ࡱ> + 06bjbj ȫDhȫDh-,+++++,,,8>,,,+.....7::AAAAAAA$Ƕ%A+;77;;A++..A;+8.+.A;A+.Ǿ$/;AA0+G<bGbAG+bA4;;bA;;;;;AA?b;;;+B;;;;G;;;;;;;;;X h*:  Programme Details 1. Programme titlePsychology and Education2. Programme codeEDUT1813. QAA FHEQ level74. FacultyFaculty of Social Sciences5. DepartmentSchool of Education6. Other departments providing credit bearing modules for the programmeNot applicable7. Accrediting Professional or Statutory BodyNot applicable8. Date of production/revisionOctober 2010. Revised March 2017, Revised November 2021 AwardsType of awardDuration9. Final awardMA1 year10. Intermediate awards PGDipPGCert Programme Codes 11. JACS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal" \h HESA website.X30012. HECoS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/innovation/hecos" \h HECoS vocabulary. Programme Delivery 13. Mode of study Full-time14. Mode of delivery Face-to-face 15. Background to the programme and subject area This one-year, full-time course examines the challenges facing education, in the broadest sense, in the 21st century, focusing particularly on psychological theory. Students will look at the contribution of psychology to education policy and practice in changing international and global contexts. There is a particular focus on critical psychology and the changing notions of learners internationally. The increasing digitisation of life within society is considered. During their study, students are encouraged to participate fully in the life of the School. The School of Education is internationally renowned for the excellence of its teaching and the high quality of its research. Upon completion of their programme of study, candidates will have gained knowledge and skills relevant to careers in a variety of educational contexts, e.g. teaching, educational policy and educational development roles. The programmes are appropriate both for those at the start of their careers and those at mid-career who wish to enhance their professional knowledge and competencies. 16. Programme aims MA Psychology and Education aims to:A1critically examine core principles of psychological theory, research and practice as they relate to education and young people.A2critically explore the connections between the study of individual differences and broader socio-cultural contexts.A3examine a range of research methodologies and approaches used to investigate contemporary educational policy and practice. 17. Programme learning outcomes Knowledge and understanding On successful completion of the programme, students will be able to demonstrate knowledge and understanding of:Links to Aim(s)K1Knowledge and critical understanding of core theories from psychological research and practice as they relate to the development of young people.A1K2Knowledge of a range of key research relevant in the area of psychology, education policy and practice.A2K3A critical understanding of the principal features of individual and social accounts of learning.A2 K4Understanding of the range of approaches in psychology and educational research, the different methodologies and approaches available.A3K5Advanced knowledge and understanding in their chosen area of study in Psychology and Education and related fields.A1-A3Skills and other attributes On successful completion of the programme, students will be able to:S1An ability to produce written work which demonstrates an ability to synthesise research and practice, review relevant literature and develop a coherent and sustained argument.S2An ability to communicate ideas orally (both individually and as part of a group) in a coherent way, and present them clearly.S3The skills required to review and critically appraise literature, synthesise research and practice and develop a coherent and sustained argument.S4Effective written and oral communication skills to demonstrate knowledge, understanding, reflection and analysis to a range of audiences.S5The ability to carry out an independent, sustained research study to an appropriate standard (which involves the skills of research design, choosing appropriate methods, data analysis and writing a research report). 18. Learning and teaching methods The programmes 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): Smaller group sessions 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. Tutorials: One to one sessions 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. Independent study: The programmes online learning environment (Blackboard) comprises a bespoke range of learning materials which have been developed to facilitate and guide independent study. These materials include online reading materials, multimedia resources, links to the School of Educations study skills site. TUoS online library resources are a key learning resource, with key links embedded into the module Blackboard sites. 19. Assessment and feedback methods All learning outcomes are assessed by a written assignment with the exception of Module 1 (EDU6356) which has both a written and oral presentation element. The independent study is assessed via a dissertation. 20. Programme structure and student development Programme structure There are four taught modules for the course, two of which are studied October to December, and two from January to March. Two of the Modules (Modules 1 and 4) are core MA modules and two Modules (2 and 3) are the MA in Education: Psychology and Education specific modules. From May onwards students work on their independent study, which is submitted in September. The four modules each involve ten two-hour sessions. The students can exit with a Postgraduate Certificate or Diploma if they do not wish to complete the Masters Programme. Students who pass all four taught modules progress to the masters dissertation module. Each module is assessed by a written assignment with the exception of Module 1 (EDU6356) which has both a written and oral presentation element. The independent study is assessed via a dissertation. In addition to the taught modules a range of support which is non-assessed is offered, for example in academic study skills, avoiding unfair means and dissertation preparation. This takes place throughout the year, alongside all of the modules. The aim of the support is to ensure that all students are suitably supported throughout their period of study. The objective is to ensure that students achieve the skills necessary to write competently and reflectively and at Masters level. It is intended that students will develop their research skills within an enquiry-based learning framework. Student development The 91ֱ Masters graduate attributes are embedded throughout the programme. Specialist knowledge and skills relevant to the broad field of education and the more specific field of psychology and education are developed and assessed through modules 1-4 and the dissertation. The overarching framework of the full time Masters is informed by a programme level approach in which each module is planned in relation to its contribution and connection to the whole programme. This enables students to develop breadth of skills and depth of knowledge as they progress through the programme. The students' subject specific knowledge and understanding is developed in relation to the focus of each module and is supported through the overarching framework of the full time Masters in Education. Students are supported in the development of skills, knowledge and understanding through reading and group work. The progression built into the programme with regard to the development of critical awareness, ability to synthesise research and write critically is reflected during the taught modules and is reinforced through the non-assessed postgraduate support available. The development of key skills runs throughout the programme and students are taught critical reading and writing skills, including literature reviews and are supported in the development of appropriate academic conventions. Critical selection, evaluation and engagement with academic literature is emphasised from the onset and developed through the programme. This culminates in the dissertation when students will work independently, supported by individual dissertation supervisors.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available online at  HYPERLINK "http://www.sheffield.ac.uk/calendar/" \h http://www.sheffield.ac.uk/calendar/. 21. Criteria for admission to the programme Detailed information regarding admission to programmes is available from the Universitys On-Line Prospectus at  HYPERLINK "http://www.shef.ac.uk/courses/" \h http://www.shef.ac.uk/courses/. Applicants for the MA in Psychology and Education should have a good undergraduate degree in a related field. For students whose first language is not English, the School of Education requires an IELTS score of 6.5 with a minimum of 6.0 in each component, or equivalent. 22. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements  HYPERLINK "https://www.qaa.ac.uk/quality-code/subject-benchmark-statements" \h https://www.qaa.ac.uk/quality-code/subject-benchmark-statements Framework for Higher Education Qualifications (2014)  HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf" \h https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Vision  HYPERLINK "/vision" \h /vision Learning and Teaching Strategy (2016-21)  HYPERLINK "/polopoly_fs/1.661828!/file/FinalStrategy.pdf" \h /polopoly_fs/1.661828!/file/FinalStrategy.pdf Faculty of Social Sciences and School of Education Learning and Teaching Strategies 23. Additional information None  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 91ֱ can be accessed via our Student Services web site at  HYPERLINK "http://www.shef.ac.uk/ssid" \h http://www.shef.ac.uk/ssid.     edut181 ver22-23 PAGE1 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from 91ֱ  -.8FGHYZabctuvwx     G H V W X v w ϼϭĥĥڝh`Rh{>*h`RCJaJh`Rh#dB*CJaJphhA}CJaJh`Rh#dCJaJh`Rh{CJaJh`Rh#d5>*h`Rh{5>*h#djha6UmHnHu: .G$If $d<1$$<a$ GHZbob\$If (($Ifgda6kd$$IfH0 g(   t 0n(4d4 HaApyta6bcuwoi[ d$1$Ifgda6$Ifkd$$IfH0 g(   t 0n(4d4 HaApyta6wxoi] d$Ifgda6$Ifkd$$IfH0 g(   t 0n(4d4 HaApyta6oi] d$Ifgda6$IfkdL$$IfH0 g(   t 0n(4d4 HaApyta6  oi[ d$1$Ifgda6$Ifkd$$IfH0 g(   t 0n(4d4 HaApyta6  H W obT d$1$Ifgda6 (($Ifgda6kd$$IfH0 g(   t 0n(4d4 HaApyta6W X w obT d$1$Ifgda6 (($Ifgda6kd$$IfH0 g(   t 0n(4d4 HaApyta6 oi^^^ $$Ifgda6$dkd\$$IfH0 g(   t 0n(4d4 HaApyta6             % & 6 7 c d Иw#h`Rh{6>*B*CJaJphUjh`Rh{CJUaJh`Rh{6CJaJh`Rh{CJaJh`Rh#d5h`Rh{5>*h`Rh#d5>* h`R>*h`Rh#dCJaJh`Rh`RCJaJh`Rh#d>*h`Rh{>*h`Rh#d6>*& MB44 $d$Ifgda6 $$Ifgda6kd $$IfHF l(   t0n(    4d4 HaFpyta6   YNNNN $$Ifgda6kd$$IfHF l(   t 0n(    4d4 HaFpyta6 U8d$$d%d&d'd(d1$IfNOPQRgda6kd$$IfH4F l(`   t 0n(    4d4 HaFpyta6     & 7 JD<6$If$d<$dkd$$IfH4F l(    t 0n(    4d4 HaFpyta6 $$Ifgda6 E F W X Y Z [ \ ] ^ _ q r ǼҰҡǼ|rh``h`RCJaJh`Rh#d5>*h`Rh{5>* h`R5>*h`Rh#d5CJaJ#h`Rh{6>*B*CJaJphUjh`Rh{CJUaJh`Rh{6CJaJh`Rh,CJaJh`Rh#dCJaJh`Rh{CJaJh`Rh#d6CJaJ,jh`Rh{6>*B*CJUaJphU%7 .kd $$IfH\c"+(FsU  t 0(4d4 Ha_p(yta6 $1$Ifgda6$If Y Z [ \ $1$Ifgda6$If\ ] ^ r ?<4..$If$d<1$kd $$IfH\c"+(FsU  t 0(4d4 Ha_p(yta6 fkd $$IfH0 ( k  t 0#(2 s4d4 HaPpyta6$If ,-QRSUV`LMNOQR  Sz{|}"#%&'Ҿh`Rh`RCJaJh`Rh#d6CJaJh`RCJaJh`Rh{5CJaJh`Rh#d5CJaJh`Rh#dCJaJh`Rh{CJaJF lg`WL x$Ifgd`R $Ifgd`R$<a$$a$kdo $$IfH0 ( k  t 0#(2 s4d4 HaPpyta6-RVQJD$If$<a$$a$qkdF $$IfH^'' t0'2d4d4 Hap yta67x$$d%d&d'd(d1$IfNOPQRgd`RRSVx $Ifgd`R $1$Ifgd`Rskd $$IfH2'Q'  0Q'4d4 Hazp yta6Nti] $$Ifa$gd`R $1$Ifgd`Rkd$$IfH02{'I%  0Q'4d4 Hazpyta6NORti] $$Ifa$gd`R $1$Ifgd`Rkd^$$IfH02{'I%  0Q'4d4 Hazpyta6 {tqlaT P$1$Ifgda6 $1$Ifgda6<1$1$kd&$$IfH02{'I%  0Q'4d4 Hazpyta6{|} $1$Ifgda6ukd$$IfHBu'3'  03'4d4 Hap yta6#&neeZ $1$Ifgd`R $Ifgd`Rkd$$IfH0B "u'!U 03'4d4 Hapyta6&'*e\\Q $1$Ifgd`R $Ifgd`Rkd|$$IfHFB "u'fxU03'    4d4 Hapyta6')*   '(lmnpq !"#%&:;<=>@Aܺh`RCJaJh`Rh`Rh`RCJaJh`Rh#dCJaJh`Rh{CJaJh`Rh#d5CJaJh`Rh{5CJaJGe\\Q $1$Ifgd`R $Ifgd`RkdJ$$IfHFB "u'fxU03'    4d4 Hapyta6ecZZO $1$Ifgd`R $Ifgd`Rkd$$IfHFB "u'fxU03'    4d4 Hapyta6 e\\Q $1$Ifgd`R $Ifgd`Rkd$$IfHFB "u'fxU03'    4d4 Hapyta6  (meZM P$1$Ifgda6 $1$Ifgda6kd$$IfHFB "u'fxU03'    4d4 Hapyta6mnq!"v $1$Ifgd`R $Ifgd`Rukd$$IfHBu'3'  03'4d4 Hap yta6"#&e\\Q $1$Ifgd`R $Ifgd`Rkd6$$IfHFB "u'fxU03'    4d4 Hapyta6<=e\\Q $1$Ifgd`R $Ifgd`Rkd$$IfHFB "u'fxU03'    4d4 Hapyta6=>Ae\\Q $1$Ifgd`R $Ifgd`Rkd$$IfHFB "u'fxU03'    4d4 Hapyta6e\\Q $1$Ifgd`R $Ifgd`Rkd$$IfHFB "u'fxU03'    4d4 Hapyta6eb*8$ @ <$d%d&d'd(dNOPQR1$kdn$$IfHFB "u'fxU03'    4d4 Hapyta6KL?@cOPcgklc*+<cc   c ! ! !!źֺֺֺֺֺֺ֎h`Rh#d5CJaJh`R5CJaJh`Rh#d7CJaJh`Rh#dCJaJh`Rh{CJaJ h`Rh#d5B*CJaJphh`Rh{5CJaJ h`Rh{5B*CJaJphh`Rh#d6CJaJ8L@P+ sqmd $Ifgd`R<jkd<$$IfH'`'0`'4d4 Hap yta6 x$Ifgd`R x$Ifgda6 $$Ifa$gd`R !_'8$ @ <$d%d&d'd(dNOPQR6$ @ $d%d&d'd(dNOPQRjkd$$IfH'`'0`'4d4 Hap yta6!!$!!"$"1"###.#/#}#~###$%$Z$[$%%%&%&9&:&&&&&''( ( (())))))**++,,-7-8-9--...=.>.ʾjh`Rh{CJUaJh`Rh{B*CJaJphh`Rh#d5CJaJh`Rh{5CJaJh`Rh#d7CJaJh`RCJaJh`Rh{CJaJh`Rh#dCJaJ8 !!#[$&&)8-sf[ x$Ifgd`R xx$Ifgda6$ @ x<$Ifgd`R5x$$d%d&d'd(dIfNOPQRgda6 x$Ifgda63$$d%d&d'd(dIfNOPQRgd`R8-9-e.a3$$d%d&d'd(dIfNOPQRgd`RjkdR$$IfH'`'0`'4d4 Hap yta6>.b.c.d.e.f.g.h.i.j...///4/5/S/T/U/V//0e0f0g0h0|0}000˼uf[f˼[[[Oh`Rh#d5CJaJh`Rh{CJaJjh`Rh{CJUaJ h`Rh#d5B*CJaJphh`Rh{5CJaJ h`Rh{5B*CJaJphh`R5B*CJaJphh`Rh#dCJaJh`Rh#dB*CJaJphh`Rh{B*CJaJph)jh`Rh{>*B*CJUaJph h`Rh{>*B*CJaJphe.f.g.._'8$ @ <$d%d&d'd(dNOPQR6$ @ $d%d&d'd(dNOPQRjkd$$IfH'`'0`'4d4 Hap yta6.V/f0g0+jkd$$IfH'`'0`'4d4 Hap yta65x$$d%d&d'd(dIfNOPQRgda63$$d%d&d'd(dIfNOPQRgd`Rg0h0}00011b2t22233llll @ x$Ifgda6 @ $Ifgd`R @ x$Ifgda6$ @ x$Ifgda6 $ @ <6$ @ $d%d&d'd(dNOPQR 000001C1D1111111222_2`2a2b2s2t2u22222222223P3Q333333333ʵʵʵۤh`Rh#dB*CJaJph)jh`Rh{>*B*CJUaJph h`Rh{>*B*CJaJph)jh`Rh{>*B*CJUaJphU h`Rh{>*B*CJaJphUjh`Rh{CJUaJh`Rh{CJaJh`Rh#dCJaJ+333 4V8$ @ <$d%d&d'd(dNOPQR6$ @ $d%d&d'd(dNOPQRskd$$IfH'`'0`'22 H4d4 Hap yta634 4 44444444C4D4555555555555555555555555Ǽmeaaeaaeaaeaah |jh |U)jh`Rh{>*B*CJUaJph h`Rh{>*B*CJaJphjh`Rh{CJUaJh`Rh{CJaJjQh`Rh{CJUaJh`Rh#dCJaJh`Rh#dB*CJaJphh`RCJaJ h`Rh#d5B*CJaJph h`Rh{5B*CJaJph$ 4444445a__OF $Ifgd`R$ @ xxjkd$$IfH'`'0`'4d4 Hap yta63$$d%d&d'd(dIfNOPQRgd`R55555555555jkd$$IfH'`'    0`'4d4 Hap yta6 555555555666666 6 6!6"6666666666666θ󴨤h`Rh#dCJaJh{5B*CJphh#dh{5B*CJphh |ha6B*mHnHphuh{B*phjh{B*Uphh`RB*CJaJphh{B*CJaJphh{h#dB*ph55556 6 6"66aVM$<:Da$ $<<:Da$4$ 9r $d%d&d'd(dNOPQRa$1 9r $d%d&d'd(dNOPQR4$ 9r $d%d&d'd(dNOPQRa$66666666:D<<:D$<:Da$50P. 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