Programme Specification
MEd Leadership in Catholic Schools
Academic Year 2022/23
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.
| Programme Title | MEd Leadership in Catholic Schools | Final Award (exit route if applicable for Postgraduate Taught Programmes) |
Master of Education | |||||||||||
| Programme Code | STM-MED | UCAS Code | HECoS Code |
100459 - Education studies - 100 |
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| ATAS Clearance Required | No | |||||||||||||
| Mode of Study | Part Time | |||||||||||||
| Type of Programme | Postgraduate | Length of Programme |
Part Time - 5 Academic Years |
Total Credits for Programme | 180 | |||||||||
| Exit Awards available | No | |||||||||||||
Institute Information
Teaching Institution |
Stranmillis University College |
School/Department |
St. Mary's University College |
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Quality Code Higher Education Credit Framework for England |
Level 7 |
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Subject Benchmark Statements The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies |
Education Studies (2015) |
Accreditations (PSRB) |
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No accreditations (PSRB) found. | |
Regulation Information
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Does the Programme have any approved exemptions from the University General Regulations N/A |
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Programme Specific Regulations The programme is offered in part time mode over a period of up to 5 years. All modules are credited at M-Level. 60 credit points are required for a Postgraduate Certificate in Education Studies; 120 credit points for a Postgraduate Diploma in Education Studies; 180 credit points for a Masters degree (MEd). Masters students are normally required to complete a dissertation (60 credit points) in the special option area selected. Students are normally required to have completed a research module before commencing their dissertation. |
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Students with protected characteristics N/A |
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Are students subject to Fitness to Practise Regulations (Please see General Regulations) No |
Educational Aims Of Programme
The Masters Level programme aims to develop and enhance in students academic and professional skills needed to be effective teachers.
It aims to develop knowledge, skills and attitudes which will enable students to engage in critical study and debate of academic and/or professional aspects of education and training.
Learning Outcomes
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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Engage in informed debate about major issues in education and training. |
Teaching/Learning Methods and Strategies Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied and the submission of a dissertation. Methods of Assessment Summative assessment is measured against the following six major features of coursework: |
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Reflect in depth on theory/practice relationships within professional contexts. |
Teaching/Learning Methods and Strategies Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied and the submission of a dissertation. Methods of Assessment Summative assessment is measured against the following six major features of coursework: |
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Develop competence further within your specialist areas. |
Teaching/Learning Methods and Strategies Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied and the submission of a dissertation. Methods of Assessment Summative assessment is measured against the following six major features of coursework: |
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Keep abreast of research, innovation and developments in education. |
Teaching/Learning Methods and Strategies Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied and the submission of a dissertation. Methods of Assessment Summative assessment is measured against the following six major features of coursework: |
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Design, conduct and critically appraise research. |
Teaching/Learning Methods and Strategies Learning outcomes are achieved through discussion with colleagues and tutors and through the submission of written assessed coursework based on each module studied and the submission of a dissertation. Methods of Assessment Summative assessment is measured against the following six major features of coursework: |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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Communicate effectively by written, oral and other means. |
Teaching/Learning Methods and Strategies In the teaching methods employed in various modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Coursework involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. The carrying out and the reporting of the study in the dissertation element will help develop communication, ICT, numerical and analytical skills. It will develop the ability to plan and manage their own learning, to process and synthesise data and to justify positions and conclusions. Methods of Assessment Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while the dissertation allows a range of transferable skills to be assessed. |
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Use ICT competently in their study and other appropriate situations and be able to judge where the use of ICT is not appropriate. |
Teaching/Learning Methods and Strategies In the teaching methods employed in various modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. The carrying out and the reporting of the study in the dissertation element will help develop communication, ICT, numerical and analytical skills. It will develop the ability to plan and manage their own learning, to process and synthesise data and to justify positions and conclusions. Methods of Assessment Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while the dissertation allows a range of transferable skills to be assessed. |
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To interpret graphical and tabular presentation of data in a critical and constructive way, to collect and present numerical data and to use graphical and tabular information appropriately. |
Teaching/Learning Methods and Strategies In the teaching methods employed in various modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. The carrying out and the reporting of the study in the dissertation element will help develop communication, ICT, numerical and analytical skills. It will develop the ability to plan and manage their own learning, to process and synthesise data and to justify positions and conclusions. Methods of Assessment Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while the dissertation allows a range of transferable skills to be assessed. |
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Process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives. |
Teaching/Learning Methods and Strategies In the teaching methods employed in various modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. The carrying out and the reporting of the study in the dissertation element will help develop communication, ICT, numerical and analytical skills. It will develop the ability to plan and manage their own learning, to process and synthesise data and to justify positions and conclusions. Methods of Assessment Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while the dissertation allows a range of transferable skills to be assessed. |
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Improve their own learning and performance, including the development of study and research skills, information retrieval, and a capacity to plan and manage learning, and to reflect on their own learning. |
Teaching/Learning Methods and Strategies In the teaching methods employed in various modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. The carrying out and the reporting of the study in the dissertation element will help develop communication, ICT, numerical and analytical skills. It will develop the ability to plan and manage their own learning, to process and synthesise data and to justify positions and conclusions. Methods of Assessment Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while the dissertation allows a range of transferable skills to be assessed. |
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Analyse and evaluate, and identify problems and solutions. |
Teaching/Learning Methods and Strategies In the teaching methods employed in various modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. The carrying out and the reporting of the study in the dissertation element will help develop communication, ICT, numerical and analytical skills. It will develop the ability to plan and manage their own learning, to process and synthesise data and to justify positions and conclusions. Methods of Assessment Formative assessment of transferable skills will be principally through tutor observation during workshops. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while the dissertation allows a range of transferable skills to be assessed. |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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Research, innovation and developments in selected areas of education. |
Teaching/Learning Methods and Strategies Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously scrutinise their own practice and are helped to formulate new methodologies in discussion with tutors and other colleagues. Methods of Assessment Assessment of learning takes the form of essays, reports, preparation and evaluations of teaching resources. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice. |
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A range of key concepts and modes of enquiry in educational studies. |
Teaching/Learning Methods and Strategies Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously scrutinise their own practice and are helped to formulate new methodologies in discussion with tutors and other colleagues. Methods of Assessment Assessment of learning takes the form of essays, reports, preparation and evaluations of teaching resources. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice. |
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Some of the major (from a N Ireland perspective) issues and developments in education and training. |
Teaching/Learning Methods and Strategies Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously scrutinise their own practice and are helped to formulate new methodologies in discussion with tutors and other colleagues. Methods of Assessment Assessment of learning takes the form of essays, reports, preparation and evaluations of teaching resources. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice. |
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Appropriate theoretical foundations on which to base practice. |
Teaching/Learning Methods and Strategies Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously scrutinise their own practice and are helped to formulate new methodologies in discussion with tutors and other colleagues. Methods of Assessment Assessment of learning takes the form of essays, reports, preparation and evaluations of teaching resources. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice. |
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The relationship between theory and practice in their professional working context. |
Teaching/Learning Methods and Strategies Learning outcomes are acquired through lectures, workshops and independent directed reading. Students are encouraged to rigorously scrutinise their own practice and are helped to formulate new methodologies in discussion with tutors and other colleagues. Methods of Assessment Assessment of learning takes the form of essays, reports, preparation and evaluations of teaching resources. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from authority appropriately, and to reflect critically on the lectures, the reading, and their own practice. |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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Engage in critical, analytical and creative thinking and problem solving. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops. Methods of Assessment Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner. |
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Discriminate salient features in educational environments, identify trends and common characteristics in important educational processes. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops. Methods of Assessment Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner. |
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Compare and contrast a variety of theories, views, perspectives, dispositions and attitudes regarding educational issues. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops. Methods of Assessment Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner. |
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Judge best courses of action using objective criteria. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops. Methods of Assessment Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner. |
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Engage in reflective practice in educational environments. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops. Methods of Assessment Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner. |
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Test hypothetical assumptions through action or other forms of research. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops. Methods of Assessment Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner. |
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Formally state conclusions and arguments using evidence. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops. Methods of Assessment Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner. |
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Engage in professional debate on topics and issues relevant to education, teaching and learning. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops. Methods of Assessment Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner. |
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Plan and carry out an educational investigation using a combination of literature search and empirical inquiry. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops. Methods of Assessment Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner. |
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Develop hypotheses, question and verify results and produce a coherent report. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops. Methods of Assessment Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner. |
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Critically analyse and discuss recent research and innovations in the selected areas of education. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study, directed work including coursework and dissertation work. They are reinforced and extended in taught sessions by lectures, tutorials, seminars and workshops. Methods of Assessment Formative assessment of subject-specific skills will be principally through tutor observation during tutorials, seminars and workshops. Assessed coursework and the dissertation test the range of subject-specific skills developed in a formal manner. |
Module Information
Stages and Modules
| Module Title | Module Code | Level/ stage | Credits | Availability |
Duration | Pre-requisite | Assessment |
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| S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
| Promoting Numeracy and Literacy Competences in Irish medium Settings | EDC7075 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Gaeltacht Irish - Study of native Irish speech | EDC7076 | 7 | 20 | YES | YES | 12 weeks | N | -- | YES | 50% | 0% | 50% |
| Building Capacity in Schools: Advancing Inclusivity to Raise Pupil Outcomes | EDC7077 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 80% | 20% | 0% |
| Developing Coaching Science and Physical Education in Schools | EDC7070 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Pupil Learning through Physical Education and School Sport | EDC7069 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Irish-medium pedagogies and language proficiency for the Post-Primary Irish-medium teacher | EDC7058 | 7 | 30 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Contemporary Leadership Issues for the Effective School | EDC7059 | 7 | 30 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Teachers' Professional Lives | EDC7068 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Current Issues and Future Directions in Physical Education and School Sport | EDC7078 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Understanding, Supporting and Teaching Pupils with Specific Learning Difficulties | EDC7079 | 7 | 30 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Leading Learning in a Digital Age | EDC7084 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Understanding and Supporting Autistic Children and Young People in Education | EDC7085 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| The Pleasure and Promise of Children’s Literature in the Primary Setting | EDC7086 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Digital Education:Teaching for the Future | EDC7083 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Music Therapy | EDC7082 | 7 | 30 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Putting the Sting into STEM | EDC7081 | 7 | 30 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Learning and Teaching in Art and Design | EDC7080 | 7 | 30 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Personal Development: Promoting the Emotional Health and Well-being of Teachers and Pupils | EDC7053 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Issues in Curriculum: Improving Practice through Lesson Study | EDC7052 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Contemporary Management Issues for the Effective School | EDC7013 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Leaders in Catholic Schools | EDC7015 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Educational Research Methods | EDC7021 | 7 | 30 | YES | YES | 12 weeks | N | YES | -- | 100% | 0% | 0% |
| Behaviour Issues in the Context of Special Educational Needs | EDC7012 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Issues in the Teaching of Numeracy at Primary and Post-Primary Level | EDC7011 | 7 | 30 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Approaches to Education in the Early Years | EDC7004 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Principles into Practice in the Early Years | EDC7006 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Current Issues in the Teaching of Language and Literacy | EDC7007 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Masters Dissertation MEd St Mary's | EDC7038 | 7 | 60 | YES | YES | 24 weeks | N | -- | YES | 100% | 0% | 0% |
| Children and Young People in Crisis: Pastoral Responses | EDC7041 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Promoting Learning in Early Years Irish-medium Settings | EDC7044 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Children's Rights and Education | EDC7056 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Lessons for Learning | EDC7051 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Supporting Child Literacy in the Irish-medium classroom | EDC7045 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Eloquence and Accuracy in Irish / Saibhreas agus Cruinneas na Gaeilge | EDC7043 | 7 | 10 | -- | YES | 12 weeks | N | -- | YES | 50% | 0% | 50% |
| Meeting the Needs of the Bilingual Learner | EDC7040 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Poetry in the Making | EDC7042 | 7 | 30 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Conducting Educational Research | EDC7023 | 7 | 20 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Notes
EDC7038 prerequisite: EDC7021 or Research Methods Training.
Within the overall M-level programme, modules are normally grouped under specific options. In order to obtain an MEd: Leadership in Catholic Schools, students must take two Leadership in Catholic Schools modules (i.e. two from EDC7015 and EDC7059). They must take further taught modules, normally including a research methods module - EDC7021, to make up a total of 120 credit points from the list of modules above. They must complete a research dissertation, module EDC7038.
Candidates who meet the general requirements of the MEd programme, but how do not satisfy the requirements of a specific option may be awarded an MEd in Educational Studies without specification.