PROGRAMME SPECIFICATION
MA Primary Education (Policy and Practice)
Awarding body: University College London
Teaching institution: University College, London Institute of Education
Details of accreditation by a professional/statutory body: n/a
Name of the final award:
Master of Arts (MA)
Postgraduate Diploma
Postgraduate Certificate
Programme title:
Primary Education (Policy and Practice)
UCAS/admission code: TMAEDUSPRI01
Criteria for admission to the programme
Applicants are expected to have a good honours degree (2.2 or above) or
equivalent.
European or international applicants are expected to have qualifications at an
equivalent level.
Applicants will normally have direct professional involvement with pre-school or
primary education either in the UK or abroad.
Applicants whose first language is a language other than English may be required to
provide evidence of their English language proficiency.
The UCL Institute of Education is committed to admitting and supporting participants
with disabilities and welcomes applications from them. We provide support for
students with a range of conditions which have a long-term and adverse effect on
studying such as: • sensory (visual / hearing / speech) impairments • mental health
issues • mobility or dexterity impairments • Asperger's Syndrome or other autistic
spectrum disorders • chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.) •
specific learning difficulties (e.g. dyslexia, dyspraxia)
Disability and Wellbeing Support will also advise people who have a temporary
mobility / dexterity impairment / other difficulty as a result of an accident, injury,
illness or surgery.
Every person is treated as an individual, and we invite you to contact us as early as
possible so that we can consider your needs and tailor our support to meet them.
This applies to all students – home, EU and international.
Participants
This programme is suited to a wide range of professionals involved in primary
education (for children aged 3-11) seeking continuing professional development,
such as class teachers, curriculum co-ordinators, senior leaders, policy advisers,
consultants and lecturers in higher education, as well as those working with children
in related fields such as museums or children's services.
Aims of the programme
The MA is designed to meet the rapidly changing needs of professionals engaged in
the challenges of educating young children. It seeks to stimulate and enhance their
thinking and enable them to develop their own perspectives on primary education. In
so doing it will equip them to undertake leading roles in primary education. It aims to
 promote critical examination of the bases for current practice in primary
schools
 engage participants with UK and international research and debate related to
policy and practice in primary education
 encourage analysis of contemporary developments and initiatives in primary
education
 provide insight into global and international perspectives on primary education
 develop research skills through evaluating and carrying out research in
primary education.
Relevant subject benchmark statements and other external and internal
reference points used to inform programme outcomes
The MA in Primary Education (Policy and practice) enables participants to gain
knowledge and understanding of the latest research and international debate
concerning the curriculum, pedagogy and assessment in primary education, to
examine recent policy developments in the field and consider implications for
professional practice. They develop knowledge and skills to evaluate and conduct
educational research related to their professional interests and develop their own
perspectives as leaders in primary education.
Participation in the programme fosters the development of a number of key skills and
personal qualities important in a range of professional contexts including:
 Independence and self-direction in learning - important in continuing
professional development in a fast-changing educational climate
 Ability to examine complex issues systematically and critically - in the context
of rapid policy change and increasing requirements for accountability
 Exercise of initiative and creativity - in interpreting policy and research in
particular local contexts to enhance the quality of learning and teaching
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Skills in communication both orally and in writing to varied audiences –
children, educators, parents, governors, policy-makers.
Indicators of quality and standards
Indicators of quality and standards are provided by:
 Progression to higher level award programmes
 Promotion to leadership and management roles in primary education or
appointment to roles in higher education
 Programme participants teaching other practitioners in their own institutions or
on a regional or national basis
 Participation in continuing professional development programmes
 Publication of outstanding work in peer reviewed journals
 External examiner’s appraisal of how standards compare with other
universities
Programme outcomes: knowledge and understanding; skills and other
attributes
The MA in Primary Education (Policy and practice) offers opportunities to engage
with the latest research and international debate concerning the curriculum,
pedagogy and assessment and implications for professional practice in primary
education. Students will develop knowledge and skills to evaluate and conduct
educational research related to their professional interests and develop their own
perspectives as leaders in primary education.
Learning Outcomes
The programme should enable participants to:
 engage with historical and contemporary debates and policy initiatives in
primary education in the UK and internationally
 examine current developments in primary education critically and with
confidence
 explore the dynamic relationship between educational research, policy and
practice
 develop their understanding of techniques of research and enquiry
 enhance their analytical skills and use these to reflect upon and develop their
professional practice.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated
A wide range of learning and teaching approaches is employed across the course
including lectures, student presentations and group discussion. Sessions are
organised to promote the active involvement of participants and to capitalise on their
diverse backgrounds. Participants are encouraged to share and draw on their own
educational experience and history.
Participants are expected to prepare for course sessions. Preparation will include
background reading and directed tasks designed to support critical examination of
policy and practice in primary education.
All modules are assessed by coursework. For each module participants are allocated
a module tutor who will discuss the development of their work, offer advice on the
preparation of work for assessment, provide formative feedback on draft
assignments and summative feedback on the final submission.
lnformation 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 by Senate and 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 at
https://www.ucl.ac.uk/srs/academic-manual/overview .
Support for learning
Support for learning is provided in a variety of ways including:
 An induction day prior to the start of the course informs participants of the
programme content, methods and expectations, and introduces them to
Student Support Services and the Academic Writing Centre.
 Programme and module handbooks offer full guidance and advice on
studying, writing and submitting both assignments and dissertations or
reports.
 The programme leader is available to advise all participants on academic
matters, and to refer them to the range of support services available at IOE
 Formative feedback is provided on draft assignments to take forward to the
final submission
 Peer support and networking is facilitated in the group by the use of virtual
learning environment (VLE) and collaborative projects.
 Access to the full range of welfare and union facilities is afforded to all
Institute students
 Participants are all inducted on the use of the library and information services,
and of the VLE operating system.
Methods for evaluating and improving the course
Mechanisms for review and evaluation of teaching, learning, assessment, the
curriculum and outcome standards include:
 Module evaluation by participants
 Termly meetings of the Programme Committee including student
representation
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Annual programme review prepared by programme team and considered by
Faculty learning and teaching committee
Periodic programme review and revalidation involving external panel member
Staff review and development
Peer observation of teaching and internal moderation of assignments
undertaken by course tutors
External examiner reports
Committees with responsibility for monitoring and evaluating quality and standards
 Programme Committee
 Board of Examiners
 Faculty learning and teaching committee/s
 Teaching Committee
 Validation Sub-Committee
 Equality and Diversity committee
 Academic Board
 Senate
Mechanisms for gaining participant feedback on the quality of teaching and their
learning experience
 Evaluation sessions built into course modules
 Formal evaluations completed by each participant at the end of each module
 Student representation on programme committees
Programme structures and requirements, levels, modules, credits and awards
The programme is modular in structure and is completed by credit accumulation
under the Institute’s 180 credit scheme. Required modules are as follows:
 Futures for Policy and Practice in Primary Education (30 credits)
 Researching Early years and Primary Education (30 credits)
 What is Education? (30 credits)
 20,000 word Dissertation (60 credits) or 10,000 word Report (30 credits) in
primary education.
To make up the 180 credits required participants can select optional modules from
across the Institute’s programmes in consultation with the programme leader. In
some cases credit transfer may be possible from courses already undertaken.
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 credits respectively and be awarded a Postgraduate
Certificate or Postgraduate Diploma in the subject area.
Mode of study
The course can be taken full-time over one year, or part time over two to five years.
Full-time participants normally attend up to two evenings a week, plus two-three
Saturdays across the year. In their first year of study, participants taking the course
part-time normally attend one evening every two weeks in the autumn and summer
terms, plus two-three Saturdays. In their second year they attend one evening every
week in the autumn term, plus dissertation and support and supervision sessions.
For any optional modules taken the timing and pattern of attendance will depend on
the modules selected.
Language of study
The 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.
Date at which the programme specification was written or revised. Initials of
author.
PROGRAMME LEADER (EG) 29 JANUARY 2016