PROGRAMME SPECIFICATIONMA Adult Literacy, Language and Numeracy(incorporating Postgraduate Certificate in Adult Literacy Teaching and Postgraduate Certificate in ESOL Teaching)

Awarding Institution: Institute of Education, University of London

Teaching Institutions: Institute of Education, University of London

Accreditation This degree forms part of the Institute of Education’s 180 credit modular MA programme. The MA ALLN is an overarching programme in which discrete interim awards are nested within the one structure depending on programme participants’ needs and intentions. The Postgraduate Certificates in Adult Literacy Teaching and ESOL Teaching are offered at Master’s level and are designed to meet government requirements covering specialist applications of the professional standards for teachers of Literacy and teachers of English for Speakers of Other Languages (ESOL) in the Lifelong Learning Sector. (Validated by Standards Verification UK as the Diploma in Teaching English: Literacy; and the Diploma in Teaching English: ESOL.

Name of final award Master of Arts (MA) Postgraduate Diploma Postgraduate Certificate

Interim awards Postgraduate Certificate in Adult Literacy Teaching Postgraduate Certificate in ESOL Teaching

Programme title Adult Literacy, Language and Numeracy (ALLN)

UKPass code: P023520

Language of Study The Institute of Education teaches and assesses participants through the medium of the English language. Competence in English language is required of all applicants. Programme regulations indicate the level of confidence required of each applicant and make its achievement a condition of admission.

Participants The programme is designed for ALLN practitioners in a range of professional roles including: teaching and teacher education; curriculum development and management; advice and consultancy; and policy and quality assurance.

Educational Aims of the Programme The aims are:

To stimulate participants to raise fundamental questions about the context for adult literacy, language and/or numeracy, based on up-to-date knowledge and research

To encourage experienced practitioners to reflect on their teaching and management of literacy, language and/or numeracy programmes and to experiment with and evaluate new modes of pedagogy and provision

To enable practitioners to evaluate provision critically and reflect on their

practice as teachers, teacher educators, managers or policy makers To develop in practitioners the skills to engage in small-scale research in the

area of adult literacy, language and numeracy

An additional aim related to the embedding of ESOL and literacy teaching qualifications in the MA ALLN is:

To provide an effective basis for professional practice in ESOL and Literacy teaching that meets and extends beyond the statutory requirements of the standards for Qualified Teacher Learning and Skills status (QTLS) and the Application of the Professional Standards for Teachers of English (Literacy/ESOL).

Learning Outcomes Expected learning outcomes are:

Ability to reflect critically on the teaching of literacy, language and numeracy, including functional skills; and to apply and evaluate new pedagogical approaches

Understanding of the political, social and economic context for adult literacy, language and numeracy, including functional skills programmes

Appreciation of up-to-date research in the field and the ability to use this to inform practice

Ability to use a range of conceptual tools and analytical skills to evaluate literacy, language and numeracy curricula, including English and Maths provision, and to assess the benefits of these for learners and their communities

The skills to engage in small-scale research to inform the development of policy and practice in the field

Criteria for admission (a) Direct entry requirements:

1. Applicants for the MA ALLN will be expected to have a good first degree and some professional experience in the field of adult literacy, language and/or numeracy .

[These requirements may not apply in the case of those wishing to take individual modules as a freestanding course.]

European or international applicants are expected to have qualifications at an equivalent level.

Those who do not meet these criteria will be considered on the basis of their Personal Supporting Statement, as part of the application process. Guidance on how this can be most effectively written is available via the web, here.

Participants completing the Postgraduate Certificate in Literacy or ESOL Teaching need to have a minimum of one year’s teaching experience and be currently employed as Literacy or ESOL teachers (or Functional English tutors) within the Lifelong Learning Sector. (Participants should also have a generic teaching qualification such as a PGCE or equivalent)

2. Applicants who wish to take the ESOL/Literacy modules leading to the Postgraduate Certificate in Adult Literacy or ESOL Teaching as an interim award will also have to take part in an initial assessment process as required by government regulations. In addition these applicants should hold a generic teaching qualification and be currently employed in the Lifelong Learning Sector for a minimum of two hours per week, teaching groups of ESOL or literacy learners (not one-to-one tutoring or NVQ assessing). The place of employment must be a college, training provider or similar (e.g. NHS), which falls within a government regulatory framework for QA inspection.

3. Applicants for the ESOL/Literacy modules leading to specialist teaching qualifications will be asked to complete some initial assessment tasks to assess their language and literacy skills.

Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency. Note that applicants for the Postgraduate Certificate in Adult Literacy or ESOL Teaching will be assessed for English language and literacy skills as part of the application process.

The Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from them. We provide support for students with a range of conditions which have a long-term and adverse effect on studying such as: • sensory (visual / hearing / speech) impairments • mental health issues • mobility or dexterity impairments • Asperger's Syndrome or other autistic spectrum disorders • chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.) • specific learning difficulties (e.g. dyslexia, dyspraxia)

Disability and Wellbeing Support will also advise people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery. Every person is treated as an individual, and we invite you to contact us as early as possible so that we can consider your needs and tailor our support to meet them. This applies to all students – home, EU and international.

Mode of study The MA ALLN is a part-time, taught programme and participants may join the MA programme at any point in the academic year.

Participants completing the Postgraduate Certificate as an interim award will need to contact the Programme Leader in the first instance.

Programme structures and requirements, levels, modules, credits and awards The MA has a flexible modular structure, consisting of taught modules and two alternative research and practice pathways (dissertation or report). For a Master's degree to be awarded, successful completion of a minimum of 180 credits is required. (The Institute of Education uses the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits).

Students enrolling for the full MA in Adult Literacy, Language and Numeracy either: Take 4 taught modules (including at least two core modules and up to two

optional modules) and complete a 20,000-word dissertation

OR Take 5 taught modules (including at least two core modules and up to three

optional modules) and complete a 10,000 word report.

Core modules: Lifelong Learning: Theories and Perspectives (note that this is a ‘Y’ shaped

module, including both shared sessions on Lifelong Learning, and specific sessions for the MA ALLN pathway

AND at least one from: Literacy, ESOL and the Learner (shared with Postgraduate Certificate in Adult

Literacy/ESOL Teaching)

Literacy Theories and Frameworks OR ESOL Theories and Frameworks (shared with Postgraduate Certificate in Adult Literacy/ESOL Teaching respectively)

Understanding Mathematics Education (module from MA Mathematics Education)

Understanding Educational Research or other approved research methods module

Participants who wish to gain a specialist teaching qualification in Literacy or ESOL teaching must take three Literacy or ESOL modules, including the two Literacy/ ESOL core modules and Literacy or ESOL Learning and Teaching, which is a longitudinal module at H-level and is available only for participants meeting the specific entry requirements for the Postgraduate Certificates in Adult Literacy or ESOL Teaching. The Literacy/ESOL Learning and Teaching module explores the classroom application of the input from Literacy, ESOL and the Learner and the Literacy/ESOL Theories and Frameworks modules. Tutors give support in the form of tutorials and lesson observation feedback. Participants need to complete 90 credits for the Postgraduate Certificate in Adult Literacy or ESOL Teaching to be

awarded, including successful completion of the H level module (which would include a C level pass) as required by SVUK. Participants completing the Postgraduate Certificate in ESOL or Adult Literacy Teaching as an interim award are entitled to transfer 90 credits to the MA ALLN where they have been awarded a grade A or B at H level in the module, Literacy or ESOL Learning and Teaching.

Participants who already have a Literacy or ESOL specialism at Masters level and who wish to gain the other specialism (i.e Literacy or ESOL) may be accredited with 30 credits for the module, Literacy, ESOL and the Learner to count towards the second specialism. This means that a student who already holds a Literacy or ESOL teaching specialism at level 7 may gain the Postgraduate Certificate in the second specialism through completing two modules only: ESOL or Literacy Theories and Frameworks, and Literacy/ESOL Learning and Teaching.

Participants who for academic or personal reasons are unable to successfully complete the 180 credits required for the masters award may exit with the completion of 60, 90 or 120 credits respectively and be awarded a Postgraduate Certificate or Postgraduate Diploma in the subject area.

Completion of a research methods module is compulsory for all MA ALLN participants undertaking a dissertation. (Accreditation of prior learning may apply but must be approved by the Programme Leader.)

Optional modules Recommended modules include:

Gender, Education and Development Assessment: Issues and Practice Learning and Teaching for Adults Contemporary Issues in English Education English in Diverse World Context

Please note that all modules are 30 credits unless otherwise stated. Participants are offered support to devise a coherent MA programme on the basis of their individual interests.

Dissertation or Report Participants will register for either a 20,000 word Dissertation or a 10,000 word Report. Those who choose the Report pathway will take an additional taught module, which must be approved by the programme leader.

The possible qualification pathways are: Full Master's degree: 180 credits Postgraduate Diploma: 120 credits Postgraduate Certificate: 60 credits

Postgraduate Certificate in Adult Literacy Teaching or Postgraduate Certificate in ESOL Teaching: 90 credits

Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated A key overarching theme of the MA ALLN is the differing conceptions of language, literacy and numeracy which underpin contrasting approaches to LLN, both internationally and among different theoretical groupings in the UK. These are the subject of much debate in the field. The theme is explored in a range of contexts and from different perspectives. Programme participants are encouraged to take a constructively critical view of their own professional contexts, including the UK context.

The international dimension of LLN is an important element in all LLN core modules. The more pedagogy focused modules study LLN pedagogy with reference to research and theory from a number of countries. The more policy focused modules examine local, national and transnational strategies for LLN in the light of contrasting bodies of theory, using case studies to further understand particular approaches to policy and curriculum.

An important complementary theme of the Postgraduate Certificate programme is that of the informed and critically reflective practitioner. Programme participants are invited to explore ways in which theory and research can shed light on their own practice. Teachers will be encouraged to undertake such practices as critical incident analysis, while in the policy focused module participants will be encouraged to reflect on their role in developing or implementing policy or managing provision.

A guiding principle throughout the MA ALLN programme is that programme participants, as experienced professionals, should be able to draw on their own experience and use this for the development of knowledge and understanding within a learning community. Whilst tutors guide debates and give overviews on key topics, ongoing self-study and collaborative working is required in order to maintain active participation in the programme. Tutors encourage participants to explore in more depth topics of particular interest to them, for example by providing extensive lists of further readings and offering feedback and suggestions on the design of research projects, assignments, reports and dissertations.

A variety of approaches to learning and teaching are used throughout the programme:

Tutor led overviews of theory and research Individual student presentations, for example:

o Developing an international case study illustrating policy, research and pedagogy in adult literacy, English for Speakers of Other Languages (ESOL) or numeracy education

o Presenting findings from classroom-based research on evaluating a particular learning theory

o Reviewing a local or national strategy for LLN and evaluating its effectiveness

o Presenting an assignment outline for group feedback and advice Group presentations and debates, both online and face-to-face Visiting speaker presentations

Tutor modelling of academic literacy practices such as critical reviews of readings

One-to-one tutorial discussions between programme participants and module tutors

In-depth formative feedback on draft assignments In-depth formative feedback and dialogue on observed teaching Peer observation and evaluation of teaching

Summative assessment varies according to the aims and learning outcomes of the module or pathway, for example:

A 5,000 word essay related to the themes of a module. Students may choose an essay topic from a list of suggested options or by negotiating a topic with tutors.

Oral presentation of a research project, with supporting documentation Critical reflection on teaching A 10,000 word report or 20,000 word dissertation on a chosen aspect of

language, literacy and/or numeracy policy or pedagogy Programme participants enrolled on the modules leading to teaching qualifications also have assessed teaching to meet regulatory requirements. This does not form part of M-level module assessment.

lnformation about assessment regulations The way in which this programme is taught conforms to the QAA qualifications descriptors for Master’s degrees in the following ways:

Students are required to demonstrate: a critical understanding of, and insight into, the theoretical and philosophical basis of policy and pedagogy in the field of adult literacy, language and numeracy; the ability to analyse research findings and to identify areas for further research; and the skills to conduct their own small scale research projects, combining research techniques within a conceptual understanding that allows them to make sense of data and to critically evaluate their results and hypothesise from them.

All assignments are independently marked by two staff members, who meet to discuss and reconcile the marks and comments for each individual. Assignments are graded from A to D, with D being a failing grade. Participants are permitted to represent a failed assignment on one further occasion, within 12 months of the original submission.

An external examiner is appointed by Senate and plays an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the programme participants and the reliability of the judgements made in assessing them.

Further details about assessment regulations can be found at http://www.ioe.ac.uk/studentInformation/1055.html

Support for learning Although the programme follows a modular structure, in designing the programme it has been important to consider the holistic experience of participants. One of the ways in which a supportive learning community is created and maintained is by the use of Moodle. Participants are offered initial training and subsequently supported in the use of the VLE to carry out tasks, particularly in sharing presentations and literature.

An induction day at the commencement of the programme informs participants of the programme content, methods and expectations, and introduces them to Student Support Services and the Academic Writing Centre.

Programme and module handbooks offer full guidance and advice on studying, writing and submitting both assignments and dissertations or reports.

The programme leader is available to advise all participants on academic matters, and to refer them to the range of support services available at IOE

Formative feedback is provided on draft assignments to take forward to the final submission

Peer support and networking is facilitated in the group by the use of virtual learning environment (VLE) and collaborative projects.

Access to the full range of welfare and union facilities is afforded to all Institute students

Participants are all inducted on the use of the library and information services, and of the VLE operating system.

Methods for evaluating and improving the programme Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards

Module evaluation by participants Termly meetings of the Programme Committee including student participation Annual programme review prepared by programme team and considered by

Faculty learning and teaching Committee Periodic programme review and revalidation involving external panel member Staff review and development Peer observation of teaching External examiner reports

Committees with responsibility for monitoring and evaluating quality and standards Programme Committee Board of Examiners Faculty learning and teaching committee/s Validation Sub-Committee Equality and Diversity Committee Professional Development Course Leaders Meeting Academic Board Senate

Mechanisms for gaining student feedback on the quality of teaching and their learning experience

Student module evaluation (sessional and programme) Student representation on programme committees

Indicators of quality and standards One might expect some or all of the following:

Promotion for some students who have completed the programme to full-time or fractional posts; to management roles in their institutions; and to posts with a policy, research and development remit

Progression to doctoral programmes Publications of students’ work in practitioner or academic journals Programme participants delivering training to other practitioners in their own

institutions or on a regional or national basis Participation in continuing professional development programmes External examiner’s appraisal of how standards compare with other

universities

Relevant benchmark statements and other external and internal reference points used to inform programme outcomes The Postgraduate Certificate in Adult Literacy Teaching and the Postgraduate Certificate in ESOL Teaching have been endorsed by SVUK as meeting the national standards set for subject specialist teacher training in the Lifelong Learning Sector in England.

Date of completion/amendment of specification September 2013