BEd (Hons) Teaching English as a Second Language (3rd ... fileyear Foundation Course provided by the...

BEFTELTEL Teaching English as a Second Lanaguage (3rd cycle project) (v3.2) 32

BEd (Hons) Teaching English as a Second Language (3rd Cycle Project)

1. Basic Information

1.1. Awarding institution Version 3.2 University College Plymouth St Mark & St John

1.2. Teaching institutions University College Plymouth St Mark & St John Institut Perguruan Kota Bharu Institut Perguruan Gaya

1.3. Programme validated by University College Plymouth St Mark & St John

Programme status Validated date Validation end

date Mode of delivery

Validated 01 Sept 2009 31 Aug 2015 Full Time

Delivery location University College Plymouth St Mark & St John Institut Perguruan Kota Bharu Institut Perguruan Gaya

1.4. Final award BEd (Hons) (TESL) credits: 480 including Placements

1.5. Programme title and subject(s) Teaching English as a Second Language

1.6. UCAS / GTTR Code(s) Not applicable

1.7. QAA subject benchmarking group(s) http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Honours-degree-benchmark-statements.aspx

1.8. Accrediting professional body Qualified Teacher Status Government of Malaysia

1.9. Other external reference points Specifications of Pre-Service Teaching qualifications for Malaysia QAA Code of Practice; Section 2: Collaborative Provision Malaysia Government education policy and requirements Teacher education programmes in selected institutions internationally.

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Honours-degree-benchmark-statements.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Honours-degree-benchmark-statements.aspx


1.10. Special entry requirements

Entry to the B Ed programme is normally through an agreed two-year Foundation Course provided by the Institutes in Malaysia (but also with possible access via the Sijil Tinggi Pengajian Malaysia (STPM) or Higher School Certificate).

All candidates will hold an appropriate Sijil Pengajian Malaysia (SPM) school leaving certificate with specified subjects, attainment levels and maximum 6-subject aggregate.

Standard interview and assessment procedures will be employed at application points.

1.11. Location of work based learning Training placements will be in appropriate schools in Malaysia in year 4. Short School experience attachments in the UK in Years 1, 2 and 3 will be based in appropriately experienced partnership schools in Plymouth.

1.12. Date of production/revision July / September / October 2009 September / October 2010


2. PROGRAMME AIMS The B.Ed TESL programme is for beginning teachers. As the first major step of a career in the learning profession it is intended to provide a sound basis for subsequent professional development. The overall aim is to provide participants with the academic, pedagogical and professional skills and attitudes appropriate to newly-qualified English teachers in Malaysia. This specifically includes the development of capacities to:

plan and teach English language independently and competently at secondary level in Malaysia

provide support teaching in a second subject in Malaysia under the guidance of a colleague within a school

engage in critical thought, intellectual reasoning and practical precision for application to educational settings

increase independence and maturity in relation to academic abilities and skills, including self-evaluation and reflective practice

develop a wide range of teaching skills, including competencies in planning, teaching, assessment and class management

acquire the attitudes and commitment essential to effective teaching and learning.

Whether in UCP Marjon or Malaysia, the academic and pedagogical skills components, both in their detailed content and the mode of delivery, will be underpinned and informed by the key professional values and attitudes central to effective teaching and learning. The B.Ed. programme as a whole, by its nature and process, will support and demonstrate appropriate professional values and attitudes.


3. PROGRAMME OUTCOMES

3.1. Academic Abilities / Knowledge and Understanding

Students are expected to demonstrate:

1. a high level of competence in English in all language skills areas 2. a level of alternative subject awareness sufficient to provide secondary

level support teaching 3. competent key skills: communication, thinking, creativity and ICT skills 4. awareness of how learners‟ learning is affected by their growth and

development 5. awareness of the nature of education, education philosophy, policies,

strategies and practices in Malaysia, and of the role of English in Malaysia

A variety of teaching and learning processes are used to enable these outcomes to be achieved.

Lectures 1 2 3 4 Group discussions 1 3 5 Seminars 1 2 5 Workshops 1 5 Independent Study 1 5 Presentations 1 2 3 Tutorials 1 Workplace learning (Practicum) 1 4 5 School-based experience 1 3 4

Assessment methods used to enable these outcomes to be achieved and demonstrated include:

Essay / Written assignment 1 2 3 5 Oral Presentation 1 3 5 Examination 1 Reflective portfolio 1 3 4 5 Commentary / critical reflection 1 3 4 5 Dissertation 1 2 3 4 5 Supervised teaching practice 1 2 4


3.2. Pedagogical Abilities

Students are expected to demonstrate the ability to:

6. determine appropriate learning objectives and associated learning targets and assessment strategies for groups and individuals.

7. plan teaching and select and prepare resources suited to learning needs

8. teach required knowledge and skills using structured lessons, clear objectives and interactive methods, taking account of diverse individual and group needs and backgrounds

9. develop independent learning, learners‟ thinking skills, and the ability in learners to plan and manage their own learning

10. devise and use an appropriate range of monitoring and assessment strategies to evaluate learner progress towards targets

11. use assessment to evaluate teaching performance, to inform planning, to guide learners through constructive feedback and to report on learner attainment

12. establish and manage a classroom ethos which acknowledges diversity, but emphasizes inclusiveness; stresses co-operation and success, high expectations of behaviour, and self-critical sustained work

13. organise and manage class time and classroom space, materials, resources to meet objectives and learning outcomes

14. co-operate in planning and implementing extra-curricular learning and contribute effectively to school-centred collaborative development

15. relate teaching and learning to the external environment, to parents, the home, the community and national interests.


Lectures 7 8 9 10 11 12 13 14 15 Group discussions 7 10 12 13 Seminars 8 Workshops 7 9 10 11 12 13 14 15 Independent Study 9 Presentations 8 9 11 14 Tutorials Workplace learning (Practicum) 6 7 8 9 10 11 12 13 14 15 School-based experience 6 8 12 13 15


Essay / Written assignment 10 15 Oral Presentation 15 Examination Reflective portfolio 6 7 10 15 Commentary / critical reflection 6 7 10 15 Dissertation 6 7 10 11 15 Supervised teaching practice 6 7 8 9 12 13 14 15


3.3. Professional Abilities

It is expected that students will demonstrate:

16. understanding and respect of learners and their diverse cultural and social backgrounds

17. positive values, attitudes and behaviour in dealing with learners and colleagues in order to encourage high standards of performance and to apply fairness and consistency in dealing with learners

18. ability to relate to, interact with and positively support the corporate life of the school

19. a view of themselves as „improving professionals‟ able to take responsibility for their own continuing professional development

20. ability to relate effectively and sensitively to parents and the community, recognising their respective roles, rights and interests

21. awareness of national philosophy, policies and expectations of teachers in Malaysia, and of the legal framework underpinning teacher conduct


Lectures Group discussions 17 19 Seminars 16 Workshops 16 19 Independent Study Presentations Tutorials Workplace learning (Practicum) 16 17 18 19 20 21 School-based experience 16 17 18 19 20


Essay / Written assignment 16 17 20 Oral Presentation Examination Reflective portfolio 16 19 20 Commentary / critical reflection 18 19 Dissertation 16 17 18 19 20 21 Supervised teaching practice 16 17 18 19 20 21


3.4. Matrix mapping learning outcomes onto programme modules Academic abilities Pedagogical abilities Professional abilities

Outcomes 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

TEL C01 TEL C02 TEL C03

TEL C04

TEL C05 TEL C06 Electives

TEL D01 TEL D02 TEL D03

TEL D04 TEL D05 TEL D06 Electives

TEL H01 TEL H02

TEL H03 TEL H04

TEL H07

TEL H05

TEL H06

Electives

TEL H09 TEL H10 TEL H11 TEL H12


4. TEACHING AND LEARNING STRATEGIES

4.1. Modes of teaching and learning will include lectures, seminars, group discussion, individual presentations by students, workshops, tutorials, self-access work, peer and micro-teaching, individual research project activity and school experience. The approach will be participatory and exploratory, with students, where appropriate, being encouraged to work together collaboratively.

4.2. Assessment types include essays, projects, examinations,

independent studies, individual and group presentations, portfolios, text analysis and computer based tests. In various modules, students may be required to produce lesson plans with accompanying rationales, evaluate teaching materials, design and create materials, observe lessons and identify and comment on classroom procedures and management.

4.3. A major aim of the approach adopted will be to equip students with the

necessary abilities to understand, analyse and evaluate tasks and materials presented to them. Confidence and independence of judgement will be fostered in students as well as the ability to communicate effectively and use language accurately and appropriately. Presentation and ordering of argument and the ability to form sound judgements based on the assessment of evidence will be encouraged. These aspects will be particularly necessary, and evident, in the preparation for, and the writing of, a dissertation, a task that requires extensive self-directed study and a sound, focussed sense of intellectual enquiry and commitment.

4.4. As the students progress through the programme and become more

familiar with accessing and using appropriate sources, including the Internet, their learning is expected to become more autonomous. They will increasingly need to analyse, reflect upon, and draw conclusions from source materials and become aware of the practical application of such materials in their roles as teachers in secondary schools in Malaysia.

4.5. The professional components of the programme provide a sound

grounding in general educational issues and values as well as in the theory and practice of language learning and teaching. School experience, workshops and other practical activities provide contexts in which principles and practice can be related to each other. In this way the students will acquire sound teaching skills set within a thorough understanding of broader educational issues and informed by appropriate professional values and attitudes.

4.6. During Years 1. 2 and 3 of the Degree Programme, the students will

work alongside UK students in selected areas of study. This will require – and develop – a willingness to „engage across cultures‟ and


to adopt a questioning, critical standpoint as part of the teaching and learning process.

4.7. Staff in IPKB, IPGAYA and in UCP Marjon will participate in a range of

development activities and opportunities related to enriching teaching and learning activities for, and amongst, students. Equally, the staff will focus on, recognise and understand their own personal and professional importance as role models for the students.

Rationale for electives

4.8. The main criteria for including electives in the programme, and the basis on which students are encouraged to select them, are:

Breadth: the electives allow students to develop knowledge, skills and expertise in a subject(s) other than English language teaching Flexibility: each student can follow a path built around personal needs and interests Integration: elective modules bring students into contact with other students from outside their own cohort

Individual student choices will be overseen by personal tutors, in particular to ensure that students do not choose modules without understanding the nature of any prerequisites which may attach to them. A more detailed explanation of the role of electives as explained in a handout to students is given at Appendix P.


5. ASSESSMENT STRATEGY AND MARKING AND ASSESSMENT PROCEDURES

5.1. Assessment Strategy

Over the BEd programme as a whole, assessment requires a range of assessment types. These include:

Essays

Written assignments Portfolio tasks Project tasks

Materials design and development Commentaries and critical reflections Coursework Seminar and workshop presentations Reflective learning journal Independent study (dissertation) Peer- & micro-teaching Teaching observation School attachment (UK) Teaching practice (Malaysia) Examinations Classroom tests

Multimedia productions The particular assessment type employed in a given module is chosen

to support the character and nature of the module and to demonstrate the knowledge, understanding and learning intended as outcomes of the module.

The assessment test at Level 1 (Year 1 typically 2,000 words approximately) provide particular opportunities for the students to learn how to access all the learning resources of the institution, along with on-line materials. They will also help the students plan their own learning and manage their time effectively. All tasks at this (and subsequent levels) will require the development and demonstration of observation, commentary, presentation, reflection and cognitive skills, and the receptive and productive skills of communication. They will also involve capacity to work both independently and in collaboration with colleagues. At Level 2 assessment items will be longer (typically 2,500-3000 words) and require more developed responses including in particular the intellectual skills of evaluation, application of knowledge and analysis. At Level 3, critical thinking and analysis based on original documents will be required along with the design of teaching materials. The Independent Study/Dissertation is a particular feature of Level 3 and requires work self-management, researching, analysing, documenting and evaluating. Also at Level 3 there is a full semester of School Experience/Teaching Practice where the students are required with advice and guidance to bring together all the


theoretical and practical dimensions of their programme in real classrooms.

5.2. Marking and Assessment Procedures

Procedures and practices in relation to assessment in Years 1, 2 and 3, will comply with UCP Marjon regulations and procedures. In Year 4, as there is an assessed semester in the Institutes in Malaysia (Semester 1), there will be minor variations in procedure, the main aspects of which are included below, in a brief summary of key aspects of coursework and examination procedures and practices. Additional variations may be necessary in relation to Year 4, arising from the requirements of the joint Project model involving the universities of Warwick, Portsmouth and Christ Church.

5.3. Coursework

Key aspects of coursework marking and assessment include the following:

The minimum Pass mark for any piece of coursework is 40

Coursework requirements and the appropriate assessment criteria including grade descriptors will be made available in writing to the students in good time along with target word counts.

Coursework submission dates will be published at the beginning of each semester or year, as appropriate. They will be contained in the students‟ Programme Handbook. A Module Leader may, with good reason, adjust submission dates for the cohort of students, all of whom must be informed in writing. Extensions of submission dates for individual students are not allowed.

There will be second-marking across a representative range of coursework (with reference to a third marker, if necessary) with at least 10% at C level, 15% at I level and 25% at H level, and including all failing and projected 1st class work. The second marker, in all cases, will also review the overall class/group mark profile for the assignment and consider whether further overall moderating action is needed

The mark sheet, with feedback comments, and marks, will be completed in duplicate, with the top copy returned to the student with the assignment and the second copy retained for assessment record purposes and the student‟s file

All coursework in Years 2, 3 and 4 is subject to sampling by the External Examiner along agreed lines

All marked work will be returned within 4 weeks, and including allowing for vacation periods


Unacceptable practice in assessed work in all years, including plagiarism, collusion and impersonation, will be subject to University College Regulations

Non-submission of work will result in a mark of zero

Work submitted late will be subject to a ceiling of the pass mark (Extenuating Circumstances may apply).

5.4. Examinations

Key aspects of examination process and marking include the following:

Timetables for examinations at UCP Marjon and IPKB/IPGaya will be published at least 4 weeks prior to the examination taking place

In the marking of examination answers, student anonymity will be ensured

All examination answers will be „blind‟ double-marked (with recourse to a third marker where necessary) using agreed marking criteria

Absence from examinations without extenuating circumstance will result in a mark of zero.

Examination papers for Years 1, 2 and 3 of the Programme in UCP Marjon will be prepared, and the examination administered, according to the assessment regulations and procedures of the Institution

Examination papers for the year 4, 1st semester programme, will be prepared by the partner institutes in Malaysia under the auspices of the Ministry of Education and with appropriate guidance and moderation from the UK participating institutions.

Examination papers, prepared for all areas of the B Ed programme in Years 2 and 3, will be considered and, as appropriate, moderated by the External Examiner. The Year 4 papers prepared by the Institute staff will be reviewed and moderated by all 4 UK Institutions and the External Examiner.

5.5. School Experience

Key aspects of assessment and process in relation to school experience in Year 4 include the following:

Professional Practice in Year 4 will be assessed on a Pass/Fail basis. A Pass is a pre-requisite for the award of a B. Ed. Degree, but is not related to the class of degree awarded.

Where a student performs at Distinction standard, this may be recognised on the separate School Experience Certificate issued and/or by the issue of a special letter of commendation.


Year 4 Professional Practice will be subject to external examination/moderation procedures

(Appendix L outlines the assessment processes for the Year 4 Practicum.)

5.6. SUMMARY ASSESSMENT SCHEME

This section can only be completed following final Programme Approval.

The format as is for other validated Programmes.

Year 1 Modules

TELC01 Language Awareness

TELC02 Introduction to ELT Methodology

TELC03 Classroom Management

TELC04 Learning and the Learner

TELC05 Classroom Investigation

TELC06 Educational Information Technology Skills

Electives


Year 2 Modules TELD01 Grammar and Discourse

for the Language Teacher

TELD02 Approaches to Teaching and Learning

TELD03 Language Across the Curriculum

TELD04 Language and Literature in the Classroom

TELD05 Information Management in an Educational Setting

TELD06 Methodology and Materials 1

Electives

TELD07 Introduction to English for Science and Technology

ENGD17 Romanticism and Gothic

ENGD18 Class & Gender in Nineteenth-Century British Literature

ENGD19 Modern Drama

ENGD20 Shakespeare on Film

ENGD21 Dark Futures: Science Fiction Dystopias

ENGD22 Literature and Landscape

ENGD23 Contemporary Fictions


Year 3 Modules TELHO1 Language, Education and

Development

TELH02 Teaching English in Challenging Circumstances

TELH03 Education in Different Contexts

TELHO4 Methodology and Materials: Part 2

TELH05 Dissertation Part I.

TELH06 Dissertation Part II

TELH07 Assessment in Schools

Electives

TELH08 (end

date: 01/09/12) Teaching English for Science and Technology

ENGH14 Modernism

ENGH15 Poetry Since the Second World War

ENGH16 Shakespeare and Renaissance Drama

ENGH17 The Birth of the Novel

ENGH18 Representations of Warfare

ENGH19 Post-Colonial Literatures

DRAH05 Drama/Theatre for Global Development

CPEH04 Leadership

SPDH09 Pedagogy in Practice

Year 4 Modules TELH09 Curriculum Studies.

TELH10 Linking Theory and Practice in the Language Classroom

TELH11 Professional Development

TELH12 Workplace Learning (Practicum)


6. PROGRAMME SPECIFIC REGULATIONS Overall Structural and Assessment Features 6.1. Key structural features of the B Ed (Honours) Degree in TESL (Secondary

Level) include the following:

Years 1, 2 and 3 will be taught in the United Kingdom at the University College Plymouth St Mark and St John. Year 4 of the degree will be taught in one of two IPGs in Malaysia, Institut Perguruan Kota Bharu in Kelantan or Institut Perguruan Gaya in Sabah.

There will be short serial attachments to primary/secondary schools in Plymouth in Years 1, 2, 3 and, in Year 4, Semester 2 will comprise a full-time Practicum in local secondary schools in Malaysia.

Stage 1 or Year 1 of the Programme does not contribute to summative assessment for the award of the degree; Students are, however, required to pass Year 1 in order to proceed to Stage 2/Year 2.

All module results in Stage 2 and 3 (Years 2, 3 and 4) contribute to the award of the degree (weighted Stage 2/Year 2, 40% and Stage 3/Years 3 and 4, 60%). The students must pass the one semester Practicum in Year 4 in order to qualify for the award of a B.Ed degree. That Pass has no bearing on the level of Honours Degree awarded.

Condonement, referral and re-sit rules will apply to each year of the B.Ed Programme, as agreed and indicated above.

Each year of the programme in years 1, 2, 3 comprises 8 modules, each with an assumed student study time of 150 hours, and contact time of 36 hours (depending on the nature of the module). Year 4 comprises the equivalent of 6 modules of 20 credits each.

In Year 3, there is a double module Dissertation and in Year 4 a practicum period equivalent to 3 modules.

The Programme in Years 1, 2 and 3 includes modules designed specifically for the Malaysian cohort, other elective modules, where the students will join UK students, and yet other modules where the students will undertake independent but tutorial-guided study.

The outcome/ assessment requirements for those modules where the students join UK students will be different in nature, and level to match different module credit values.

The programme is a 4 year B.Ed (Honours) degree programme with completion of Stage 3 (Years 2, 3 and 4) as a requirement. Where a student fails to complete the modules in year 4 successfully, consideration may be given to a non-B.Ed award.

6.2. In terms of credit value, each of the 4 years is equivalent to 120 Credits,

with each module in Years 1, 2 and 3 being equal to 15 Credits and in

Year 4 each assessed module being equivalent to 20 credits, with the

Practicum, 60 Credits.


7. PROGRAMME STRUCTURE

This section includes:

a diagram (7.1, on the next page) summarising the overall content and structure of the programme

a statement on progression (7.2), describing how the key themes are progressed through the degree

A series of tables (7.3 to 7.6) showing the skills required to progress at each stage of the programme

A set of module descriptors (7.7) providing a brief textual outline of each module in the programme.


7.1. B.Ed (Hons) 3rd Cycle Project: Secondary B.Ed. Programme: Overall Summary of the Programme

Strands Years/Levels

Discipline Studies Professional Studies Elective Studies Professional Practice

Year 1 (UK) *

C Level (8 modules)

Language Awareness

Introduction to ELT Methodology

Classroom Management

(Study Skills and Language Development)

Learning and the Learner

Educational Information Technology Skills

Classroom Investigation

(Study Skills and Language Development)

Two from the following areas:

Media

Drama/Literature

Physical Education

2 weeks Primary/Secondary School Experience (Linked to „Classroom Management and Classroom Investigation‟)

Year 2 (UK)

I Level (8 modules contributing to Summative Assessment 40%)

Grammar and Discourse for the Language Teacher

Approaches to Learning and Teaching

Language Across the Curriculum

Language and Literature in the Classroom

Information Management in an Educational Setting

ELT Methodology and Materials (pt 1

Two from:

English for Science and Technology (EST)

Drama/Literature

Physical Education

2 weeks Secondary School Experience (linked taught areas: „Language Across the Curriculum‟ )

Year 3 (UK)

H Level (8 modules contributing to summative assessment with Year 4, 60%)

Language, Education and Development

Teaching English in Challenging Circumstances

Education in Different Contexts

ELT Methodology and Materials (pt 2)

Assessment in Schools

Dissertation (2 Modules)

One from:

English for Science and Technology (EST)

Drama/Literature

Physical Education

2 weeks Secondary School Experience (linked to: „Education in Different Contexts‟)

Year 4 (Malaysia)

H level

(3 modules contributing to Summative Assessment with Year 3: 60%)

Curriculum Studies

Professional Development for Teachers

Linking Theory and Practice in the Language Classroom

School Experience/Practicum (1 semester

Local components for Malaysian Teacher recognition status:

Malay language

Islamic & Asian Civilisations

Ethnic Relations

Character-building for Teachers

12 weeks Secondary Practicum

Linked to „Linking Theory and Practice in the Language Classroom‟. (Summative: Pass/Fail)

*In Year 1 there will be a language support programme, for all students in term 1, followed by a reduced programme based on student need in terms 2 and 3.


7.2. PROGRESSION

Key themes are developed and revisited throughout the programme:

Linguistic knowledge (the ability to understand how English works and to explain and teach it to pupils) is explored first through Language Awareness, then through the perspective of the classroom teacher (Grammar and Discourse for the Language Teacher), and finally by placing language in a national or international context (Language, Education and Development). The role of English as an additional language in the education system is explored in Stage 2 (Language Across the Curriculum).

The theoretical background to pedagogy is developed through Learning and the Learner, Approaches to Teaching and Learning, and Education in Different Contexts, which helps students to view their own education system more objectively.

Specific aspects of classroom practice are explored through modules in Classroom Management and Classroom investigation (in Stage 1, both linked to school-based experience which takes place during the modules), Language & Literature in the Classroom in Stage 2, and Teaching English in Challenging Circumstances at Stage 3.

Theoretical and practical issues are linked to school-based experience at each Stage of the programme.

A key strand is methodology, which connects the theory to classroom practice. This is developed through Introduction to ELT methodology, Methodology and Materials Parts 1 and 2.

Information Technology is explored through compulsory modules in stages 1 and 2, and through an elective at stage 3.

The dissertation allows students to draw on the insights and skills gained all the course strands and evaluate and adapt them to the social, cultural and professional context in which they will be working in Malaysia.

Electives are offered at each stage of the course to provide detailed knowledge and skills relating to a second subject area. The progression of themes is summarised in the following table:

Theme Stage 1 Stage 2 Stage 3 Linguistic knowledge TEL C01 TEL D01, D03 TEL H01 Theoretical background

TEL C04 TEL D02 TEL H03, H09, H11

Classroom practice TEL C03, C05 TEL D04 TEL H02, H12 Methodology TEL C02 TEL D06 TEL H04, H10 Information Technology

TEL C06 TEL D05 (TEL H07)


Dissertation TEL H05, H06 LEVELS AND SKILLS

7.3. Knowledge and Understanding

Students at each level will have demonstrated:

Stage 1 Year 1 120 credits: Cert.HE

Stage 2 Year 2 120 credits: Dip.HE

Stage 3 Years 3 & 4: 120 credits: B.Ed (Hons) Teaching English as a Second Language

factual and/or conceptual knowledge and understanding of key concepts and principles associated with English language teaching and are able to use the appropriate terminology

detailed knowledge of major theories of English language teaching, including a variety of conceptual frameworks

comprehensive knowledge of English language teaching, with areas of specialisation in depth, (including, for example, Assessment in schools, Teaching English in Challenging Circumstances and English Language Teaching Methodology and Materials).

an awareness of ethical issues in current areas of study of English language teaching and an ability to discuss these in relation to personal beliefs and values.

an awareness of the wider social implications of the practice of English language teaching

an awareness of personal responsibility and professional codes of conduct in teaching English language

an ability to debate issues of English language teaching in relation to more general ethical perspectives


7.4. Intellectual skills





the ability to analyse using given classifications/principles

the ability to analyse a range of information with minimum guidance using given principles and to compare alternative methods for obtaining information

the ability to analyse new situations without guidance, using a range of appropriate techniques

the ability to synthesise ideas and information in a predictable and standard format

the ability to adapt ideas concerning English language teaching to a given purpose

the ability to design novel solutions for problems in English language teaching with minimum supervision

the ability to evaluate the reliability of data using defined techniques and/or tutor guidance

the ability to select appropriate techniques of evaluation for the practice of English language teaching

the ability to critically evaluate evidence to support conclusions/recommendations, reviewing its reliability

the ability to apply methods accurately and carefully to a well-defined problem and to begin to be able to appreciate the complexity of issues.

the ability to identify key elements of problems and choose appropriate methods for their resolution in a considered manner

the ability to investigate contradictory information/identify reasons for contradictions

confidence and flexibility in identifying and defining complex problems and applying appropriate knowledge and skills to their solution


7.5. Practical skills





the ability to operate in predictable, defined contexts using a range of English language teaching techniques

the ability to operate in situations of varying complexity and predictability, including professional teaching practice in local UK secondary schools

the ability to operate in complex and unpredictable contexts, requiring selection and application from a wide range of innovative or standard techniques, including teaching practice not only in local UK secondary schools, but also in Malaysian schools in Year 4. Malaysian schools offer a wide range of challenges to the English language teacher.

the ability to act with limited autonomy, within defined guidelines.

the ability to act with increasing autonomy, within defined guidelines

the ability to act autonomously, with minimal direction, within agreed guidelines.


7.6. Transferable/key skills





the ability to work effectively with others as a member of a group and meet obligations to others, (e.g. tutors and peers)

the ability to interact effectively within a team, giving and receiving information and ideas, and modifying responses where appropriate

the ability to interact effectively within a team, negotiating in a professional context and managing conflict.

the ability to access an appropriate range of learning resources

the ability to manage learning using resources

the ability to manage own learning using the full range of resources appropriate to English language teaching

the ability to evaluate their own strengths and weaknesses within criteria largely set by others

the ability to evaluate their own strengths and weaknesses, challenge received opinion and develop their own criteria and judgement

confidence in the application of own criteria of judgement and ability to challenge received opinion and reflect on action

the ability to take responsibility for their own learning with appropriate support

the ability to take responsibility for their own learning with minimum direction

the ability to take responsibility for own teaching and be self-critical

the ability to communicate effectively

the ability to communicate effectively and in a variety of formats appropriate to English language teaching, in a clear and concise manner

the ability to seek and use feedback on own English language teaching practice

the ability to apply methods accurately and carefully to a well-defined problem and to begin to be able to appreciate the complexity of issues

the ability to identify key areas of problems in English language teaching and select appropriate methods for their resolution.

the ability to select and manage information confidence and flexibility in identifying and defining complex problems in English language teaching and applying appropriate knowledge for their solution.

the ability to create professional working relationships with others

the ability to engage effectively in debate about English language teaching in a professional manner and produce detailed reports the ability to work professionally within English language teaching


7.7. MODULE SUMMARIES Each of the brief indicative module content statements below (with their credit value in brackets) have corresponding full module descriptions, a number of which are subject to validation by the appropriate UCP Marjon boards and committees. . Year 1: Core Modules Language Awareness The main aim of this introductory module is to raise participants‟ awareness of how language works – specifically English, but also language in general. The main focus would be on the study of systems of grammar, lexis, phonology and discourse as well as cultural and social uses of English. The approach would be inquiry-led, with an emphasis of constructing knowledge about language, and exploring how to use this knowledge in classroom teaching (15 cr). Introduction to ELT Methodology This module investigates the role of the teacher and learner in the secondary ELT classroom and introduces students to a basic range of techniques and procedures in second language pedagogy. Students will develop a basic repertoire to use in teaching the language skills and systems relevant to the Malaysian classroom context (15 cr). Classroom Management This module introduces participants to the classroom management skills necessary for the teaching of English in secondary classrooms, and specifically to the role and behaviours of a teacher in the Malaysian secondary classroom. The School Experience attachment will provide opportunities for developing an awareness of classroom management in UK schools (15 cr). Learning and the Learner This module introduces students to theory, practice and research on learning, with a focus on how children and adolescents learn. Learning will be examined from a range of theoretical perspectives (including behavioural, social, cognitive, constructivist, and humanistic). A view of how learners construct knowledge, and the factors which influence this process, including the teacher, is examined. Issues such as autonomy, motivation, development of thinking skills and reflection are also included. The module will be set within the framework of the Malaysian learner and classrooms. (15 cr)

Education Information Technology Skills

An introduction to computers, programming and problem-solving in an educational setting; problem solving activities involving patterns and relationships, introduction of structure and constraints; introduction to programming as a problem-solving activity through microworlds; creating and investigating microworlds; children and problem-solving activities; evaluation of the use of computers to support learning. (15 cr)

Classroom Investigation


The aim of this module is to introduce participants to the principles and practices of classroom research. The main purposes of Classroom Research and its main methods of gathering and analysing data from the classroom will be the central focus of the work of the module, which will involve students in designing and conducting their own small-scale studies during UK School Experience and at other times. The relevance of the practices of Classroom Research for the developing teacher, in particular the use of action research procedures, will also be examined. (15 cr) Year 1: Elective Modules Two modules (one in each semester) will be available from: Drama/ Literature, Media, Physical Education (15 credits x 2).

Year 2: Core Modules Grammar and Discourse for the Language Teacher This module builds on the Language awareness module in Year 1 by developing students‟ knowledge of English grammar in greater depth. The study of written and spoken discourse will complement grammatical studies, and demonstrate how grammar and discourse interrelate. (15 cr) Approaches to Teaching and Learning This module examines different approaches to pedagogy, both for second language teaching and in more general terms. Different pedagogies – didactic, exploratory and interactional – will be the main focus. A further emphasis will be on the nature of the language classroom and the contribution of pedagogy to learning in this context. The module will be linked to current practices and approaches in Malaysia. (15 cr) Language across the Curriculum The primary focus of this module is the way in which language is used in education, and in particular in the classroom. The ways in which learners and teachers use talk in classroom encounters will be closely examined, in particular in the ways in which it might influence language development and communication/thinking skills. Although the focus will be on the English classroom in Malaysia, the effects of teaching other areas of the Malaysian curriculum, including maths and science, in the medium of English, will also be examined. There will be an introduction to classroom based contrastive language studies. The module will be set within an understanding of the current and changing status of English as a World language. (15 cr) Language and Literature in the Classroom This module will explore and analyse a range of literary material suitable for language teaching and learning purposes in secondary schools in Malaysia. It will examine the cultural, linguistic and educational value of such materials and how they might be used in classrooms to promote literary responses and cultural awareness in the learners. (15 cr)


ELT Methodology and Materials 1 This module builds upon „Introduction to ELT Methodology‟ by developing the students‟ knowledge of methodological options and widening the range of techniques for the development of integrated skills in the context of the secondary ELT classroom. Students will develop the ability to plan for and teach at the level of lesson. (15 cr) Information Management in an Education Setting This module will typically include: identification of information needs of the school; locating and collecting information in digital formats; structuring information to meet identified needs; design and evaluation of human computer interfaces; consideration of the educational significance of electronic information sources.(15 cr) Year 2: Elective Modules Two elective modules (one in each semester) will be available from: Drama/Literature, Physical Education, EST. (15 credits x 2) Year 3: Core Modules

Language, Education and Development This module looks at language policies and language planning. It considers how languages are used in local, national and international contexts. Issues such as accent, dialect and standardisation are examined in the context of plurilingual, multilingual and bilingual language usage. The links between language, culture and educational practices are examined, and associated issues of linguistic minorities, literacy and development, and linguistic and cultural imperialism are considered. (15 cr) Teaching English in Challenging Circumstances The focus of this module is the study of a wide range of issues related to difficulties teachers might encounter in schools and classrooms within Malaysia and more broadly. These include issues relating to class size, resources/materials, motivation, and heterogeneity. Particular problems associated with adolescent learning will also be considered. (15 cr) Education in Different Contexts This module introduces students to ways of comparing approaches and educational systems, with a particular, but not exclusive, focus on the Malaysian and English systems. The main issues include structures of educational systems; philosophies, national and local perspectives on education; teachers – status, training and development; curriculum development; management of quality; resources; demographic and geographical aspects. (15 cr) ELT Methodology and Materials 2 This module builds on the Year 2 Methodology and Materials experience, and seeks to develop students‟ knowledge and skills in approaches to TESL which promote student autonomy, collaborative work and effective communication. Students will


analyse and adapt materials, including authentic texts, to promote effective learning. (15 cr)

Assessment in Schools

This module aims to develop understanding of the assessment of second language learning assessment. It covers different forms of assessment used in English teaching contexts in Malaysia and elsewhere. Students will examine the principles and purposes of assessment, different assessment modes and their implications for teaching and learning English and content areas in secondary classroom contexts generally and in Malaysia. (15 cr)

Dissertation

This double module will typically include: guided topic setting, information gathering, refinement of proposal, choosing research methods, literature search and referencing, structuring the dissertation, writing skills. Each student will subsequently undertake relevant research and write a dissertation under individual tutorial guidance. (30 cr)

Year 3: Elective Modules One elective module will be available from: Drama/Literature, Physical Education, EST. (15 cr) Year 4: Core Modules

Curriculum Studies Curriculum Studies introduces the students to different schools of thought on education. It aims to develop an understanding of the principles underlying curriculum design and implementation, and to create awareness of, and build specific knowledge about, the Malaysian school English language curriculum. The idea of curriculum as process is emphasised, and the interplay between curriculum context and theory and practice is examined. (20 cr.) Linking Theory and Practice in the Classroom This module examines the pedagogical frameworks underpinning classroom methodology. It focuses on linking theory and practice and on preparing students for their forthcoming classroom teaching. It includes the practical preparation and implementation of lessons, drawing on and bringing into focus, all relevant aspects of the programme. (20 cr.) Education Studies: Professional Development for Teachers This module covers topics relating to professional development and explores the importance of moral reasoning and the ethical issues pertaining to education and personal development. It examines the status, and challenges of teaching as a profession and includes consideration of the varying roles of teachers in keeping up with change and the expectations required of them. (20 cr.)


Professional practice: the Practicum The practicum allows students to engage in teaching in secondary classrooms under the supervision of experienced Institute of Teacher Education lecturers and school Co-operating Teachers. The practicum enables students to link theory and practice and apply their knowledge and growing skills in supportive classroom contexts. The practicum introduces the student teachers to a wide range of roles – teaching, co-curricular, administrative - as members of a school community. (60 cr.) Year 4: Required Coursework (for Malaysian QTS Purposes) 13.5 For the purposes of Malaysian QTS, students in Year 4 will be required to complete limited additional studies. These comprise the following: Malay Language This module aims to extend the students‟ spoken and written control over Bahasa Malaysia, the national and official language of Malaysia. This will enable them to operate more efficiently and effectively in Malaysian schools and classrooms. The module includes exposure to literature and Malay culture. Specific attention is paid to the Malay spelling system, the concept of Bahasa Malaysia across the curriculum, the elements of courtesy in the language, error analysis and academic writing. (non-credit point) Islamic and Asian Civilisations Islamic and Asian civilisations focuses on issues related to the concept of civilisation. It examines interaction between and amongst various groups (Malay, Chinese, Indian and Japanese). It examines the role of Islam in Malay civilisation, the influence of Islamic civilisation in Asia and Europe, and the national development process. (non-credit point) Ethnic Relations Ethnic Relations focuses on basic concepts of culture and ethnic relations with special attention to the latter in the development of Malaysia. It aims to develop awareness and ideas in relation to global cultural and ethnic relations, especially at national and Asian levels. (Non-credit point) Cultural and co-curricular Activities (Management of Co-curricular Activities; Character-Building for Teachers) The Management of Co-curricular Activities introduces the students to the management, organisation and evaluation of co-curricular programmes in secondary schools. Character-building for Teachers is a short 3 night/4 day out-of-doors camping course, focussing on such aspects as: spiritual and teacher values, knowledge and good deeds, accountability and trustworthiness, endurance, stamina, creativity and innovation. (Non-credit point)


8. DEGREE PROVISION AND QUALITY ASSURANCE STRATEGIES AND SYSTEMS

Framework for Academic Quality

8.1. University College Plymouth St Mark and St John has a comprehensive framework for academic quality. This underpins the Quality Assurance strategies and systems for all four years of the B Ed. Degree.

8.2. This framework aims to ensure that:

the B.Ed programme is of high quality and keeps faith with the Mission and Strategic Plans of the Ministry of Education, the IPGs

appropriate standards are set, maintained and safeguarded for the award of the degree

an excellent learning experience is provided for all students

provision is fit for purpose.

8.3. The framework for academic quality is underpinned by various principles:

Collective ownership and responsibility The responsibility for maintaining and enhancing academic quality and for setting, maintaining and safeguarding academic standards rests fully with all who are involved in the programme, managers, staff and students.

Peer review Participants in peer review processes are drawn from within the Institute involved, from other higher education institutions and/or from the professions. They are people who are able to make informed and impartial judgements, drawing on their knowledge of comparable provision and/or the requirements of accrediting bodies.

Clarity of procedures The maintenance of academic quality and standards entails a series of interactions between students, academic and support staff, committees and managers. To maintain clarity and avoid duplication, roles and responsibilities are clearly defined.

Strategic coherence Academic quality processes contribute to, and are steered by, strategic planning. With advice from academic and support service staff, staff involved make judgements about the priorities, including the appointment, deployment and development of academic staff; accommodation and resources; and support services.

Self-reflexivity Quality assurance and enhancement procedures on any programme are themselves subject to processes of monitoring, evaluation, and review.


8.4. The principles outlined above inform the operation of the B.Ed Programme and require the employment of rigorous procedures for:

Programme design, validation and review through which academic provision is arranged to match mission and strategic plans, is aligned with the learning and teaching strategy, takes into account appropriate external reference points, builds on academic strengths, promotes equality of opportunity, and addresses issues of sustainable development ( and, specifically, in this case institutional development).

Monitoring and reviewing through which the institution monitors, evaluates and enhances the quality of provision and the standards of its awards. This process requires visits by UCP Marjon staff to the Institutes and Ministry of Education in Malaysia and visits by Institute and Ministry of Education staff to UCP Marjon.

External examining, through which the institution ensures that appropriate procedures for assessment are being observed and that academic standards are equivalent with those elsewhere in the sector.

Gathering and responding to student feedback, through which each partner institution ensures that the views of students, as key stakeholders, inform the design, delivery and review of academic provision and support services

Assessment through which UCP Marjon and the Institutes ensure that assessment procedures are valid, transparent, reliable, equitable, relevant, and proportionate.

Student academic complaints and appeals, through which students are able to seek redress, in relation to concerns they may have about provision and standards.

Academic integrity, through which the institution safeguards the standards of its awards by the prevention and / or punishment of offences such as plagiarism, collusion or impersonation

External, professional assessment and accreditation, through which the views of specialists from other institutions, professional bodies and practitioners, inform the design, delivery and review of academic provision, standards and support services

Specific Quality Strategies and Procedures in the Degree Programme

8.5. A range of specific measures underpins the Marjon-Ministry of Education/IPKB/IPGaya link to strengthen management quality assurance. These measures include the following:


clear communication channels amongst all partners in the Project and Degree processes

explicit agreement on the respective roles of the institutions

appropriate procedures for development and approval of staffing, site and resources in relation to Project activities

B.Ed programme design and content that systematically matches identified Malaysian needs and recognises key principles of sequencing and coherence.

comprehensive assessment of progress at key transitional points (the end of the Foundation Course and at the end of each year of the Degree Programme)

on-going mechanisms for review and evaluation including: University College procedures and systems (reporting, staff-student consultative practices, student evaluation etc.); periodic review of staff development activity and resourcing requirements; University College-institute management meetings (in Malaysia); UK university coordination meetings (UK and in Malaysia); joint University-institutes committee meetings (in Malaysia)

the implementation of External Examining processes and procedures, with external examiners playing a key reporting role

agreed procedures in relation to extenuating circumstances, student appeals and unacceptable practices in assessed work which take into account both standard University College procedures and local arrangements

procedures for reporting on all aspects of the Project and B.Ed Programme, which include monitoring and reporting by the Ministry of Education Malaysia as well as the Malaysian institutes and the University College

the incorporation of an institutional development programme focussed on staffing, teaching and learning resources, institutional management and quality assurance procedures.


9. STUDENT WELFARE AND CULTURAL SUPPORT SERVICES

9.1. The formal agreement between the Ministry of Education Malaysia and

Marjon Identifies certain key support procedures. Section 3.2 of the Annexure A, for example, indicates that “normally…. Matters of policy and significant matters relating to student welfare and finance, will involve contact between the overseas Institution, the Teacher Education Division of the Ministry of Education….. and, where relevant, the Scholarship Division of the Ministry of Education and the Malaysian Students‟ Department in the host country.”

9.2. Both IPKB and IPGAYA have Student Affairs Departments with student

welfare, accommodation, counselling and advisory services. All students have access to these services during their time at the Institutes. There is also a personal tutor system. Both Institutes have on-site student accommodation.

9.3. UCP Marjon has a substantial and well-developed range of student services. This provision encompasses:

International welfare support

counselling services

accommodation services

disability advice and support services

careers counselling

learning development support services.

All these services are available on the campus in Plymouth.

9.4. Recognising the different cultural perspectives and needs international students have, UCP Marjon has international Student Welfare staff whose task it is to provide for the welfare requirements of international students. The work of the Welfare staff is complemented by a Personal Tutor system, which ensures that each student has a member of the academic staff who monitors his/her academic progress and personal requirements, and maintains appropriate records.

9.5. At the end of each year, both in the Institutes and UCP Marjon, drawing on

the students‟ personal tutorial records, a review and progress report will be prepared and, where appropriate, forwarded to the partner institution.

9.6. On the arrival of the students at UCP Marjon, there will be orientation

activities covering a range of topics relevant to the personal needs of the students.

9.7. The students will be in hostel accommodation or privately-found

accommodation whilst in Malaysia. When the students are in Plymouth, they will be in College campus accommodation for the first year and,


subsequently, in College campus accommodation or in approved local accommodation.

9.8. During their time in the United Kingdom, the students, in addition to their

academic programme, will be involved in extra-curricular cultural and visit activities as agreed with the sponsoring authorities, the Government of Malaysia.


Document Title Programme Specification for

BEd (Hons) Teaching English as a Second Language (3rd Cycle Project)

Document Reference BEFTELTEL

Version 3.2

Issuing Authority University College Plymouth St Mark & St John

Owner Centre for International Language Teacher Education (CILTE)

Author Head of Subject

Document Date 01/09/09 (VE Date)

Last Amended 21/11/12

Sensitivity Unclassified

Circulation Open Publication

Effective from 01/09/12

Review Date 31/08/15

Effective until 31/08/15

History 20/02/12: Version 3 created: updated module layout – removed assessment details for each module as the information isn’t required in PS following VE. Also updated the QAA Benchmark Statement links. (JC)

26/06/12: Version 3.1 created: removed hyperlink for TELH08; processed module suspension form – module no longer being offered due to change of policy in Min of Ed. (JC)

21/11/12: Version 3.2 created – removed some of the elective modules that have now been made obsolete. (JC)

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