APPENDIX 6 - CDG
Programme Specification Template
UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme Specification provides a concise summary of the main features of the programme
and the learning outcomes that a typical student might reasonably be expected to achieve and
demonstrate if he/she takes full advantage of the learning opportunities that are provided.
Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body
UCLan
2. Teaching Institution and Location
of Delivery
UCLan, Preston
3. University School/Centre
Centre for Excellence of Learning and Teaching
4. External Accreditation
No
5. Title of Final Award
MA Education with Languages
6. Modes of Attendance offered
Part-time
7. UCAS Code
8. Relevant Subject Benchmarking
Group(s)
Education and Languages subject benchmarks as well as
the Descriptor for HEQ at level 7 (QAA, 2008)
9. Other external influences
10. Date of production/revision of this
form
1 November 2012
11. Aims of the Programme

To critically reflect on past experience, scholarship and knowledge and assess
emerging developments relevant to practice and their significance for professional
development.

To provide opportunities for critical engagement with educational theory and
concepts within the context of subject specialism to develop professional practice.

To develop a critical awareness of approaches to research and to support the
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APPENDIX 6 - CDG
Programme Specification Template
planning and execution of a piece of research relevant to practice.

To enhance key skills in data collection, analysis, academic writing and oral
presentations.
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
A1. To critically reflect on personal and professional development as a practitioner.
A2. To evaluate and respond to current policy, literature and professional debates
influencing the professional role.
A3. To develop and update discipline knowledge.
A4. To plan and execute a piece of research whilst demonstrating a critical
appreciation of methodological and epistemological issues.
Teaching and Learning Methods
Teaching and learning methods will include lectures, seminars, guided research, group
presentation skills and independent study as well as the use of Blackboard.
Assessment methods
The assessment methods will include academic essays, oral presentations, group
presentations, oral and written exams, short answer questions, case study analysis research
proposal, discussion boards and a dissertation.
B. Subject-specific skills
B1. Critically engage with relevant sources related to the study of Education and
Languages demonstrating an understanding of how this can enhance professional
practice.
B2. Select valid and reliable methods of data collection and demonstrate critical
understanding of their application and limitations where necessary to support the
development of professional practice.
B3. Process, analyse, synthesise and evaluate evidence from a range of sources to
examine the relationship between theory, policy and practice.
Teaching and Learning Methods
Teaching and learning methods will include lectures, seminars, guided research, group
presentation skills and independent study as well as the use of Blackboard.
Assessment methods
The assessment methods will include academic essays, oral presentations, group
presentations, oral and written exams, short answer questions, case study analysis research
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APPENDIX 6 - CDG
Programme Specification Template
proposal, discussion boards and a dissertation.
C. Thinking Skills
C1. Deal with complex issues both systematically and creatively, make sound
judgements in the critical analysis and evaluation of data, and communicate their
conclusions clearly.
C2. Exhibit autonomous learning and research skills in identifying and evaluating
source materials.
C3. Engage in debate and discussion surrounding specific issues raised within the
programme, demonstrating conceptual understanding that enables evaluation and
critical analysis.
C4. Recognise own assumptions and standpoint and its impact on professional
practice.
C5. Demonstrate high level decision-making skills, professional judgement and
problem solving skills necessary for working effectively in a complex and dynamic
environment.
Teaching and Learning Methods
Teaching and learning methods will include lectures, seminars, guided research, group
presentation skills and independent study as well as the use of Blackboard.
Assessment methods
The assessment methods will include academic essays, oral presentations, group
presentations, oral and written exams, short answer questions, case study analysis research
proposal, discussion boards and a dissertation.
D. Other skills relevant to employability and personal development
D1. Demonstrate an enhanced ability to reflect on professional practice in the
context of relevant theory, concepts and policy.
D2. Demonstrate the ability to initiate, negotiate and carry out independent learning
showing self direction, autonomy and initiative in planning and implementing Masters
level work.
D3. Express, organise and articulate opinions and arguments through prose, visually
and orally and to use ICT for locating, gathering and presenting data in a range of
contexts.
Teaching and Learning Methods
Teaching and learning methods will include lectures, seminars, guided research, group
presentation skills and independent study as well as the use of Blackboard.
Assessment methods
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APPENDIX 6 - CDG
Programme Specification Template
The assessment methods will include academic essays, oral presentations, group
presentations, oral and written exams, short answer questions, case study analysis research
proposal, discussion boards and a dissertation.
13. Programme Structures*
14. Awards and Credits*
Level
Module
Code
Module Title
Level
7
EH4106
The Critical Professional
20
EH4119
Developing Innovation in
Teaching, Learning and
Assessment
20
ED4995
Designing and Planning Your
Research Project
20
ED4019
Dissertation
EB4502
Methodology in TESOL
EB4503
Credit
rating
60
20
Second Language
Acquisition
20
FR3001
French Language
20
GM3001
German Language
20
SH3001
Spanish Language
20
MA in Education with
Languages requires 180 credits
including a minimum of 160
credits at Level 7.
PG Diploma in Education with
Languages requires 120 credits
including a minimum of 100
credits at level 7 and at least 2
modules in Languages.
PG Certificate in Education
with Languages requires 60
credits including a minimum of
40 credits at Level 7 and at
least one module in
Languages.
15. Personal Development Planning
PDP is developed throughout the programme through the encouragement of personal
reflection and self-awareness to help students to interrogate their own skills, progress and
planning. The personal tutor, as well as helping more generally, will introduce such
opportunities as the PDP portfolio, which students may choose to use to document their
achievements and aims.
Personal tutorials, for example to discuss assessment feedback, can be scheduled for
students on individual and group basis throughout the taught element of the programme.
There is also 6 hours of individual supervision built into the dissertation module.
Students may also utilise the ESS and Combined Honours Personal Development Planning
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APPENDIX 6 - CDG
Programme Specification Template
Activities via Blackboard
16. Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications,
together with appropriate experience and skills required for entry to study. These criteria may be
expressed as a range rather than a specific grade. Amendments to entry requirements may have
been made after these documents were published and you should consult the University’s website for
the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
Minimum: a second class honours degree in a relevant subject discipline or equivalent
qualification. Students with non-traditional qualifications will be considered on a case-bycase basis. Applicants should be able to demonstrate evidence of teaching experience and
knowledge of the appropriate Modern Foreign Language at B2 level of the Common
European Framework or equivalent.
Non-native speakers of English need to demonstrate a level of English broadly equivalent to
a minimum of IELTS 6.5 with a minimum of 6 in Reading and Writing. Applicants must be
able to produce original certificates to prove their English language level. Please note that A
UCLAN English Language Examination at C1 is also available via the School of Language,
Literature & International Studies. Forms and literature about studying in the United
Kingdom are available from the British Council offices or British Embassies throughout the
world. You can also find a lot of information about living and studying in the UK on the
British Council’s website (www.educationuk.org).
17. Key sources of information about the programme





University Website, School of Education and Social Science website
Programme Handbook
Undergraduate Education subject Benchmarks
Undergraduate Languages subject Benchmarks
Descriptor for HEQ at Level 7 (QCA, 2008)
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APPENDIX 21 - CDG
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
Core (C),
Compulsory
Module
(COMP) or
Knowledge and
Subject-specific
Level Code
Module Title
Option (O)
understanding
Skills
Thinking Skills
A1
A2
A3
C
X
x
X
C
x
x
A4
B1
EH4106 The Critical Professional
x
B2
B3
x
X
C1
Other skills relevant
to employability and
personal
development
C2
C3
C4
C5
D1
D2
D3
x
X
X
X
X
X
X
x
X
X
X
X
x
x
X
e.g. LEVEL 6 & 7
EH4119 Developing Innovation in TLA
x
Designing and Planning Your
ED4995 Research Project
x
x
x
x
C
ED4019 Dissertation
x
x
x
French Language
C
O
x
FR3001
X
x
X
x
GM3001
German Language
O
X
X
X
X
X
x
x
X
x
x
X
x
X
x
X
X
X
X
X
X
x
X
x
X
X
x
x
x
x
x
x
X
x
x
x
x
x
x
X
x
x
x
X
x
Note:
SH3001
Spanish Language
O
x
X
x
EB4502
Methodology in TESOL
C
X
x
x
x
EB4503
Second Language Acquisition
C
x
x
x
x
X
x
x
Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
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