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
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Programme Title
MA Psychology and Education (Singapore, SMF)
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Programme Code
EDUT206
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JACS Code
Not applicable
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Level of Study
Postgraduate
5a
Final Qualification
MA
5b
QAA FHEQ Level
Masters
6a
Intermediate Qualification(s)
PG Certificate/PG Diploma
6b
QAA FHEQ Level
Masters
7
Teaching Institution (if not Sheffield)
Not applicable
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Faculty
Social Sciences
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Department
School of Education
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Other Departments involved in
teaching the programme
Not applicable
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Mode(s) of Attendance
Part-time
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Duration of the Programme
2.5 years
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Accrediting Professional or Statutory
Body
Not applicable
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Date of production/revision
July 2013
15. Background to the programme and subject area
The MA Psychology and Education is a 2 and a half year, part-time distance learning course designed for
educational and other professionals to develop their understanding of psychological theory and research in
relation to applied settings. The course focuses on psychological theories of child development (language,
learning, behavioural, emotional) and the ways in which they inform policy and practice in changing national,
international and global contexts. The course thus engages at the level of individuals and their communities.
During their study, students will attend one study school per module, and those going on to Masters will also
attend a study school for the dissertation. The programme will be taught exclusively by School of Education
faculty. Students will be provided with a range of resources including written, multimedia and campus network
materials (MOLE). It will be fully supported at a distance via tutorial contact with School of Education staff
through electronic media and in Singapore by local tutors approved by the University. The methods of teaching,
learning and assessment will be based on those that have proved successful in the Singaporean context over
the previous decade.
The course is designed to meet the needs of Singaporean professionals who are working in education or with
young people in a variety of contexts and who are seeking to develop their understanding of the challenges
facing the education-related world of the 21st century with a particular focus on psychological theory. The
course will thus encourage consideration of the contribution of psychology to education policy and practice in
changing international and global contexts.
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16. Programme aims
The Programme aims are to:

critically examine core principles of psychological research, theory and practice as they relate to education
and young people;

critically explore the connections between the study of individual differences and broader socio-cultural
contexts;

examine a range of research methodologies and approaches used to investigate contemporary educational
policy and practice;

develop a commitment to self-learning, the development of life skills and foster intellectual curiosity, critical
thinking and reflection and independent judgement.
17. Programme learning outcomes
Knowledge and understanding:
On completion of the Pg Certificate in Psychology and Education, students will be able to demonstrate:
K1
Knowledge of a range of key research relevant in the area of psychological and educational policy and
practice.
K2
A critical understanding of educational issues relating to a specific area of study.
On completion of the Pg Diploma in Psychology and Education, in addition to the above, students will be able to
demonstrate:
K3
An understanding of the range of approaches in educational and psychological research, the different
methodologies and approaches available.
K4
Further understanding of educational issues relating to a specific area of study.
In addition to the above, on completion of the MA in Psychology and Education, students will be able to
demonstrate:
K5
Advanced knowledge and understanding in their chosen area of study.
Skills and other attributes:
On completion of the Pg Certificate and Pg Diploma in Psychology and Education, students will be able to
demonstrate:
S1
An ability to produce a piece of written work which demonstrates an ability to synthesise research and
practice, review relevant literature and develop a coherent and sustained argument.
In addition to the above, on completion of the MA in Psychology and Education, students will be able to
demonstrate:
S2
The ability to carry out an independent, sustained study to an appropriate standard (which involves the
skills of research design, choosing appropriate methods, data analysis and writing a research report).
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
There are four taught modules, one of which is introduced at each intensive study school held in Singapore.
These modules take the student through the first two years of the programme. In the third year students work on
their independent study, the research based dissertation. At each study school the relevant module is
introduced through lectures, seminars and tutorials, and this is followed by students’ self-study of the DVDbased module, with the support of a Sheffield faculty member designated as a personal tutor and local
Singapore-based tutors – highly qualified, locally respected Singapore-based higher education lecturers.
Regular meetings are held with local tutors between intensive study schools, and regular contact is kept with
Sheffield based staff via e-mail, postal mail and telephone to ensure students are well supported at a distance.
Study schools take place in Singapore for one week approximately every six months and each study school is
related to the introduction of one module, with the final study school designated to the introduction of
dissertation study.
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The programme’s teaching is 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
are encouraged to develop as active and independent learners and teaching and learning activities have been
developed which are appropriate to these aims.
The following teaching and learning methods are used:
Lectures: Used to develop students’ engagement with key information, develop subject-specific knowledge and
understanding, cognitive and analytical skills and stimulate critical reflection.
Seminars (staff- and student-led): Used to develop students’ subject-specific knowledge and understanding,
cognitive and analytical skills and a range of key transferable skills. Generally contain activities which promote
discussion and reflection.
Student presentations: Used to develop a range of key transferable skills. To develop other students’
engagement with key information and subject-specific knowledge and understanding.
Workshops and 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.
DVD based modules: These include text sections, tasks, video/audio clips, concept boxes, key influential figure
boxes and bibliographies/links to key articles. They are used to induct students into the programme, develop
students’ engagement with key subject-specific information and literature, offer the space for critical reflection,
offer a starting point for sourcing relevant research literature and to suggest potential written assignments.
Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
Assessment is carried out through written assessed course work (assignments for the PgCertificate and
PgDiploma and a dissertation for the Masters).
The teaching team is committed to formative assessment, whereby students are continuously supported and
advised about the development of their ideas and the writing of assessment tasks. Meetings take place between
students and tutors at intensive study schools to clarify the requirements of the assessment activities. Students
are provided with email and telephone support as required, between intensive study schools.
For the dissertation study, students are closely supported by an experienced research tutor from the School of
Education.
There are no formal written examinations and all assessment is by coursework and dissertation study.
Coursework: four written assignments of 6,000 words each, one for each module.
Dissertation study: a research dissertation of 15,000 to 20,000 words.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
Quality Assurance Agency (QAA) Framework for Higher Education Qualifications (Masters level descriptors).
University of Sheffield Learning and Teaching Strategy, 2011-16.
School of Education’s Learning, Teaching and Assessment Strategy.
20. Programme structure and regulations
There are four taught modules, one of which is introduced at each Intensive Study School held in Singapore.
These modules take the student through the first two years of the programme. In the third year, students work
on their independent study, the research-based dissertation.
Students registered on the PgCertificate attend the first two study schools, related to Modules 1 and 2
respectively, and the study of these modules enables students to critically explore the foundations of learning,
teaching and curriculum, and developmental psychology.
Students registered on the PgDiploma attend the first four study schools, related to Modules 1, 2, 3 and 4
respectively, and the study of these modules enables students to critically explore the foundations of learning,
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teaching and curriculum, developmental psychology, psychology and learning communities and research
methods in education.
Students registered on the Masters programme attend the first four study schools, related to Modules 1, 2, 3
and 4 respectively, and the study of these modules enables students to critically explore the foundations of
learning, teaching and curriculum, developmental psychology, psychology and learning communities and
research methods in education, as well as conduct their own independent research-based study to be written up
in the form of an MA dissertation.
The course is differentiated at each level of PgCertificate, PgDiploma and Masters in terms of the learning
outcomes, skills and attributes as outlined above.
All modules are core modules and enable students to critically explore the foundations of psychological and
educational research. The students can exit with a Postgraduate Certificate or Diploma if they do not wish to
complete the Masters programme.
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
http://www.shef.ac.uk/govern/calendar/regs.html.
21. Student development over the course of study
The programme is at Masters level and students’ knowledge and understanding is developed in relation to the
focus of each module. The students are supported in the gradual development of skills, knowledge and
understanding through carefully staged tasks which lead to and enhance independent learning. The progression
built into the programme relates to the development of critical awareness, the ability to synthesise research and
write critically and is reflected during each module and between the modules. The development of key skills
runs throughout the year and students are taught critical reading and writing skills, how to conduct a literature
review and how to write assignments through an enquiry-based framework. Students work independently on
their dissertation study supported by individual dissertation supervisors.
22. Criteria for admission to the programme
Detailed information regarding admission to programmes is available from the University’s On-Line Prospectus
at http://www.shef.ac.uk/courses/.
Students should have a first degree or equivalent qualification awarded by a University or Institution approved
by the Senate. Students without a first degree can register for the PG Diploma in the first instance and on
successful completion of the first two modules may be permitted to upgrade to MA status.
In addition, applicants should have two years experience of working in the field of education.
For students whose first language is not English, the Department requires a score of 6.5 IELTS with at least 5.5
in each component or TOEFL 91 (IBT), or equivalent.
We are able to make conditional offers to applicants who do not meet the English language requirements when
they apply for an academic programme. A conditional offer is subject to applicants achieving the required level
of English before starting the programme.
If applicants have completed a first degree taught in English in a majority native English speaking country, they
will not normally be required to provide other evidence of English language ability.
23. Additional information
Further information is available on the Departmental web pages:
http://www.shef.ac.uk/education/courses/international
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 http://www.shef.ac.uk/ssid.
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