Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
1
Programme Title
Teaching and Learning
2
Programme Code
EDUT177
3
JACS Code (if applicable)
4
Level of Study
Postgraduate
5a
Final Qualification
Masters in Teaching and Learning (MTL)
5b
Position in the QAA Framework for
Higher Education Qualifications
M Level
6a
Intermediate Qualification(s)
Postgraduate Diploma, Postgraduate Certificate
6b
Position in the QAA Framework for
Higher Education Qualifications
M Level
7
Teaching Institution (if not Sheffield)
8
Faculty
Social Sciences
9
Department
Educational Studies
10
Other Department(s) involved in
teaching the programme
N/A
11
Mode(s) of Attendance
PT/ DL
12
Duration of the Programme
3.5 years (time limit= 5 years)
13
Accrediting Professional or
Statutory Body
N/A
14
Date of production/revision
May 2010
15. Background to the programme and subject area
THE NATIONAL CONTEXT
The MTL programme stems from an initiative from the Training and Development Agency for School’s (TDA) and
from the Department for Children, Schools and Families ‘Children’s Plan’ (2007). In the latter, the Secretary of State
for Children, Schools and Families states that “Our aim is that every teacher over time should have the new MTL. It
will raise the status of teachers and ensure that they get the recognition they deserve.”
The University of Sheffield is a member of the Yorkshire and Humber MTL Provider Consortium. The Consortium
has developed the MTL programme and modules based on ‘The National Framework for the Masters in Teaching
and Learning’ (TDA, 2009). The MTL is a fully funded by the TDA.
The MTL programme focuses on develoing students’ pedagogical skills so that the children and young people they
teach will achieve their potential, regardless of their age, gender, abilities and background. Delivery of the
programme is centred in practice-based learning, with the range of professional learning opportunities agreed by the
student in conjunction with their School-based Coach and University Tutor to meet their personal, professional,
career and school needs.
The field of education is changing rapidly and there have recently been a number of national
initiatives that have impacted directly on educational professionals’ concerns. This programme will
enable students to respond flexibly to these initiatives by undertaking modules that enable them to
reflect on specific initiatives and policy developments.
THE DEPARTMENTAL CONTEXT
The Department of Educational Studies offers a wider range of post-graduate programmes for educational
professionals that provide continuing professional development. We have extensive experience of such programmes
for teachers in schools. We are also one of the biggest providers of doctoral training and supervision in the University
and this programme will lead into our professional doctorate provision. In recent years the School has been highly
rated for its postgraduate provision in external reviews, including TDA-supported programmes such as the PGCE.
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Students will be invited to attend departmental research seminars and are considered to be an important part of the
School’s research community.
16. Programme aims
The aims of the programme are to enable students to:
 pursue a course of study in education which will enable them to relate relevant research and advanced
scholarship to current developments in their own professional contexts;
 have a critical focus on those educational issues which are pertinent to their professional needs and interests.
17. Programme learning outcomes
Knowledge and understanding:
On completion of the MTL, students will be able to demonstrate:
K1
a critical understanding of educational issues relevant to their chosen area of study within the subject field;
K2
a critical understanding of further educational issues relevant to their chosen area of study within the subject
field;
K3
a critical understanding of current problems and/ or new insights relevant to their chosen area of study within
the subject field.
K4
advanced knowledge and understanding in their chosen area of study within the subject field;
K5
originality in the application of knowledge;
K6
a critical understanding of research methodologies, methods and techniques relevant to their field of study.
Skills and other attributes:
On completion of the MTL , students will be able to demonstrate an ability to:
S1
evaluate critically research and advanced scholarship relevant to their chosen area of study within the subject
field;
S2
identify, review and develop their personal and professional values and relate these to current concerns at the
level of theory, practice and policy.
S3
produce work that conforms to standard academic conventions;
S4
work autonomously and in collaboration with others in complex and unpredictable situations;
S5
reflect on and critically evaluate own strengths, limitations and performance and identify personal and
contextual factors which have an impact on the achievement of aims and desired outcomes;
S6
carry out an independent, sustained study to an appropriate standard.
Students achieving the award of Postgraduate Certificate or Postgraduate Diploma will have developed that
combination of knowledge, understanding and skills commensurate with the successful completion of 60 or 120
credits respectively.
18. Teaching, learning and assessment
Development of the programme learning outcomes will be promoted through the following teaching and
learning methods:
The programme’s teaching will be research-led. Research-led teaching is fostered through scholarly activity of staff,
appropriate use of research in the relevant fields and the development of students’ own research skills. Students will
be encouraged to develop as active and independent learners and teaching and learning activities have been
developed which are appropriate to these aims.
Lectures: Used to develop students’ engagement with key information, develop subject-specific knowledge and
understanding, cognitive and analytical skills and stimulate critical reflection.
Student presentations: Used to develop a range of key transferable skills e.g. presentation skills. To develop other
students’ engagement with key information and subject-specific knowledge and understanding.
Independent study: Students are supported in their independent study through the provision of specific learning
materials which enable students to examine and analyse their educational ideas and draw critically on their own
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experience, synthesising theory, research and practice.
Tutorials: Used to respond to students’ enquiries and provide feedback on coursework. To promote further
reflection and analysis through discussion and questioning. To develop students’ ability to reason effectively and
communicate arguments and points of view clearly.
On the MTL, students will also have a school based coach or mentor who will work with University staff in
supervising the student throughout the 8 modules of the programme. School coach support will focus on:

evaluating progress against the Professional Standards

identifying professional development targets

facilitating access to resource material to support learning

guidance on the identification of appropriate evidence for inclusion in the portfolio of evidence

relating learning to a wider context

encouraging professional reflection
The relationship between teaching methods and learning outcomes will differ according to the modules undertaken
by the student, but the 8 modules include a range of teaching and learning strategies that enable all learning
outcomes to be met.
Opportunities to demonstrate achievement of the learning outcomes will be provided through the following
assessment methods:
Opportunities to demonstrate achievement of the programme learning outcomes will differ according to the specific
modules undertaken by students. The majority of modules will be assessed through essays or portfolios and will
enable assessment of K1-K3 and S1 and S5. The last 2 modules will be assessed through the production of a full
report totalling around 15,000 – 20,000 words on an enquiry into their own teaching; this will assess K4-K6 and S6.
The specific focus of the assessment task will be agreed with the Module Tutor and School-based Coach, and will be
negotiable in order to maintain accessibility for all students and relevance to professional context. This allows the
module to address a key underlying programme principle of personalisation.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
The TDA documentation and web-based information on the MTL
Department of Educational Studies’ Learning and Teaching Strategy
Framework for Higher Education Qualifications (2008)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-educationqualifications-in-England-Wales-and-Northern-Ireland.aspx
University Strategic Plan
http://www.sheffield.ac.uk/strategicplan
Learning and Teaching Strategy (2011-16)
http://www.shef.ac.uk/lets/strategy/lts11_16
20. Programme structure and regulations
The programme consists of 8 modules. The focus of the modules changes as participants progress through the
programme (. For example, module 3 is concerned with leadership and management, whilst module 4 is very much
subject and curriculum based and at this point students will focus much more on their own subject and its place in
the national curriculum.
In modules 7 and 8, students will be supported in the planning, undertaking and writing up of an independent
research study.
Students may be able to request exemption from module 1 of the programme via the University’s APEL procedures.
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Detailed information about the structure of programmes, regulations concerning assessment and progression and
descriptions of individual modules are published in the University Calendar available on-line at
www.shef.ac.uk/calendar
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21. Student development over the course of study
Students’ knowledge and understanding is developed in relation to the focus of each module. The students will be
supported in the development of skills, knowledge and understanding through carefully staged tasks which promote
independent learning. The progression built in to the programme with regard to the development of critical
awareness, ability to synthesise research and write critically is reflected during the module and in the course
materials. The development of key skills runs throughout the programme and students will be taught critical reading
and writing skills, how to conduct a literature review and how to write assignments.
Students will work independently on their final, in-depth study supported by dissertation supervisors and their school
based mentor/coach.
22. Criteria for admission to the programme
Students must be a recognised graduate and have gained educational qualifications deemed acceptable by the
Faculty.
23. Additional information
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can be
accessed via our Student Services web site at www.shef.ac.uk/ssid.
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