Postgraduate Diploma - PD

Level 7 Core

Level 7 Optional

Level 7

Programme Structure

<ul>
<li>Applicants whose graduate study or relevant experience was undertaken in languages other than English, will need to demonstrate English language proficiency to the level of an IELTS score of at least 6.5 (minimum of 5.5 in each component).</li>
</ul>

<ul>
<li>Applicants whose graduate study or relevant experience was undertaken in languages other than English, will need to demonstrate English language proficiency to the level of an IELTS score of at least 6.5 (minimum of 5.5 in each component).</li>
</ul> Offerings: All

<ul>
<li>An Honours degree (or its equivalent) in any subject</li>
</ul>

<ul>
<li>An Honours degree (or its equivalent) in any subject</li>
</ul> Offerings: All

RPEL applications are accepted from applicants holding the appropriate mandatory qualification, PGDip QTVI. In these cases, 120 credits will be awarded as part of the entry onto this MA programme where the following criteria has been met:
<ol>
<li>Demonstrate a systematic understanding of the existing knowledge base and current issues relating to teaching, learning and support for visually impaired learners</li>
<li>Demonstrate a comprehensive and critical understanding of research methodologies and debates relevant to the study of teaching, learning and support frameworks for visually impaired learners</li>
<li>Synthesise current and original concepts for the creation and interpretation of knowledge in relation to teaching learning and support for visually impaired learners</li>
<li>Demonstrate a critical understanding of the role of the educational professional within a wider social and professional setting</li>
<li>Apply relevant knowledge of teaching and learning for visually impaired learners to a range of complex educational situations</li>
<li>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</li>
<li>Demonstrate creativity in the application of knowledge and development of a critical and informed perspective on how techniques of research and enquiry are used to interpret knowledge and practice in Education</li>
<li>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</li>
<li>Demonstrate competence in the application of appropriate learning to educational practice relating to teaching and supporting visually impaired learners</li>
<li>Manage complex situations relevant to professional practice</li>
<li>Apply the capacity for original thinking and critical analysis and reflection on participants' professional practice</li>
<li>Engage in a process of critical evaluation of own value systems and conceptual assumptions</li>
<li>Communicate effectively to a wide range of individuals by a variety of means</li>
<li>Manage time and work to deadlines</li>
<li>Deal with complex issues both systematically and creatively</li>
<li>Be pro-active in recognising the need for change and have the ability to manage change</li>
<li>Be adaptable and show originality, insight and reflection in dealing with professional issues</li>
<li>Demonstrate self-direction and autonomy in dealing with professional issues</li>
<li>Acquire effective learning strategies for the purpose of career long continuing professional development</li>
</ol>

RPEL applications are accepted from applicants holding the appropriate mandatory qualification, PGDip QTVI. In these cases, 120 credits will be awarded as part of the entry onto this MA programme where the following criteria has been met:
<ol>
<li>Demonstrate a systematic understanding of the existing knowledge base and current issues relating to teaching, learning and support for visually impaired learners</li>
<li>Demonstrate a comprehensive and critical understanding of research methodologies and debates relevant to the study of teaching, learning and support frameworks for visually impaired learners</li>
<li>Synthesise current and original concepts for the creation and interpretation of knowledge in relation to teaching learning and support for visually impaired learners</li>
<li>Demonstrate a critical understanding of the role of the educational professional within a wider social and professional setting</li>
<li>Apply relevant knowledge of teaching and learning for visually impaired learners to a range of complex educational situations</li>
<li>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</li>
<li>Demonstrate creativity in the application of knowledge and development of a critical and informed perspective on how techniques of research and enquiry are used to interpret knowledge and practice in Education</li>
<li>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</li>
<li>Demonstrate competence in the application of appropriate learning to educational practice relating to teaching and supporting visually impaired learners</li>
<li>Manage complex situations relevant to professional practice</li>
<li>Apply the capacity for original thinking and critical analysis and reflection on participants' professional practice</li>
<li>Engage in a process of critical evaluation of own value systems and conceptual assumptions</li>
<li>Communicate effectively to a wide range of individuals by a variety of means</li>
<li>Manage time and work to deadlines</li>
<li>Deal with complex issues both systematically and creatively</li>
<li>Be pro-active in recognising the need for change and have the ability to manage change</li>
<li>Be adaptable and show originality, insight and reflection in dealing with professional issues</li>
<li>Demonstrate self-direction and autonomy in dealing with professional issues</li>
<li>Acquire effective learning strategies for the purpose of career long continuing professional development</li>
</ol> Offerings: All

<ul>
<li>QTS</li>
<li>PgDip with Mandatory Qualification for Teaching Learners with a Visual Impairment</li>
<li>Current employment as an educational practitioner working with visually impaired learners</li>
</ul>

<ul>
<li>QTS</li>
<li>PgDip with Mandatory Qualification for Teaching Learners with a Visual Impairment</li>
<li>Current employment as an educational practitioner working with visually impaired learners</li>
</ul> Offerings: All

Manage complex situations relevant to professional practice

Demonstrate competence in the application of appropriate learning to educational practice relating to
teaching and supporting visually impaired learners

Demonstrate a critical understanding of the role of the educational professional within a wider social and professional setting

Acquire effective learning strategies for the purpose of career long continuing professional development.

Demonstrate self-direction and autonomy in dealing with professional issues.

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

Deal with complex issues both systematically and creatively.

Apply the capacity for original thinking and critical analysis and reflection on participants’ professional
practice.

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.

Demonstrate a systematic understanding of the existing knowledge base and current issues relating to
teaching, learning and support for visually impaired leaners.

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.

Be pro-active in recognising the need for change and have the ability to manage change.

Be adaptable and show originality, insight and reflection in dealing with professional issues.

Apply relevant knowledge of teaching and learning for visually impaired learners to a range of complex educational situations.

Engage in a process of critical evaluation of own value systems and conceptual assumptions.

Synthesise current and original concepts for the creation and interpretation of knowledge in relation to
teaching learning and support for visually impaired leaners.

Communicate effectively to a wide range of individuals by a variety of means.

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

Course Catalogue

Teaching Learners with a Visual Impairment - 35775 - PG Dip