PROGRAMME SPECIFICATION
MA English Education
Awarding Institution: University College London
Teaching Institutions: UCL Institute of Education
Name of final award
Master of Arts (MA)
Postgraduate Diploma
Postgraduate Certificate
Programme title
MA English Education
Application Code
P040612
Language of study
UCL Institute of Education teaches and assesses participants through the medium of the
English language. Competence in English language is required of all applicants.
Programme regulations may indicate the level of competence required of each applicant
and may make its achievement a condition of admission.
Participants
The MA English Education is designed for: English and literacy teachers at primary,
secondary and tertiary level; advisory teachers; others with an interest in the teaching of
English as a first language and in the teaching of literature, drama and media worldwide.
Applicants should have a good understanding of the breadth of the field of English
studies as well as experience in the classroom.
Aims of the Programme
The programme provides participants with a critical understanding of concepts in the
field of English studies and knowledge of how English education is influenced, studied
and researched.
The programme develops:
 intellectual and critical perspectives on policy and practice;

professional skills, such as developing policies in English education;

research skills, such as critically reviewing relevant literature, devising and
carrying out a small-scale research project designed to address a research
question that has emerged from the participant’s interests and experiences.
The general aims of the programme are to:
 provide English and literacy teachers with academic and professional
development in the field;
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equip such teachers with leadership capital;
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provide such teachers with a foundation for original research work in the field.
Programme Outcomes
By the end of the programme, students should have developed:
 critical, in-depth knowledge of the field;
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confidence in discussing and evaluating areas of controversy within English;
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an understanding of the place of research in the field;
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an understanding of how research relates to practice and policy;
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an increased awareness of the richness and scope of English as a field of study;

specialized knowledge in the fields covered by the option modules they select;

the ability to take a leadership role in the field of English in education.
Criteria for admission
 Candidates should hold a good honours degree (normally 2:2 or above) in
English Literature or Language or a related subject (e.g. Media Studies, Drama
and Theatre Arts, Linguistics, Journalism). We encourage applications from
candidates from all educational contexts and experiences. We welcome
participants with masters-level credits from a PGCE in a relevant subject.
 Applicants who deviate from the above requirement may be asked to write a
qualifying essay.
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It is important that applicants understand the importance of having current or
recent classroom experience of English, literacy or related subjects. This
experience can be at primary, secondary or tertiary level.
All applications are considered on an individual basis. Applicants are encouraged
to make informal contact with the programme leaders to discuss expectations
and other matters of detail.
Applicants whose first language is a language other than English will be required
to provide evidence of their English language proficiency.
UCL Institute of Education is committed to admitting and supporting participants with
disabilities and welcomes applications from them. Participants do not need to be
“registered disabled” to draw on these services, though in order to provide services over
the long-term we will need to ask for medical or other evidence, as appropriate.
Disabilities Support can also support people who have a temporary mobility / dexterity
impairment / other difficulty as a result of an accident, injury, illness or surgery.
We aim to treat every person as an individual, with needs which may differ from those of
other people with a superficially similar disability. We do not therefore have standard
procedures for participants with dyslexia, or standard procedures for visually impaired
participants: each person's needs are considered individually.
Mode of study
The programme is available full-time, normally completed over one year, or part-time,
completed over two to four years.
Programme structures and requirements, levels, modules, credits and awards
In order to be awarded an MA, students have to gain 180 credits.
The programme is divided into study units called modules. Most modules are worth 30
credits, the exception being the dissertation which is worth 60 credits.
The Institute of Education uses the European Credit Transfer and Accumulation System
(ECTS), as a guide to support periods of study undertaken abroad and to assist student
mobility. Currently it is assumed that two UK credits equate to one ECTS. Therefore a
module of 30 credits would typically equate to 15 ECTS credits.
Participants who for academic or personal reasons are unable to successfully complete
the 180 credits required for the masters award may exit with the completion of 60 or 120
(Level 7) credits (achieved through taught elements) and be awarded a Postgraduate
Certificate or Postgraduate Diploma respectively in the subject area.
Programme elements:
Core modules:
 Contemporary Issues in English in Education (30 credits)
 What is Education? (30 credits)
 Report on English in Education (30 credits)
or
 Dissertation on English in Education (60 credits)
Remaining credits are gained through the successful completion of option modules.
Option modules vary from year to year but the following list is indicative of the
recommended options available (all are worth 30 credits each):
 Shakespeare in Education
 English in Diverse World Contexts
 Language and Identity
 Developing Understanding in English, Drama and Media Studies
(prioritised option module1)
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Moving Image Production
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Digital Games, Play & Creativity
Inclusive Pedagogy
Perspectives on Adult Literacy, Language and Numeracy
NB: Modules which do not recruit to the required minimum may not run.
1
This module is designed for teachers at an early stage in their careers and therefore is not required for the programme
Teaching, learning and assessment strategies to enable outcomes to be achieved
and demonstrated
The programme is taught at the UCL Institute of Education, although some modules
include on-line elements of study. Digitised readings are provided, and recommended
texts act as course readers. The modules take a variety of forms including group
workshops, guest lectures, seminars, participant-led discussions and individual tutorials.
Campus-based sessions consist of input by the tutor together with a seminar-type forum
where there will be opportunities for discussion and group work according to student
interests and experiences. Tutors provide formative feedback to improve assignments
before final submission. Students are assigned a supervisor to support the research and
the writing of a report or dissertation.
Information about assessment regulations
Participants must successfully complete all elements of the programme, to achieve the
minimum credits required for the award. All coursework is assessed according to the
grade-related criteria for the programme level, found in the programme handbook.
All assignments are independently marked by two staff members, who meet to discuss
and reconcile the marks and comments for each individual. Assignments are graded
from A to D, with D being a failing grade. Participants are permitted to represent a failed
assignment on one further occasion, within 12 months of the original submission.
An External Examiner is appointed. This person plays an important role in monitoring the
quality of the programme and evaluating the effectiveness of the teaching and support
provided for the programme participants and the reliability of the judgements made in
assessing them.
Further details about assessment regulations can be found on the UCL website.
Support for learning
The programme team is conscious of the richly diverse characteristics of the participant
body, who come from a wide range of backgrounds and experiences. Traditionally,
however, the cohort is dominated by full-time practising teachers, some of whom have
been away from formal educational experiences themselves for an extended period. The
team is mindful of the fact that participants are also autonomous and responsible
professionals, sometimes in senior positions.
Support for learning includes:
 Induction to the programme;
 Programme handbook containing outlines and advice on the modules and the
requirements and deadlines for both assignments and dissertations;
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Information services online support;
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Library and other learning resources and facilities, embedded in the core module
CIEE, and also available online;
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Personal tutor for each participant, involving individualised pastoral and academic
guidance;
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Critical and supportive feedback on written work, including drafts, which attempts
to be ‘diagnostic’ of participant need, and formative in style;
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Academic counselling and advisory service;
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Access to Participant Welfare Service;
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Access to Academic Writing Centre;
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Access to the University Careers Service.
Methods for evaluating and improving the programme
Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum
and outcome standards
 Module evaluation by participants
 Termly meetings of the Programme Committee. The meeting includes a student
representative
 Annual programme review prepared by programme team
 Periodic programme review and revalidation involving external panel member
 Visiting (external) examiner reports.
Mechanisms for gaining participant feedback on the quality of teaching and their learning
experience
 Participant feedback to tutors and programme leader
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Participant representation on programme committee: participants are also invited
to attend the Autumn ‘annual review’
Programme and module evaluation
Annual participant satisfaction survey.
Indicators of quality and standards
The following are key indicators of quality and standards in this programme:
 Progression to higher level award programmes (eg PhD or EdD);
 Promotion to management or higher level roles in their places of work;
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Research: several research studies have found published form in academic and
professional journals;
A programme team including those with national and international status in their
respective fields;
External Examiner’s appraisal of how standards compare with those of other
HEIs.
Date at which programme specification was written or revised:
October 2015