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.)

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

Opportunities for work related learning

The programme is designed to meet the needs of education practitioners in advancing their knowledge, understanding and practice in educational and other professional settings. There is an expectation that study will be related to the professional workplace and some assignments may be linked to professional practice in the workplace. Students will be required as part of some modules to undertake short placements in professional settings other than their own to enhance their professional understanding of the sector. A teaching practice placement in a school setting, linked to module 7605QTVI, will also be required as part of the programme of study.

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

HECoS Code(s)

(CAH22-01) education and teaching