University home > Unit and programme catalogues in 2018/19 > Programme catalogue > Faculty of Social Sciences and Law > School of Education > Educational Leadership (Teach First) (MSc) > Specification
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Programme code | 9EDUC092T |
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Programme type | Postgraduate Taught Degree |
Programme director(s) |
Kate Hawkey
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Faculty | Faculty of Social Sciences and Law |
School/department | School of Education |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Relevant QAA subject benchmark groups | Education studies (2019) (benchmark statement) |
Mode of study | Part Time |
Programme length | 2 years (part time) |
To enable participants to:
This programme is designed to allow participants to consider issues relevant to their professional development in greater depth by creating the possibility of selecting inputs on topics related to the interests of participants. In addition, participants will have opportunities to select material directly relevant to their own professional practice for their learning activities and assignments.
Our aim is to support participants in remaining committed to teaching through building sustained relationships with participants as alumni of the University and as Teach First ambassadors with the possibility of becoming involved in providing informal support for future students but also leaders in the development of educational (research and practice) initiatives to redress the consequences of social disadvantage for young people.
Participants will bring 60 credits with them from their PGCE (Teach First), which will in effect be Year 1 of this programme.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Teaching will be through half-day or whole day sessions and will be led by academics from across the school. Examples will feature issues relevant to both Primary and Secondary school phases and case study examples presented will include both local and global examples of leadership in learning and teaching. In addition participants will be asked to consider contemporary challenges in learning institutions and bring examples from their own practice into the sessions and online discussions. During these sessions there will be a strong emphasis on peer support and feedback via group discussion. Online support on the participant's chosen area of development will be available through the university VLE. Participants will each have access to a ‘Personal learning space’ where they will be asked to upload their critical reflections and to share these reflections with others at designated points during the year. They will be encouraged to form peer study groups in geographical clusters and/or online to share their critical reflections and to foster peer feedback. |
Methods of Assessment | |
All units are assessed by coursework and graded according to the GSoE’s M-level criteria which also form the basis for formative and normative feedback. The programme design ensures that participants are given an opportunity to develop aptitudes for, and be assessed on, the defined learning outcomes. Assessment will reflect a balance of formative and summative requirements such that participants are guided in their learning as well as being given information on ways in which they can improve their attainment. There is clear information about progression through the programme of study, in terms of both attainment and demonstration of skills and attributes. The range will be sufficient to enable the full spectrum of knowledge and skills (both subject specific and generic) embodied in the programme intended learning outcomes to be appropriately assessed. A (multimedia) diary exploring a leadership challenge (2000 words equivalent). The required format will be flexible and adaptable to the reality of the participant’s working context. For example, it might include audio evidence of conversations with mentors, visual evidence including annotated photographs, web clippings with reflective comments and notes reflecting on what they have read. It should include a critical commentary on the leadership challenge and any solutions. This builds on similar assessment methods used during the Teach First PGCE programme and hence is familiar to participants. The (multimedia) diary will be the initial preparation for the 4,000 word literature review and will be assessed as Pass/Fail. All participants are required to pass this assignment in order to progress to the 4,000 word literature review. Participants who do not achieve a Pass at the first attempt will be required to complete an equivalent assignment in order to progress. A literature review (4000 words) The literature review will analyse what has been said in relation to the chosen leadership challenge and the implications for practice in the educational literature. Assessed using the full range of grades A-E. All formal unit input and assessments are the responsibility of staff working for the University of Bristol. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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In preparation for the dissertation training in research design, compulsory research methods and ethics workshops will be provided in order that participants can take up the opportunity to undertake focussed research on a manageable scale for full time teachers into a topic selected by the participant and reported in a dissertation. The dissertation will be an extended analysis of an independent small scale research project conducted at an educational institution of the participant’s choice or a library based study, for those who may have left teaching. Online support and discussion in choosing appropriate topics, research methods and literature through, for instance, structured discussion board activities, peer support and participants ‘personal learning space’ will be provided. Face to face supervision of dissertations will be augmented via online support such as email, skype and other classroom tools and will be used including peer support mechanisms available through the university VLE and in geographical clusters. In addition a regular ‘twitter’ meet up will take place in which tutors and participants will be available at a given time to ask and answer questions related to the dissertation process (there is a nationwide academic writing group who do this very successfully - see #acwri). |
Methods of Assessment | |
A written assignment (4,000 words) The assignment will construct a coherent analysis and argument, drawing on the literature to explore one of the challenges raised in the sessions in a critical piece of academic writing. Assessed using the full range of grades A-E. Research proposal: research methods and ethics (3000 words) Dissertation to include the research proposal and the Research Ethics Review as an appendix (15,000 words inclusive of research proposal and ethics proposals – 60 credits). Assessed using the full range of grades A-E. All assessments are the responsibility of staff working for the University of Bristol with reference to the university common generic marking criteria and marking scales as well as the subject-specific marking criteria. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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In addition the above mentioned methods and strategies, all participants will have opportunities to discuss school-based investigations during teaching sessions and via the VLE. All participants will engage in an assessed oral presentation during the Future Leaders in Contexts of Change unit. |
Methods of Assessment | |
Oral presentation (equivalent of 2000 words) The presentation will be based on a participant selected issue concerning contemporary challenges for aspiring educational leaders presented and discussed during the three Saturday sessions. The presentation will be the initial preparation for the 4,000 word written assignment and will be assessed as Pass/Fail. All participants are required to pass the presentation in order to progress to the 4,000 word written assignment. Participants who do not achieve a Pass at the first attempt will be required to complete an equivalent assignment in order to progress. All assessments are the responsibility of staff working for the University of Bristol with reference to the university common generic marking criteria and marking scales as well as the subject-specific marking criteria. |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level M/7 - Postgraduate Certificate |
Participants will bring 60 credits with them from their Postgraduate Certificate in Education (PGCE) (Teach First), which will in effect be Year 1 of this programme. |
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Level M/7 - Postgraduate Diploma |
This year will consist of two 30 credit units. The first unit Independent Self Study is a self-study unit in which the participant's will be supported to build on their prior professional experience and engage critically and creatively with their work in schools and, where appropriate, to draw upon their Teach First Leadership Development programme including school-based coaching and mentoring. All formal unit input and assessments are the responsibility of staff working for the University of Bristol. The second unit entitled Future leaders in contexts of change. This key unit is designed to engage participants in cutting edge research, theory and practice around the following Leadership themes:
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Level M/7 - Postgraduate Masters |
The Dissertation unit enables participants to draw together skills and knowledge brought to and developed throughout the programme. It allows the pursuit of a topic of personal or professional importance at some depth, working on a one-to-one basis with a supervisor. Becoming a teacher researcher requires an overview of educational research methods leading to focussed reading around specific methodology and the selected topic. The aim is to ensure participants understand principles of educational research, and the advantages and drawbacks of possible choices of research design and implementation. Participants are encouraged to contribute original and creative approaches to their dissertation. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the postgraduate prospectus at http://www.bristol.ac.uk/prospectus/postgraduate/ or contact the relevant academic department.
The Programme Lead and other staff teaching on the programme.
The programme handbook (to be made available on Blackboard)
The Student Services Office at the Graduate School of Education
Students can enrol on this programme following successful completion of the Postgraduate Certificate in Education (PGCE) Teach First programme.
Unit Name | Unit Code | Credit Points | Status | |
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Future Leaders in Contexts of Change (Teach First) | EDUCM0031 | 30 | Mandatory | AYEAR |
Independent Self Study (Teach First) | EDUCM0032 | 30 | Mandatory | AYEAR |
Plus 60 credit points from the Teach First PGCE. | ||||
Postgraduate Diploma Educational Leadership (Teach First) | 120 |
Unit Name | Unit Code | Credit Points | Status | |
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Dissertation (Teach First) Not available in this year | EDUCM0033 | 60 | Mandatory | |
180 |
The pass mark set by the University for any level 7(M) unit is 50 out of 100.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to exit from the programme with a postgraduate diploma or certificate.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
An award with Merit or Distinction is permitted for postgraduate taught masters, diplomas and certificates, where these are specifically named entry-level qualifications. An award with Merit or Distinction is not permitted for exit awards where students are required to exit the programme on academic grounds. An exit award with Merit or Distinction may be permitted where students are prevented by exceptional circumstances from completing the intended award.
The classification of the award in relation to the final programme mark is as follows:
Award with Distinction*: at least 65 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation. **Faculties retain discretion to increase these thresholds.
Award with Merit*: at least 60 out of 100 for the taught component overall and, for masters awards, at least 60 out of 100 for the dissertation. Faculties retain discretion to increase these thresholds.
* The MA in Law has separate regulations for awarding distinction and merit.
** For the award of Distinction, the Faculty of Engineering requires at least 70 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to choose, or be required, to leave at the postgraduate diploma or certificate stage.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
Please note: This 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.
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