits for Stage 2 | 60 |
|---|
Stage 3
Compulsory Modules
The Dissertation can be started after the second summer school and must be completed before the end of your third year.
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| EFPM329 | Preparing for TESOL Inquiry and Dissertation | 60 | Yes |
| Total Credits for Stage 3 | 60 |
|---|
6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. Identify and evaluate educational concepts and issues related to TESOL research | Lectures, seminar, group activities, tutorials and directed activities in professional contexts. Use of study guides and readings. Online resources are available to all students on the programme. | Formative assignments (e.g. critical reading of literature, research plan, peer teaching, presentation). Summative assessment through assignments (e.g. written, presentations, portfolios) and dissertation. |
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. Analyse the relationships between policy, theory and practice in a TESOL contexts and contribute to policy, practice and curriculum development | Lectures, seminar, group activities, workshop tutorials and directed activities in professional contexts. Use of study guides and on-line resources | Formative activities (e.g. small scale enquiries and directed activities). Summative assessment through written assignments (e.g. based on formative activities) showing interaction between theory and practice. |
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. Deploy a range of personal and professional skills relevant to the workplace | Lectures, seminar, group activities, tutorials and directed activities in professional contexts. Use of study guides and on-line resources. | Formative activities (e.g. small scale enquiries and directed activities) Summative assessment through a range of assignments showing interaction between theory and practice |
7. Programme Regulations
University Regulations on the number of credits to be taken and at what level for each stage of the programme can be found in the Credit and Qualifications Framework.
Progression
Condonement is the process that allows you to be awarded credit (and so progress to the next stage or, in the final stage, receive an award), despite failing to achieve a pass mark at a first attempt. You are not entitled to reassessment in condoned credit. Regulations on condonement can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.
Assessment and Awards
For undergraduate degrees assessment at stage one does not contribute to the summative classification of the award. Details of the weightings for each year of all programme lengths can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.
Classification
Full details of assessment regulations for undergraduate and postgraduate taught programmes and the classification of awards can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.
You can also read details of Generic Marking Criteria.
8. College Support for Students and Students' Learning
Personal and Academic Tutoring
It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you with individual modules; the role of personal tutors is to provide you with advice and support fo the duration of your programme, and this support extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.
Information on the College Personal Tutoring system, library provision, ELE resources and access to College support services can be found on the College webpages for current students.
Student Staff Liaison Committee (SSLC)
SSLCs enable students and staff to jointly participate in the management and review of the teaching and learning provision.
9. University Support for Students and Students' Learning
Learning Resources
The University Library maintains its principal collections in the main library buildings on the Streatham and St Luke's campuses, together with a number of specialist collections in certain Colleges. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions.
IT Services
A wide range of IT services are provided throughout the Exeter campuses, including open-access computer rooms, some of which are available 24 hours a day, 7 days a week. Helpdesks are maintained on the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network.
Student Support Services
The University provides many support services including health and wellbeing, multifaith chaplaincy, family support, the Students' Guild and international student support.
10. Admissions Criteria
All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.
Candidates for undergraduate programmes must satisfy the undergraduate admissions requirements of the University of Exeter.
11. Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
12. Indicators of Quality and Standards
Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs).
13. Methods for Evaluating and Improving Quality and Standards
The University and its constituent Colleges draw on a range of data to review the quality of education provision. The College documents the performance in each of its tuaght programmes, against a range of criteria on an annual basis through the Annual Student Experience Review (ASER).
Subject areas are reviewed every five years through a College Academic Audit scheme that includes external contributions.
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
College of Social Sciences and International Studies (CSSIS)
16. Partner College / Institution
Partner College(s)
Not applicable to this programme
Partner Institution
Not applicable to this programme.
17. Programme Accredited / Validated by
0
18. Final Award
MEd TESOL Intensive Summer Programme (Part-Time)
19. UCAS Code
C725
20. NQF Level of Final Award
7 (Masters)
21. Credit
| CATS credits | ECTS credits |
|---|
22. QAA Subject Benchmarking Group
23. Dates
| Origin Date | Date of last revision |
|---|