Partner Details
St Vincent’s School Liverpool
Awards
Target Award
Award Description:Postgraduate Diploma - PD
Alternative Exit
Programme Offerings
Part-Time
F2F-SVS-SEP
Educational Aims of the Course
The aims of the programme are to enable students to: - expand their knowledge and understanding of teaching learners with a visual impairment through learning based on critical engagement with current education theory, research, policy and practice - develop critical educational practice through analysis of, reflection on and engagement with this knowledge and understanding in their professional settings - to extend their capacity for independent study and to make an original contribution to research applied to teaching and learning relevant to their professional learning needs and educational setting - develop those learning, communication and reflective skills necessary to enable students to participate in lifelong professional learning leading to further specialised study at Masters level with progression routes to research degrees (MPhil, PhD and Prof Doc.)
Learning Outcomes
1.
Demonstrate a systematic understanding of the existing knowledge base and current issues relating to
teaching, learning and support for visually impaired leaners.
2.
Manage complex situations relevant to professional practice
3.
Apply the capacity for original thinking and critical analysis and reflection on participants’ professional
practice.
4.
Engage in a process of critical evaluation of own value systems and conceptual assumptions.
5.
Communicate effectively to a wide range of individuals by a variety of means.
6.
Manage time and work to deadlines.
7.
Deal with complex issues both systematically and creatively.
8.
Be pro-active in recognising the need for change and have the ability to manage change.
9.
Be adaptable and show originality, insight and reflection in dealing with professional issues.
10.
Demonstrate self-direction and autonomy in dealing with professional issues.
11.
Acquire effective learning strategies for the purpose of career long continuing professional development.
12.
Demonstrate a comprehensive and critical understanding of research methodologies and debates relevant
to the study of teaching, learning and support frameworks for visually impaired leaners.
13.
Synthesise current and original concepts for the creation and interpretation of knowledge in relation to
teaching learning and support for visually impaired leaners.
14.
Demonstrate a critical understanding of the role of the educational professional within a wider social and professional setting
15.
Apply relevant knowledge of teaching and learning for visually impaired learners to a range of complex educational situations.
16.
Critically assess current practice and issues in education relating to teaching and learning for visually impaired learners, informed by theory and leading edge research and practice in the field.
17.
Demonstrate creativity in the application of knowledge and the development of a critical and informed
perspective on how techniques of research and enquiry are used to interpret knowledge and practice in
Education
18.
Acquire and synthesise data and concepts from a range of sources and conceptual frameworks and apply
this in reflecting on and evaluating educational practice in relation to teaching and supporting learners with a visual impairment
19.
Demonstrate competence in the application of appropriate learning to educational practice relating to
teaching and supporting visually impaired learners
Teaching, Learning and Assessment
Acquisition of knowledge and understanding is achieved through a broad range of teaching methods including lectures, tutorials, workshops, case studies and engagement with theory and research through critical reading, critical reflective practice and the use of appropriate ICT applications. Assessment will be through reflective practice assignments involving a range of assessment methods including; individual and group work tasks, presentations, essays, reports, critical reflection on professional practice accounts, action research reports and dissertations and other appropriate activities. Intellectual skills are developed through engagement with literature, theory and policy and through analysis and reflection on real-world professional practice, through a range of learning activities such as taught sessions, tutorials, seminars, and private study and coursework assignments as appropriate. Usually, coursework assignments require the integration of theory and practice, in order to enable participants to demonstrate the learning outcomes. Intellectual skills are assessed and the mode of assessment is specified in the module handbooks. Assessment will be through reflective practice assignments involving a range of assessment methods including; individual and group work tasks, presentations, essays, reports, critical reflection on professional practice accounts, action research reports and dissertations and other appropriate activities. The underpinning assessment strategy is reflection on professional practice from a theoretical / research perspective. Practical skills are developed throughout the programme by ensuring that critical approaches to context, policy and learning for education underpin module content and processes. Equally, critical reflection on theory, research and professional practice is a design feature of all modules. Professional practical skills re assessed within the assessment strategies. Assessment will be through reflective practice assignments involving a range of assessment methods including; individual and group work tasks, presentations, essays, reports, critical reflection on professional practice accounts, action research reports and dissertations and other appropriate activities. Transferable skills are incorporated within modules and related to relevant assessments as appropriate. Transferable skills are related to relevant assessment as appropriate
Programme Structure
Programme Structure Description
The award of Postgraduate Diploma in Teaching Learners with a Visual Impairment requires attainment of 120 core credits and successful completion of professional elements of the programme including a teaching practice placement. This award incorporate the mandatory award of Qualified Teacher of Visually Impaired learners (QTVI) The award of Postgraduate … For more content click the Read More button below.
Structure
Level 7
Entry Requirements
IELTS
RPL
Undergraduate degree
Extra Entry Requirements
- QTS
- PgDip with Mandatory Qualification for Teaching Learners with a Visual Impairment
- Current employment as an educational practitioner working with visually impaired learners