1. Programme title and designation Masters in Teaching and Learning N/A. value equivalent. value

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PROGRAMME APPROVAL FORM

SECTION 1 – THE PROGRAMME SPECIFICATION

1. Programme title and designation Masters in Teaching and Learning For undergraduate programmes only

Single honours Joint Major/minor

2. Final award

Award Title Credit

value

ECTS equivalent

Any special criteria Masters Teaching and

Learning

180 90 N/A

3. Nested award

value

Any special criteria

Postgraduate Diploma

Teaching and

Learning 120 60

Students undertake 120 credits from taught modules

4. Exit award

value

Any special criteria

Postgraduate Diploma

Teaching and

Learning 120 60

An unclassified PG diploma may be offered where a student has obtained 120 credits from any combination of modules. Postgraduate Certificate Teaching and Learning 60 30 An unclassified PG certificate may be offered where a student has obtained 60 credits from taught modules. 5. Level in the qualifications framework 7

6. Attendance

Full-time Part-time Distance learning

Mode of attendance 

Minimum length of programme 2 years Maximum length of programme 5 years

7. Awarding institution/body Kings College, London

8. Teaching institution Kings College London (plus some resource supplied by Institute of Education and University of East London)

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9. Proposing department Education and Professional Studies 10. Programme organiser and contact

Details

Dr Bob Burstow Room: 1/2 Ext:3438

email:bob.burstow@kcl.ac.uk 11. UCAS code (if appropriate)

12. Relevant QAA subject benchmark/ Professional, statutory and regulatory body guidelines

No subject specific benchmarks but QAA Masters degree characteristics: September 2009 have been consulted as have:

QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education, Section 2:

Collaborative provision and flexible and distributed learning (including e-learning).

13. Date of production of specification October 2009; revised June 2011

14. Date of programme review October 2015

15. Educational aims of the programme

i.e what is the purpose of the programme and general statements about the learning that takes place over the duration of the programme

The MTL was originally produced in response to the Government White Paper: „Being the Best for Our Children‟ (2008) which required the establishment of this degree as the default (though not exclusive) post-graduate qualification for recently qualified teachers.

The philosophy is to emulate the clinical model for continuing professional qualification within the teaching profession. To this end the aims are:

 To enable participants to reflect upon their practice with the intellectual distance and rigour associated with M-level study and to engage with a variety of sources that will allow them to reach the point of being able to conduct some high quality research. They will be facilitated in this by:

o Reflecting on their practice to date and developing enquiry skills

o Deepening their knowledge of: child development, their specialist teaching subject, inclusion issues (eg special educational needs, behaviour management) and management and leadership roles

o Applying their acquired knowledge to their own practice and performing a rigorous evaluation of the effects of this application upon themselves and upon their

workplace.

The Masters in Teaching and Learning programme aims to provide a coherent, personalised and progressive framework for the professional learning and career development of teachers by integrating progression in the demonstration of relevant Professional Standards for

Teachers with Masters Level requirements.

The programme is focused on supporting teachers in developing their practice to enable all children and young people to reach their potential. It aims to build on teachers‟ previous training and experience through a progressive three year professional learning framework

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16. Educational objectives of the programme/programme outcomes (as relevant to the SEEC Credit Level Descriptors)

1. Knowledge and understanding The programme provides a knowledge

and understanding of the following: A. Knowledge base: has depth and

systematic understanding of

knowledge in the practice of teaching and can work with theoretical and research-based knowledge at the forefront of issues surrounding teaching and learning.

B. Ethical issues: has the awareness and ability to manage the implications of ethical dilemmas and work pro-actively with others to formulate solutions.

C. Disciplinary methodologies: has a comprehensive understanding of techniques and methodologies applicable to the theory and practice of teaching and learning.

(See table below for a mapping of module outcomes onto these broad criteria)

These are achieved through the following teaching/learning methods and strategies:

 application of reflective techniques to existing practice as a

professional school teacher  lectures

 tutorials  seminars

 conferences and symposia  the use of textbooks, journal

papers, electronic databases and other self-study materials

 project and research work  practice sessions and learning

through case studies  work-based learning.

Assessment:  coursework

 practical reports or portfolios  a dissertation or other output from

research/project work, which may include artefacts, performances or compositions

 oral presentations

 placement reports including audits, lesson planning, curriculum

planning Skills and other attributes 1. Intellectual skills:

A. Analysis: with critical awareness can undertake analysis of complex, incomplete or contradictory areas of knowledge communicating the outcome effectively.

B. Synthesis: with critical awareness, can synthesise information in a manner that may be innovative, utilising knowledge or processes from the forefront of the practice.

C. Evaluation: has a level of conceptual understanding that will allow her/him critically to evaluate research, advanced scholarship and

methodologies and argue alternative

 application of reflective techniques to existing practice as a teacher in school

 lectures  tutorials  seminars  conferences

 the use of textbooks, journal papers, electronic databases and other self-study materials

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approaches.

D. Application: can demonstrate initiative and originality in problem solving. Can act autonomously in planning and implementing tasks at a professional or equivalent level, making decisions in complex and unpredictable situations.

(See Table 1 below for a mapping of module outcomes onto these broad criteria)

 work-based learning. Assessment:

 coursework

planning

2. Practical skills:

A. Group working: can work effectively with a group as leader or member.

Can clarify tasks and make appropriate use of the capacities of group members. Is able to negotiate and handle conflict with confidence. B. Learning resources: is able to use full range of learning resources. C. Self evaluation: is reflective on own

and others‟ functioning in order to improve practice.

D. Management of information: can competently undertake research

tasks with minimum guidance E. Autonomy: is an independent and

self critical learner, guiding the learning of others and managing own

requirements for continuing professional development. F. Communications: can engage

confidently in academic and professional communication with others, reporting on action clearly,

autonomously and competently. G. Problem solving: has independent

learning ability required for continuing professional study, making professional use of others where

appropriate.

(See Table 1 below for a mapping of module outcomes onto these broad

criteria)

 seminars

through case studies  work-based learning. Assessment:

 coursework

planning

3. Generic/transferable skills:

A. Application of skills: can operate in complex and specialised contexts,

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and has an overview of the issues governing good practice.

B. Autonomy in skill use: is able to exercise initiative and personal responsibility in professional practice. C. Technical expertise: has technical

expertise, performs smoothly with precision and effectiveness; can adapt skills and design or develop new skills and procedures for new situations.

(See Table 1 below for a mapping of module outcomes onto these broad criteria)

 practice sessions and learning through case studies

work-based learning Assessment:

 coursework

planning

Table 1. Module Learning Outcomes mapped onto the PAF criteria

PAF criteria Module Credits 1A 1B 1C 2A 2B 2C 2D 3A 3B 3C 3D 3E 3F 3G 4A 4B 4C Developing professional enquiry skills 30 1, 2, 3, 4, 5, 6 5, 1, 2, 3, 4, 7 1, 2, 3, 4, 5, 1, 2, 3, 4, 5, 6 , 7 1, 2, 3, 4, 5, 6 2, 3, 4, 5, 1, 2, 3, 4, 1, 2, 3, 4, 5, 1, 2, 3, 4, 5, 1, 2, 3, 4, 5, 1, 2, 4, 5, 1, 2, 4, 5, 1, 2, 4, 5, W W W Teaching and Learning 30 1, 4, 1, 4, 1, 2, 3, 4 1, 2, 5 1, 2, 3, 1, 2, 3, 4, 1, 2, 5 1, 1, 5 1, 2, 3, 4, 1, 2, 5 1, 2, 1, 5 1, 2, 3, 5 W W W Inclusion 30 1, 4 1, 2 1, 2, 4, 5 1, 2, 4 1, 2, 4 1, 2, 4, 5 1, 2, 4 1, 2 1, 4, 1, 3, 4, 5 1, 3 1, 5 1, 5 2, 4, 5 W W W Leadership and Management 30 1, 4 1, 2 1, 2 1, 2 1, 2 1, 2 1, 2, 1, 1, 2, 1, 3 1, 3 1, 2, 3 1, 3 W W W Dissertation 60 W W W W W W W W W W W W W W W W Key

Numbers refer to individual module learning outcomes W indicates that the whole module applies to the PAF criteria indicated

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17. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, statutory and regulatory body guidelines The whole of this degree conforms to the requirements laid down by the National Framework for the MTL published by the TDA in 2009. Reference to specific areas are included in this document and all MAFs where relevant.

Conformity to the QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education, Section 2 will be attained by taking due notes of precepts B1 to B8, particularly with respect to:

- the suitability of the remote delivery method to all current levels of technology, - ensuring the availability and quality of instruction and familiarisation with the delivery system,

- allowing for availability of resources in more than one delivery method

- applying sensible and rigorous methods of assuring the ownership of all electronically submitted material.

The QAA Code of practice for the assurance of academic quality and standards in higher education Section 9: Work-based and placement learning - September 2007 was consulted in the preparation of this document and although the definition of placement learning as “the learning achieved during an agreed and negotiated period of learning that takes place outside the institution at which the full or part-time student is enrolled or engaged in learning” might be interpreted as a specific and limited period of study away from the Institution, rather than the majority of the teaching being conducted at the workplace, the Precepts in the document are clear and will be followed. Especial attention has been paid to sections:

Introduction: 22 – concerning the range of partner organisations and the role of the employer in “mentoring, supporting and assessing the student”.

Precepts: Responsibilities (p12) – there is no doubt that the responsibility for ensuring the quality of the teaching, resources and assessment lies with the Kings College team, even though trained members of the employers workforce may be involved in day-to-day activities with the student (following the successful mentoring model for PGCE teaching students on placement). Clarity will be established through handbook content, learning contracts and agreements between school based coaches and Kings College.

Support and Guidance: Students and Partners (p 16, 17) – communication at long distance is an issue that is becoming less of a problem as growing familiarity with email, and similar tools, grows. Standard Kings College practice in the use of email will be followed.

Support: Staff Training (p19) – is separately funded by the TDA and will be the subject of a separate application.

QAA Benchmarking for Educational Studies at Masters level is not yet available (20 October 2009).

The QAA Framework for Higher Education, Level 7 descriptors have been applied to this proposal.

18. In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic

N/A

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19. Programme structure

Please complete the following table and, if appropriate, to include joint, major/minor or other variations Code = code of each module available for the programme

Title = title of each module available for the programme, plus its credit level and credit value

Status = please indicate whether the module is introductory (I), core (Cr), compulsory (Cp), one or more of however many modules must be passed to

progress (CrCp), (P) professional (i.e. module testing skills/competency that has no credit level or value but is a professional body requirement) or optional (O) for each type of programme. For postgraduate programmes use the "single honours" column

Pre-requisite/Co-requisite = where appropriate please indicate whether the module is pre-requisite to another module or co-requisite by noting pre or co and the module code that it is pre/co-requisite to.

Assessment = please indicate in broad terms the assessment for the module eg written examinations, coursework

(Note: the availability of optional modules may vary slightly from year to year; the following are the modules available at the commencement of the programme)

Code Title Credit

Level

Credit Value

Status (I, Cr, Cp, CrCp, P, O) for each type of module

Pre-requisite/ Co-requisite

(Please note the module code)

Assessment

Single Joint Major/ Minor

Single Joint Major/ Minor Part-time Study only

Either: First Year

7SSEB010 a. Developing

professional enquiry skills

7 30 Cp live presentation with written rationale

7SSEB011 b. Teaching and learning 7 30 Cp action plan + background to its

development Second Year

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worth of modules from the following:

7SSEB012 Inclusion 7 30 O Critical evaluation

7SSEB013 Leadership 7 30 O Critical commentary

Any 30 credit module in DEPS 7 30 O

Third Year

7SSEB014 Enquiry / dissertation 7 60 Cr Dissertation

Or:

First Year

7SSEB010 Developing professional enquiry skills

7 30 Cp live presentation with written rationale

7SSEB011 Teaching and learning 7 30 Cp action plan + background to its

development Students must undertake one of the

following:

Any 30 credit module in DEPS 7 30 O

Second Year

Students must undertake one of the following (from those modules not taken in First Year):

Any 30 credit module in DEPS (if not taken in First Year)

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7SSEB014 Enquiry / dissertation 7 60 Cr Dissertation If a Masters programme, are level 6 credit levels permitted within the programme? No

Maximum number of credits permitted with a condoned fail (core modules excluded) N/A Are students permitted to take any additional credits, as per regulation A3; 5.10? No Are students permitted to take a substitute module, as per regulation A3, 20.7? Yes

Are there are any exceptions to the regulations regarding credits, progression or award requirements? (where relevant the information should also differentiate the particular requirements of pathways within a programme or nested/exit awards)

N/A

Other relevant information to explain the programme structure

Please note that new students enrolling on the information provided on this section of the PAF will have these regulations stipulated throughout their programme of study. The only exception to this will be if there are changes made by Professional, Regulatory or Statutory Bodies that are noted to this programme.

Developing Professional Enquiry Skills

 Introduction to the course. Practicalities: locating resources, searching  The reflective teacher

o Seminars exploring individual contexts  How to read – moving from description to analysis

o Seminars to develop analysis and criticality

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 Conceptualising professional learning

o Seminars to develop and compare differing paradigms  Working towards the presentation

 The presentations: assessment as a group activity Teaching and Learning

 Introduction to the module

 What is learning? How can we tell it is happening?

o Seminars to explore the literature addressing effective learning  Research techniques: observation, interview, ethics

o Seminars to compare methodologies and to identify the most suitable o Seminars to discuss and compare findings of observations

 Teaching to support/address the observed learning issues o Seminars to discuss supporting literature

o Tutorials to identify and discuss specific practical solutions  Action planning – theory and practice

o Seminars working towards action plan production Inclusion

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 Introduction to the module – working towards an understanding of inclusion issues  Introduction to a specific inclusion issue

o Seminars to analyse and critique the literature

o Seminar/tutorials to identify the specific inclusion issue to be addressed by individuals/groups  Issues surrounding the intervention/trial

o Seminars/tutorials to compare/critique the results of research into practical techniques and materials  Group analysis and critique of findings from the intervention

Leadership and Management  Introduction to the module

 Leadership and management theory – building teams, managing collaborative working  Working towards effective continuing professional development

o Seminars to examine the key literature and to relate it to the specific contexts o Seminars relating the needs of the participants to the content of the cpd  Issues surrounding the measurement of impact

o Seminars examining the specific cpd to be undertaken and how impact measurement will be carried out o Discussion groups to analyse and critique results of cpd and findings of impact measures.

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20. Marking criteria

The college generic criteria will be employed.

21. Will this Programme report to an existing Board, and if so which one? If a new Programme Board of Examiners is to be set up please note name of Board here The re-validated programme will report to the existing MTL Exam Board

22. Please confirm that the process for nominating External Examiners has

commenced, and if known, note whom the nominated External Examiner(s) may be

Mr J Macklin, University of East London Ms A Evans, Sheffield Hallam University

23. Particular features of the programme which help to reduce the barriers

experienced by disabled students and ensure that the programme is accessible to all students who meet the entry requirements

The delivery will be local to the participant‟s place of work.

The programme is based upon a considerable resource kept electronically in a dedicated area on the London Grid for Learning server. As such it is accessible to any student whether at Kings‟, at home or at work, provided there is access to the internet. All the institutions now have this. As such the programme provides no barrier to disabled students, provided they have sufficient mobility to operate a computer or who possess a machine adapted to their particular needs.

Web based techniques also allow for the remote delivery of assignments, viewing of lectures and participation in synchronous and asynchronous discussion.

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PROGRAMME APPROVAL FORM

SECTION 3 – SUPPLEMENTARY INFORMATION

Not all of the information in this section will be relevant for all programmes and for some programmes this section will not be relevant at all

1. Programme name

Masters in Teaching and Learning 2. Is this programme involved in collaborative activity?

Yes No

If yes what type of Collaborative Provision is it (tick appropriate box)? Does the programme have an access/feeder

Programme for entry into it?

Does the programme have an articulation/ progression agreement for entry into it?

Dual Award

Franchised Provision

Joint Award

Partnership Programme

Recognition of Study or Award of Credit through off-campus study or placement

Staff and student exchange

Validated provision

Have the relevant stages and appropriate paperwork been approved and the paperwork forwarded onto QA&AA Office?

Yes  No Not applicable

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3. If the programme is a joint award with an institution outwith the University of

London, validated provision or franchised provision, has the necessary approval been sought from College Education Committee?

Yes No Not applicable

Please attach a copy of Part 1 of the Partner Profile and checklist submitted to the College Education Committee

4. Partnership programme - in cases where parts or all of the programme are

delivered away from one of the College campuses by a body or bodies external to the College please provide the following details

Name and address of the off-campus location and external body

Delivery will be local to the participant‟s work-place. Depending on location of each individual participant, a local Teaching School may act as the centre for face-to-face sessions. Delivery of the pilot showed that all schools were able to provide suitable accommodation both in terms of isolation from the body of the school and in terms of any necessary IT and other teaching aids.

Percentage/amount of the programme delivered off-campus or by external body

Nature of the involvement of external body

The MTL follows the clinical/MBA model of a workplace based qualification. Each student will also be supported with their independent and directed-tasks by school-based coaches (see separate document). These colleagues will not be responsible for the provision of the academic elements of the participants‟ overall experience but will provide support in identifying how these materials can be used effectively within the participant‟s working context. The academic standard will be monitored and facilitated by staff from Kings. These two individuals will operate closely together to deliver the combination of practice based and academic support needed to facilitate the student‟s attaining at M-level. The majority of the academic input (and all of the assessment) will be provided by Kings personnel although input may be delivered either on-line or in a remote location.

Description of the learning resources available at the off-campus location

Internet access. This essential resource will allow student access to the extensive joint (consortium wide) e-learning provision. Provided over a common platform (accessible to all students on the course irrespective of institution) it will provide facilities and blends that build on the innovative practice already in use by other existing degrees. This will include video and podcasting, student created and shared work areas and provision for synchronous and synchronous discussion, as well as the more „traditional‟ access to lecture notes, seminar

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material and recommended academic sources. In addition, contributions from external subject groups (such as the Association for Science Education) will be included where appropriate.

In addition to this on-line component, the blend will also include: occasional lectures at a central location, regular face-to-face seminars, discussions and tutorials and opportunities for groups of students to work together and pool their knowledge. Regular meetings will also take place with the lead professional, the coach (see separate document)

- other IT resource, such as printers

- teaching and discussion space together with any necessary display: flipcharts, smart boards etc. as required

What mechanisms will be put in place to ensure the ongoing monitoring of the delivery of the programme, to include monitoring of learning resources off-site or by the external body? Delivery will be by King‟s staff and therefore standard King‟s‟ QA processes will apply. The degree has been developed within a consortium comprising three London HE Institutions, Local Authority and School representatives. Extensive discussion has taken place to ensure that common and mutually acceptable QA procedures are being followed. Coaches will not deliver the module but will play an active role in supporting students in their engagement with it and providing a school based perspective. Coaches will all have been recruited specifically for the MTL and will have been trained in the demands of the programme. They will themselves be the subjects of monitoring both as part of the regular meetings between kings‟ tutor and coach and also through student feedback.

5. Recognition of study or award of credit through off-campus study or placement - please indicate how the time will be spent, the length of time out, the amount of credit and whether it is a compulsory or optional part of the programme

Year abroad Year in employment Placement Other (please specify)

The award is designed to be workplace focussed and to follow a clinical model of post-graduate development. Study may be undertaken at places convenient to the students work either on-line or provided by Kings College staff travelling to the remote site.

Time spent …variable Credit amount …~180..Compulsory/optional..………

6. Please provide a rationale for any such time outside the College, other than that which is a requirement of a professional, statutory or regulatory body

On a practical level, the degree has the potential to become enormously popular beyond the capacity of the department to accommodate the students. The degree is entirely part-time in delivery and experience with the MA in Education Management highlights the problems of motivation for practising teachers getting to Kings College at the end of their working day. Every year there is an element of non-completion and travel issues especially for twilight sessions are recognised as a factor.

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Experience with other remotely delivered degrees, especially the MA in Education delivered by Kings College staff to teachers on Jersey, has demonstrated the effectiveness of this solution and the practicality of adding this method to the learning blend. Experience with the pilot cohorts for this degree demonstrated the value of Kings Tutors making the journey to visit their participants in terms of attendance/attention and involvement.

Finally there is a real cost saving to Kings. There is no cost in terms of room booking and maintenance, plant or IT. There is value for the tutor in seeing the schools where the participants work – informing them of the context about which they are writing in their assignments.

5. Please give details if the programme requires validation or accreditation by a professional, statutory or regulatory body

Name and address of PSB N/A