Course structure and assessment   


For those entering without a Masters-level PGCE

 

Programme of study
Duration
Form of assessment
Possible exit point
Two options only offered 2009-10.
Students must study both
  1. Learners and Learning
  2. Responsive Teaching
1 year (part-time) including four two-day intensive courses at Oxford University.Two assignments each of 4000- 5000 words (or equivalent), drawing on the content of Units 1 and 2 respectively: 
  • an account of an empirical investigation into pupils’ perspectives, existing understandings or experiences in relation to a specific aspect of their learning.
  • a small scale practitioner research enquiry focused on a clearly defined aspect of responsive teaching.
You may if you wish choose to complete the course after only two units and exit with a Postgraduate Certificate in Learning and Teaching
(equivalent to 60 credit points).
Two further options chosen from among the following range:
  1. Learners, Diversity and Inclusion
  2. Professional Learning: Communities and Networks
  3. Mathematics Education
  4. Science Education
1 year (part-time) including four two-day intensive courses at Oxford University.
One assignment of 8000-10000 words (or equivalent) drawing on the content of both units studied and including:
  • a critical review of research and other relevant professional literature;  and
  • an account of an empirical investigation into pupils’ perspectives, existing understandings or experiences in relation to a specific aspect of their learning, or curriculum or schooling.
You may if you wish choose to complete the course after four units and exit with a Postgraduate Diploma in Learning and Teaching (equivalent to 120 credit points).
The taught programme for this part of the course will focus primarily on advanced methods of practitioner research, particularly the challenges of identifying a worthwhile focus for the research and development work, elaborating the criteria for success and determining the nature of the evidence that will allow the participant to evaluate the impact of the innovation.  The programme also includes a key focus on collaborative strategies within research and development work in schools and their communities.

1 year (part-time) including one two-day intensive course at Oxford University, two one-day seminars and a day conference.

A research and development project of between 15000 and 20000 words (or equivalent), reporting on an empirical research study in relation to the development of professional practice within the participant’s own school or educational setting.

This academic report of the design, implementation and evaluation of a specific innovation must include a strong emphasis on the choice of criteria and the nature of the evidence by which the impact of the evaluation was assessed, and clear evidence of research collaboration with other adults – either engaging others in research; or enabling others engaged in education to learn from research findings.
MSc Learning and Teaching.

 

 

For those entering with a Masters-level PGCE (equivalent to at least 60 credits) 

 

Programme of studyDurationForm of assessmentPossible exit point
Two options only offered 2009-10.
Students must study both:
  • Learners and Learning
  • Responsive Teaching
1 year (part-time) including four two-day intensive courses at Oxford University.One assignment of 8000-10000 words (or equivalent) drawing on the content of both units studied and including:
  • a critical review of research and other relevant professional literature;  and
  • an account of an empirical investigation into pupils’ perspectives, existing understandings or experiences in relation to a specific aspect of their learning, or curriculum or schooling.
You may if you wish choose to complete the course after these two units and exit with a Postgraduate Diploma  in  Learning and Teaching (equivalent to 120 credit points).
The taught programme for this part of the course will focus primarily on advanced methods of practitioner research, particularly the challenges of identifying a worthwhile focus for the research and development work, elaborating the criteria for success and determining the nature of the evidence that will allow the participant to evaluate the impact of the innovation.  The programme also includes a key focus on collaborative strategies within research and development work in schools and their communities.1 year (part-time) including one  two-day intensive course at Oxford University, two one-day seminars and a day conference.A research and development project of between 15000 and 20000 words (or equivalent), reporting on an empirical research study in relation to the development of professional practice within the participant’s own school or educational setting.

This academic report of the design, implementation and evaluation of a specific innovation must include a strong emphasis on the choice of criteria and the nature of the evidence by which the impact of the evaluation was assessed, and clear evidence of research collaboration with other adults – either engaging others in research; or enabling others engaged in education to learn from research findings.

MSc Learning and Teaching.


Format of assignments

While a substantial proportion of each assignment and the final project must be presented in written format, students may chose to submit some material within each in an alternative format (e.g. annotated scheme of work, or video with commentary), where this allows them to present evidence in a more accessible or relevant manner. Where videos of classroom practice or of a presentation to colleagues, or a newly developed scheme of work, for example, prove to be an effective way of explaining and justifying innovations adopted, demonstrating key features of effective collaboration, or of highlighting particular kinds of outcome and allowing focused discussion of their implications, students may choose to present up to a third of their assignment in this way.

Last modified by Mrs Louise Gully - 11 May 2009