This module will provide students with the knowledge and skills to be able to demonstrate their ability to function at Masters Level. This will include supporting students to demonstrate how they are moving the knowledge base of their specialty forward and\or using their knowledge and skills to push the boundaries of knowledge within their sphere of work.

Students will learn the role of challenging evidence, debate the rigour, validity and transferability of evidence based research. They will also be aware of other appropriate forms of evidence, including Advance Scholarly activity and personal experience. Action Learning Sets will be utilised to debate and scrutinise issues to enable students to learn how to develop arguments and provide evidence to back up them up.

Students will gain skills required for operating at an Advance level, such as; Reflexivity, where students are able to identify what influences their decision-making process and be able to recognise how this impacts on their behaviours.

Writing skills will be developed such as demonstrating, critical analysis, evaluation and synthesis and how to write a cohesive piece of work within a clear structure.

Understanding theoretical principles and how these apply in the ‘real world’ will also be explored.

The module requires participation from students to debate and challenge evidence relevant to the students' own area of work. The module is divided into independent learning and contact time. A range of strategies will be used during the contact time including:

The Guided Independent Study Hours will be supported through on-line activities on Blackboard which will be appropriate to Level 7 Students

Scheduled Learning and Teaching Activities: (21 hours)
4 hours Group work and discussion
14 hours Lectures
3 hours group tutorials

Guided Independent Study: (129 hours)
20 hours Work based investigation
69 hours Reading and Study
40 hours Assignment preparation

Library
IT resources
Blackboard

COTTRELL , S. (2011) Critical Thinking Skills: Developing Effective Analysis and Argument, London. Palgrave

DENBY, N. BUTROYD, R. SWIFT, H. PROICE, JAYNE AND GLAZZARD, J. (2008) Master’s Level Study in Education: A guide to students success for PGCE Students, London. McGraw-Hill.

SEGAL, S. (2010) A Heideggerian Approach to Practice-based Reflexivity Management Learning
41 (4) pp. 379-389.

An Honours Degree from a UK Institute of Higher Education or International equivalent,
or
A Postgraduate Diploma, or Post-Experience Diploma recognised as being equivalent to an Honours Degree, or
Accredited professional or vocational experience in relevant areas of practice. The appropriateness of this will be determined by an Application Panel and if necessary the student will be invited for Interview.

1. Demonstrate a comprehensive knowledge and understanding of the principles of Postgraduate Study to advance the knowledge base within a speciality (Knowledge and Understanding, Learning)

2. Demonstrate a critical awareness and evaluation of the current knowledge base to challenge and debate current thinking (Analysis, Enquiry)

3. Demonstrate reflexivity and act autonomously in evaluating and synthesising current evidence and advanced scholarship to present arguments to provide innovative solutions (Problem-solving, Reflection)

4. Demonstrate the ability to creatively and with critical argument present new knowledge within a speciality (Application, Communication)

A 3,500 word critical reflection on an issue pertinent to the student ¿s area of work. The student must defend and argument or prove a hypothesis (100% weighting, assessing LO's 1, 2, 3 and 4)

Additional Assessment Details (include formative feedback / assessment):
Formative Assessment / Feedback:
On-line activities providing formative feedback via Backboard

This module will provide students with the knowledge and skills to be able to demonstrate their ability to function at Masters Level. This will include supporting students to demonstrate how they are moving the knowledge base of their specialty forward and\or using their knowledge and skills to push the boundaries of knowledge within their sphere of work.



Students will learn the role of challenging evidence, debate the rigour, validity and transferability of evidence based research. They will also be aware of other appropriate forms of evidence, including Advance Scholarly activity and personal experience. Action Learning Sets will be utilised to debate and scrutinise issues to enable students to learn how to develop arguments and provide evidence to back up them up.



Students will gain skills required for operating at an Advance level, such as; Reflexivity, where students are able to identify what influences their decision-making process and be able to recognise how this impacts on their behaviours.



Writing skills will be developed such as demonstrating, critical analysis, evaluation and synthesis and how to write a cohesive piece of work within a clear structure.



Understanding theoretical principles and how these apply in the ‘real world’ will also be explored.