Research and

Graduate School of
Education

Master's/Diploma/
Certificate Courses

2001-2002 Student Handbook ©

 CONTENTS

1 Welcome ....................................................................................................................... 3
1.1 Introduction from the Head of School........................................................................... 4
1.2 About RGSE.................................................................................................................. 5
1.3 Teaching in RGSE......................................................................................................... 5
1.4 Organisation and Management of RGSE ...................................................................... 5
1.5 Research in RGSE......................................................................................................... 6
1.6 RGSE Website .............................................................................................................. 6
1.7 RGSE Meeting Dates 2001/2002 .................................................................................. 6
1.8 RGSE Staff and Specialisms ......................................................................................... 8
1.9 The RGSE Learning and Teaching Strategy (Summary) ............................................ 10
1.10 Summary of RGSE Health and Safety Policy ........................................................... 13
1.11 Research Seminar Programme, Seminar 1 ................................................................ 15
1.12 Research Seminar Programme, Seminar 2 ................................................................ 16

2 Key members of Academic and Support Staff ....................................................... 17

3 Course Programme
3.1 Registration and Induction Programme....................................................................... 19
3.2 Fees.............................................................................................................................. 19
3.3 Structure of Master's/Diploma/CAES Programme ..................................................... 19
3.4 Course Organisation.................................................................................................... 20
3.5 Modes of Study ........................................................................................................... 21
3.6 Aims of the Advanced Courses Programme ............................................................... 23
3.7 Unit Descriptions......................................................................................................... 24

4 Course Assessment
4.1 Formal Requirements .................................................................................................. 50
4.2 Unit Assessment.......................................................................................................... 50
4.3 CAES Assessment....................................................................................................... 50
4.4 Portfolio....................................................................................................................... 50
4.5 Dissertation.................................................................................................................. 51
4.6 Assessment Grading.................................................................................................... 51
4.7 Grading of Assignments.............................................................................................. 51
4.8 Grading of a CAES ..................................................................................................... 52
4.9 Grading of a Portfolio ................................................................................................. 52
4.10 Grading of the Dissertation ....................................................................................... 53
4.11 Distinction at Master's Level..................................................................................... 53
4.12 Criteria for Grading Assignments, the Portfolio and Dissertation ............................ 53
4.13 Assessment Criteria & Grade Descriptors................................................................. 54
4.14 Unit External Assessment ......................................................................................... 55
4.15 Specimen Unit Report Form .................................................................................... 56
4.16 Progression to the Dissertation.................................................................................. 57

5 Studying at Master’s Level

5.1 Returning to Study....................................................................................................... 58
5.2 Time Commitment ...................................................................................................... 58
5.3 Working on Assignments ............................................................................................ 59
5.4 Draft Assignment ........................................................................................................ 59

1
5.5 Presentation of an Assignment .................................................................................... 60
5.6 Submission of an Assignment ..................................................................................... 61
5.7 Re-submission of an Assignment................................................................................ 61
5.8 Specimen Assignment Cover Sheet ............................................................................ 62

6 Dissertation
6.1 Dissertation Supervisor ............................................................................................... 63
6.2 Supervisor’s Role ........................................................................................................ 63
6.3 Deadline for Submission ............................................................................................. 64
6.4 Presentation Guidelines............................................................................................... 65
6.5 Layout of the Title Page .............................................................................................. 68

7 Student Support
7.1 Personal Tutor ............................................................................................................. 69
7.2 Experiencing Difficulties ............................................................................................ 69
7.3 University Counselling Service................................................................................... 70
7.4 Student Welfare Handbook ......................................................................................... 70
7.5 Specific Learning Difficulties ..................................................................................... 70
7.6 Student Feed-back and Representation ....................................................................... 70
7.7 Course Evaluation ....................................................................................................... 71
7.8 Appeal Regulations ..................................................................................................... 72
7.9 Regulations Governing Student Complaints ............................................................... 78

8 Academic Support
8.1 Computing Services .................................................................................................... 84
8.2 The University Library ................................................................................................ 86
8.3 Learning Difficulties ................................................................................................... 88

9 General Information
9.1 Notice Board ............................................................................................................... 89
9.2 Mail & Messages......................................................................................................... 89
9.3 Telephones .................................................................................................................. 89
9.4 Computing Facilities ................................................................................................... 89
9.5 Leisure ......................................................................................................................... 89
9.6 Car Parking.................................................................................................................. 89
9.7 Other Facilities ............................................................................................................ 90
9.8 University Safety Policy.............................................................................................. 90
9.9 Equal Opportunities Policy ......................................................................................... 90
9.10 Intellectual Property Regulations .............................................................................. 91

Appendices

Appendix One: CAES courses 2001/2002 ....................................................................... 92

Appendix Two: CAES Courses Integrated with Master's ................................................. 94

2
1. WELCOME TO THE RESEARCH AND GRADUATE SCHOOL OF
EDUCATION (RGSE)

I would like to welcome you to the RGSE and hope that you will find your time with us
enjoyable but also academically challenging, and useful in aiding reflective analysis of your
professional role.

This handbook is designed for those studying Advanced courses other than those which are
completely research focused thus you may be studying for a Certificate of Advanced Educational
Studies (CAES), an Advanced Diploma or a Master’s degree.

Dr Katherine Weare
Advanced Courses Co-ordinator

3
1.1 Introduction from the Head of School

Education is both central to political, social and moral debate, and also a major source of public
expenditure. Research into policy and practice is essential if we are to enhance the learning
experiences of children and adults engaged in education.

The Research and Graduate School of Education is one of the largest and most active centres of
educational research in the South of England with a national and international profile and
reputation in many fields. All students in the School are mature professionals who feel they
have something to gain by extending their previous training in pursuit of CAES, a Master’s,
MPhil, PhD or EdD. Many see the acquisition of higher qualifications as an aid to career
advancement, which it undoubtedly is. Some undertake research solely from intellectual
curiosity, in a few cases incorporating their study into retirement plans. Others integrate their
research into policy development in the institution in which they work. All value the
opportunity it gives them to examine their professional circumstances, to compare their own
ideas with those of other educationists and to develop new lines of inquiry. Our postgraduate
students are drawn from both the UK and a wide range of other countries, creating a stimulating
international community in RGSE.

For those who work in British education, advanced study is essential for career development in
such a complex area of human activity we need to be constantly up-dating ourselves and
improving our professional performance. This may be through taught or guided courses,
practical but advanced training activities, or personal reflection supported by guidance and
individual reading. You may wish to learn research techniques, to develop teaching materials, to
reflect on past practice, or to learn from experience in other parts of the world. You may simply
wish to become more informed about innovations currently affecting work in the education
professions. Or you may wish to combine these and other needs.

Postgraduate students who are less familiar with the British educational system also value the
chance to compare it with their own. Many students from overseas countries use their time here
to plan for educational innovation on return to their own countries. If you are from overseas,
you will find that the School has particular experience of working with overseas students, and
you will be integrated with British colleagues as closely as possible. At the same time, your
work can be closely related to the needs of your home country, drawing on the experience of
School staff members who have taught and researched in many parts of the world.

Advanced study at its best is hard but stimulating work. It is the aim of the School to make sure
that for everyone it is rigorous, relevant, well-informed, and supported by efficient and open
administration. We are lucky in having exceptionally helpful and friendly support staff who will
join academic staff in making your work with us both refreshing and rewarding.

We look forward to working with you.

Professor Nick Foskett

Head of School

4
1.2 About RGSE

RGSE is a research-led department that has been within the Faculty of Social Sciences since the
merger of the Faculty of Social Sciences and the Faculty of Educational Studies in 1999. The
Faculty's other departments are: Economics; Politics; Psychology; School of Management;
Social Statistics; Social Work Studies; and Sociology and Social Policy.

RGSE’s research and teaching spans a broad range, including the primary, secondary, FE and
HE sectors of education, and training within other sectors such as Health. The department
currently has approximately 40 fte academic staff, including 6 Professors, 1 Reader and 4 Senior
Lecturers. It is based in four buildings on the University's Highfield Campus. RGSE also
incorporates the University’s Centre for Learning and Teaching (CLT), which has responsibility
for promoting the development of learning and teaching amongst the University’s academic
staff.

RGSE has strong links with other Faculties and Departments/Schools across the University,
delivering joint courses, engaging in shared research activities, and providing strong links
between academic disciplines and research/teaching in Education. Particular links exist with the
Faculty of Arts, the Faculty of Science, the Faculty of Mathematics, and University of
Southampton New College.

Beyond the University, RGSE has excellent partnerships with LEAs, with Health Authorities
and with schools and colleges in the region, with whom it works in partnership in delivering
initial and in-service training programmes.

1.3 Teaching in RGSE

RGSE provides a broad range of teaching programmes with total student numbers of
approximately 600 fte, most of whom are postgraduate students.

The School has a commitment to excellence and innovation in its teaching, which is recognised
by external inspection of its programmes. Inspection by the Quality Assurance Agency (QAA) of
RGSE’s HEFCE funded programmes in December 2000 resulted in the award of a maximum 24
points. OFSTED inspection of TTA-funded advanced programmes (Master's and CAES) in
1998-2000 resulted in most aspects of provision being identified as Grade 1 (‘Excellent’).
OFSTED inspection of our PGCE programmes has resulted in all programmes being graded at
least Grade 2 (‘Very good, with some excellent features’).

1.4 Organisation and Management of RGSE

RGSE is led at senior management level by the Head of School, Deputy Head of School, and a
Management Team comprising the Chair of Academic Standards and Quality Committee, the
Research Co-ordinator, the Advanced Programmes Co-ordinator, the Initial Programmes Co-
ordinator, and the School Administrator. Policy is developed and implemented through School
Board, and through committees reporting to School Board, of which the principal ones are
ASQC (Academic Standards and Quality Committee), Research Committee, and the Learning,
Teaching and Research Resources Committee. Individual teaching programmes are managed by
specific Course Boards.

1.5 Research in RGSE

5
 In the 1996 Research Assessment Exercise (RAE) RGSE was awarded a Grade 4 and has a clear
strategic aim of achieving a Grade 5 in the forthcoming RAE. RGSE has a national and
international reputation for its research and scholarship. Research is operationalised through
Research Divisions (Health Education; Language in Education (LiE); Policy, Management
and Biography in Education (PMBE); and Science, Technology, Environment and
Mathematics in Education (STEM)) each of which acts as a focus for research and for
promoting the link between research and teaching. All members of academic staff are members
of one or more Division. A fifth Division (Post-Compulsory Education) is being established
with a focus on learning, teaching and management in further and, particularly, higher education.
The School's research reputation is particularly strong in relation to:

• teaching and learning

• language in education
• management in education
• inclusion (in schools, FE and HE), with a particular focus on widening participation
• health education in schools

RGSE has been successful in obtaining external research funding across each of its Divisions
within the last RAE period, including significant funding by ESRC, TTA, the World Health
Organisation and several charitable funding bodies. The research culture is fostered through the
Divisions, through the RGSE Research Committee, and through the large number of research
students within the School. RGSE has a number of research centres which provide a focus for
research in specialist fields and which include colleagues from across the University and beyond.
These include:

• Centre for Language in Education

• Centre for Biography in Education
• Health Education Unit
• Centre for Research in Education Marketing
• Centre for Research in Mathematics Education
• Centre for Media Education

1.6 RGSE Website

The RGSE website (http//:www.education.soton.ac.uk)has recently been updated and should be

consulted for further information on courses, staff, research centres, research projects etc.

1.7 RGSE Meeting Dates 2001/2002

Elected student representatives are members of the following boards and attend for unrestricted
business:

School Board
5th October 2001 (13:30), 10th December 2001 (13:30), 18th February 2002 (13:30), 25th March
2002 (13:30), 10th May 2002 (13:30), 28th June 2002 (9:30)

Academic Standards and Quality Committee

19th September 2001(9:30), 23rd November 2001 (13:30), 25th January 2002 (13:30), 8th March
2002 (13:30), 19th April 2002 (13:30), 14th June 2002 (13:30)

6
Research Committee
21st September 2001 (13:30), 19th October 2001 (13:30), 1st March 2002 (13:30), 24th May 2002
(13:30)
Advanced Courses Committee
12th September 2001 (10:00), 14th November 2001 (10.00), 16th January 2002 (9:30), 27th
February 2002 (10.00), 29th May 2002 (10.00)
Research Degrees Board
14th September 2001 (9:30), 2nd November 2001 (13:30), 13th February 2002 (9:30), 17th May
2002 (13:30)
September 2001

7
1.8 RGSE Staff and Specialisms September 2001

Name Status Direct Line Specialism

Tel. No.
Berkley Rebecca Lecturer 023 8059 3837 Music Education
Bourne Professor Jill Professor 023 8059 3547 Primary Education,
Language and Literacy
Bradshaw Martyn Teaching Fellow 023 8059 2414 Geography Education
Brumfit Professor Professor 023 8059 2644 Language in Education
Christopher
Byrne Jenny Teaching Fellow 023 8059 4665 Primary Science/Maths
Education
Brown Lynne Teaching Fellow 023 8059 3080 Primary Education

Challen Doreen Teaching Fellow 023 8059 3553 Primary English Education
Clarke Dr Gill Senior Lecturer 023 8059 2977 Physical Education,
Biography and Education

Ellis Viv Lecturer 023 8059 4667 Secondary English Education

Enquiry Office 023 8059 3475
Reception
Erben Michael Lecturer 023 8059 2440 Adult Education,
Education and the Family,
Auto/Biographical Studies

Fawcett Susie (née Teaching Fellow 023 8059 2447 Physical Education
Field)
Foskett Professor Nick Professor 023 8059 3538 Education Management
(Head of RGSE) secretary: Geographical/Environmental
023 8059 3480 Education
Fullick Patrick Lecturer 023 8059 2624 Science Education (Physics)

Grace Marcus Lecturer 023 8059 3213 Science Education (Biology),

Environmental Education
Grenfell Dr Michael Senior Lecturer 023 8059 3472 Modern Foreign Languages in
Education

Halnan Adrian Teaching Fellow 023 8059 2429 ICT in Education

Harris Richard Lecturer 023 8059 2415 History Education
Hart Dr Andrew Senior Lecturer 023 8059 3387 Media Education

Jones D Keith Lecturer 023 8059 2449 Mathematics Education

Kinchin Dr Gary Lecturer 023 8059 5822 Physical Education

Martin Dr Terry Lecturer 023 8059 3481 Education Management,

Counselling in Education
McWhirter Dr Jenny Lecturer 023 8059 2756 Health Education,
023 8059 2736 Citizenship Education
Miller Maggie Teaching Fellow 023 8059 4667 English in Education
(Secondary)
Mitchell Professor Ros F Professor 023 8059 2127 Language and Linguistics

8
Mooney Claire Lecturer 023 8059 4668 Primary Mathematics
Education
Morley Fran Teaching Fellow 023 8059 3555 Further Education

Price Geraldine Teaching Fellow 023 8059 2611 Dyslexia and Learning
Difficulties

Ratcliffe Dr Mary Senior Lecturer 023 8059 3061 Science Education

(Chemistry)

Sharp John Lecturer 023 8059 3771 Primary Science Education

Simons Professor Helen Professor 023 8059 3474 Educational Evaluation
Smith Keith Teaching Fellow 023 8059 3478 Secondary Mathematics
Education
Smith Mike J Teaching Fellow 023 8059 4669 Modern Foreign Languages
(German)
Smith Melanie J Teaching Fellow 023 8059 2414 Modern Foreign Languages
(Spanish)

Veck Sue Administrator 023 8059 2623

Weare Dr Katherine Reader 023 8059 3707 Health Education, especially

Emotional and Mental Health
in Schools
Woollard W John Teaching Fellow 023 8059 2998 ICT in Education
Wright, Joanne Teaching Fellow 023 8059 5813 Primary Education

Technicians
Powell, Mark 023 8059 2641 A/V Technician
Parker, Carol 023 8059 2137 General Technician
Shaw, Julian 023 8059 4784 IT Technician

9
1.9 The RGSE Learning And Teaching Strategy (Summary)

Introduction

The University requires all departments to produce a Learning and Teaching Strategy which
covers all undergraduate and postgraduate teaching programmes. The RGSE strategy document
has been produced through a process of open consultation among all staff within the RGSE, and
approved by the RGSE School Board. The RGSE has recently joined the Faculty of Social
Sciences, and this strategy is viewed as an important means of ensuring complete integration and
sharing good practice within the Faculty.

Context

The RGSE remains the key provider of research-led Education courses in the Wessex region. We
promote the academic study of Education in the UK and internationally, through high quality,
research-led teaching, and we contribute to the professional and personal development of
educational practitioners, from local, national and international contexts. Our main portfolio of
courses provide academic and professional training for educational practitioners, at
undergraduate and postgraduate level. These include both in-service (Cert Ed and BA for post-
compulsory education) and pre-service (PGCEs for primary and secondary education) training
programmes, and programmes of continuing professional development for experienced
practitioners in Education, Applied Linguistics, and the Health professions (CAES, MAEd,
MScEd, MSc, MA). In addition we provide substantial research training programmes (EdD and
PhD), and undergraduate courses for the academic study of Education (in collaboration with
other Faculties).

Much of our work is funded by the Teacher Training Agency (TTA); TTA-funded programmes
are subject to national requirements for course content, delivery and success criteria, and are also
subject to inspection by OFSTED. The CertEd and BA programmes are funded by HEFCE. Our
aim in respect of all programmes is to meet the requirements in full and to an excellent standard,
while maintaining our commitment to research-led teaching and the fostering of criticality and
independent professional judgement. We also actively seek external recognition/ accreditation
from a range of professional bodies (e.g. ESRC, SEDA, ILT, British Dyslexia Association,
British Association of TESOL-Qualifying Institutions). For all our professional programmes,
there are high national expectations of responsiveness to user needs and involvement of users in
course planning, delivery and evaluation. For PGCE and CertEd programmes we work in
partnership with a network of schools and colleges in the region. For post-experience
programmes we have been instrumental in establishing the Steering Group for TTA Funded
INSET where we work with local education authorities and other HE providers as well as
teachers' representatives.

Strategic Aims (numbers in brackets are links to the University learning and teaching strategic
aims)

The RGSE's mission is to:

a. Achieve excellence in teaching and learning in an active University research environment
b. Advance educational theory and practice within regional, national and international
communities through excellence in critical and independent research
c. Communicate knowledge about educational issues through high quality teaching,
research programmes and scholarship, and its dissemination in the improvement of
educational practice

10
d. Lead and contribute to debate on educational policy and practice at local, national and
international levels

Within our curriculum our broad aims for learning and teaching are:

• To promote an inclusive approach to learning, which will

i) promote a diversity of learning routes and experiences,
ii) accommodate students’ different learning histories and learning styles,
iii) accommodate the personal targets and learning needs of individual students,
iv) ensure appropriate support and guidance for individual students, and
v) widen participation to support the economic, social and cultural development of
Southampton and the surrounding region (3.1).
• To keep the curriculum under review so that it keeps pace with international educational
theory and research, and interacts with research and development within the RGSE to ensure
provision of the most appropriate curriculum (3.2, 3.3).
• To recruit and retain high quality teaching staff, provide them with appropriate support as
part of a commitment to raising professional standards (3.4), and ensure that staff time is
managed so that excellence in learning and teaching is not achieved at the expense of making
unreasonable demands on staff (3.9)
• To set targets for the achievement of high standards in learning and teaching to develop
relevant key skills and the skills of education professionals, and monitor student progress
through formative and summative assessment processes so that they can fulfil their potential
(3.5, 3.8)
• To monitor the changing market demands and negotiate programme content with potential/
actual course participants, users and employers, and equip students for independent learning
(3.7), and to ensure that programme content meets relevant national standards.

Strategic Objectives

• To ensure that all award-bearing programmes will clearly specify learning outcomes in terms
of the knowledge and understanding, key skills (communication, use of ICT and learning
how to learn), cognitive skills (such as critical analysis and understanding methodologies)
and subject specific skills.
• To deliver teaching in partnership with practising professionals (e.g. schools, LEAs and other
HE/FE institutions), to assure quality and consistency of teaching, learning and assessment
• To provide research skills that will inform professional practice, through delivery within an
active research environment, direct research experience, and by modelling effective practice
in our own teaching.
• To foster learner independence and autonomy, critical judgement, and commitment to
lifelong learning.
• To develop more teaching strategies that exploit new technologies to improve learning and
make teaching more effective and efficient.
• To ensure that a range of assessment procedures and processes are used to meet the intended
learning outcomes of each programme.
• To develop co-ordinated resources for all teaching programmes, to enhance resource-based
learning.

Monitoring and Evaluation

11
To ensure the above objectives are achieved, the RGSE will continue to use criteria for
monitoring and evaluation which are fair, consistent and transparent, and which conform in full
with standards set by national and/or professional bodies (e.g. TTA standards for PGCE, and
standards set by BDA, BATQI, SEDA, ILT, etc.).

Success in achieving the strategic teaching objectives are measured by

a) peer observation of teaching;
b) student evaluations of teaching/ individual lecturers;
c) feedback from external examiners, OFSTED, QAA and other external validators' reports.

Success in achieving the strategic learning objectives are measured by

a) monitoring of progress, completion and satisfaction rates among different groups of
students;
b) student evaluations of learning opportunities;
c) external examiners' comments about range, quality and professional relevance of
students' teaching practice experiences, projects and coursework;
d) impact on professional practice as reported by graduates, employers and/or LEAs.

The document is published in full on the RGSE website.

12
1.10 Summary of Research and Graduate School of Education Health and Safety Policy

The policy of the school is to provide and maintain safe and healthy working conditions,
equipment and systems of work for its entire staff and students. To this end, information,
training and supervision are provided as necessary. Responsibility is also accepted for the health
and safety of other people who may be affected by the school's activities.

The Head of the RGSE is the person ultimately responsible for safety. To assist in the discharge of these
duties a Safety Officer has been appointed to liase with the University Area Safety Officer. For routine
health and safety matters, the line of responsibility follows the normal managerial lines in the
department: Head of Research & Graduate School - Staff in supervisory positions - Other staff -
Students. All staff and students have responsibility to co-operate with their colleagues to achieve a
healthy and safe workplace, and to take reasonable care of themselves and others. They are
required to work in accordance with this policy and with the assessments made of activities by the
Health and Safety Committee.

RGSE is primarily concerned with the professional training of teachers and the in-service training of
teachers. The facilities, including the science laboratories are, therefore, typical in terms of potential
safety issues, of those found in secondary schools. These are, therefore not the hazards typically
associated with other research area of the University. Nevertheless, we feel it is an important part of our
training to instil the importance of safety issues in education into potential and serving teachers.

The RGSE Safety Officer is Mr M H Powell.

The following individuals act as Safety Representatives for the various buildings in which the RGSE is
located:-

Building 34 Mr M H Powell, backup: Administrator Ms S Veck.

Buildings 26 Mr M D Erben, backup: Dr G Clarke
Building 16 Ms K Weare, backup: Dr J McWhirter

The following individuals are qualified as Nominated First Aiders: Bldg 16: Mrs A K Niblett, Mrs S
Fawcett, Bldg 34 and 26: Mrs Carol Parker and Mr Julian Shaw.
Dr Mary Ratcliffe is responsible for safety in the laboratory areas.

Action in the event of a fire

If you notice a fire you should immediately raise the alarm by breaking the glass of the nearest manual
fire alarm call point. This can be done using your elbow or shoe. The alarm is a continuous bell. On
hearing this, you should immediately leave the building by the quickest route, closing doors as you
leave. On leaving the building, you should assemble at:.Bldg 34 The flagpole outside building 14; Bldg
26: Furthest car park outside Lanchester block; Bldg 16 Car park in University Crescent. The person
raising the alarm should ensure that the Fire Brigade are summoned by either reporting to someone in
authority and asking them to do so, or by dialling 91-999 from a telephone remote from where the alarms
are sounding. Following this, the University Maintenance Control Centre (MCC) should be alerted by
dialling 22811.

Action in the Event of an Accident - First Aid Procedures

In the event of an accident causing injury, the nearest qualified first aider should be contacted. The first
aider will decide on appropriate treatment and further action, if necessary. Following treatment, the
accident should be reported to the appropriate supervisor or manager and to the University Safety Office.
Less serious accidents, and any other incident that might in slightly different circumstances have caused
an injury, should also be reported to the appropriate supervisor or manager. All accidents and near
misses will be investigated by the appropriate supervisor or manager. The results of the investigation
13
will be reported to the Head of the Department. All serious notifiable accidents must be reported
promptly to the Head of Department who will notify the University Safety Office, using the approved
accident report form, and the Dean.

Risk Assessment

All departmental activities must be assessed for hazard and evaluated for risk. An assessment that
identifies a significant hazard should be recorded in writing, and the measures needed to control the risk
to health and safety should be listed, and kept by the D.S.O. The Science Laboratory Representative
keeps COSH assessments. Students undertaking individual or student-led research or fieldwork
activities are responsible for completing their own risk assessments

Smoking Policy

Smoking is not permitted inside RGSE buildings.

Children and Unauthorised Persons

The RGSE recognises that children may sometimes be in RGSE buildings, either as part of RGSE
research and teaching or because of parental responsibilities of staff or students. The RGSE authorises
the following with the condition that all children and visitors must be supervised and attended by an
adult at all times, and that these rules are strictly observed.

Lone working

Guidance notes regarding Lone working can be found in Appendix. 4 of full RGSE H & S Policy.

Violence at Work

Guidance notes regarding Violence at Work can be found in Appendix.5 of full RGSE H & S Policy.

14
1.11 Research Seminar Programme, Seminar 1

University Research and Graduate

of Southampton School of Education

RESEARCH SEMINAR PROGRAMME

Semester 1 2001
Seminars are in Building 34, Room 4007 - 12.45

Choosing Futures: Towards a Generic

Nick Foskett Model of Young Persons’ Choice in
2.10.01
Head of School RGSE Education, Training and Careers
Markets
Rebecca Berkley Teaching Composing at GCSE, a report
9.10.01
RGSE on Ph.D. research
Jenny Hye-Won Lee & What's global, what's local about
Ros Mitchell becoming a good language learner?
16.10.01
RGSE Using contrastive ethnography to study
classroom foreign language learning

30.10.01 Health Education Division Seminar

6.11.01 Current funded Project

Helen Simons Evidence based Practice for

13.11.01
RGSE Professional Development
Anne Wheal
Department of Social Work
20.11.01 The Education of Care Leavers
Studies, University of
Southampton
Mike Grenfell Researching Language Learning
4.12.01 Research and Graduate School Strategies
of RGSE

1.12 Research Seminar Programme, Seminar 2

15
University Research and Graduate
of Southampton School of Education

RESEARCH SEMINAR PROGRAMME

Semester 2 2002
Seminars are in Building 34, Room 4007 - 12.45

12.2.02 STEM Seminar

(John Woollard)

5.2.02 LEA Seminar

Soton Gov.

19.2.02 Short papers from Bourne, Brumfit, Mitchell, Simons

Other Professor in RGSE

5.3.02 PMBEd Seminar (Michael Erben)

12.3.02 Dean

19.3.02
Experimenting with Grammar
Emma Marsden
Pedagogy
23.4.02 New Post-Compulsory
Division Seminar

7.5.02 Alan Hamlin

Dean, Faculty of Social Democratic Devices and Desires
Science

16
2. KEY MEMBERS OF ACADEMIC AND SUPPORT STAFF
Building/Room Tel Fax Email
(@soton.ac.uk)
Dean Professor A Hamlin 58-3007 8059 2952 8059 2954 aph
(secretary)

Head of School Prof NH Foskett 34-2023 8059 3538 8059 3556 nhf

Deputy Head of School Dr MJ Grenfell 34-4001 23472 8059 3556 grenfell

Advanced Courses Co- Dr K Weare 16-1011 23707 8059 3556 skw

ordinator

Specific Learning Mrs G Price 16-2013 8059 2611 8059 3556 gap
Difficulties Adviser

Assistant Registrar Dr K Piggott 58A-1003 8059 2599 8059 2954 K.A.Piggott

Admissions Secretary Tba 34-2013 8059 3476 8059 3556 rgseaco

Advanced Courses Mrs Angela Swift 34-2017 8059 348 8059 3556 acs
Secretary

HEATH EDUCATION DIVISION/FIELD OF STUDY

Field of Study Tutor Dr J McWhirter 16-1013 8059 2756 8059 3554 jmm6
Dr K Weare 16-1011 8059 3707 8059 3554 skw

POLICY, MANAGEMENT AND BIOGRAPHY IN EDUCATION (PMBE)

Management and Professional Studies in Education

Mr M D Erben 26-2009 8059 2440 8059 2687 mde

Prof NH Foskett 34-2023 8059 3538 8059 3556 nhf
Field of Study Tutor Dr TP Martin 26-2001 8059 3481 8059 3556 tpm
Dr G Clarke MBE 26-2003 8059 2977 8059 3556 gmc
Prof H Simons 26-2005 8059 3474 8059 2731 hrs
Dr G Kinchin 16-2047 8059 5822 8059 3556 gdk

INSTITUTIONAL PROFESSIONAL DEVELOPMENT

Field of Study Tutor Dr G Clarke MBE 26-2003 8059 2977 8059 3556 gmc
Dr G Kinchin 16-2047 8059 5822 8059 3556 gdk
Mr M D Erben 26-2009 8059 2440 8059 2687 Mde
Prof NH Foskett 34-2023 8059 3538 8059 3556 nhf

17
LANGUAGE IN EDUCATION (LIE)
Applied Linguistics

Prof CJ Brumfit 16-2021 8059 2644 8059 3556 cjb1

Field of Study Tutor Prof RF Mitchell 16-2017 8059 2127 8059 3556 rfm3
Dr MJ Grenfell 34-4001 8059 3472 8059 3556 Grenfell
Language in Education

Dr MJ Grenfell 34-4001 8059 3472 8059 3556 grenfell

Field of Study Tutor Dr AP Hart 16-2019 8059 3387 8059 3556 aph1
Mr V Ellis 16-2015 8059 3518 8059 2687 V.T.Ellis
Mrs G Price 16-2013 8059 2611 8059 3556 gap
Ms R Berkley 26-2013 8059 3837 8059 3556 Rb3

SCIENCE. TECHNOLOGY, ENVIRONMENT AND MATHEMATICS EDUCATION

DIVISION (STEM)
Computer - Based Learning and Training (CBLT)

Field of Study Tutor Mr J Woollard 26-1017 8059 2998 8059 3556 jw7

Mr Adrian Halnan 26-1013 8059 2429 8059 3556 ach

Geography and Environmental Education

Field of Study Tutor Prof NH Foskett 34-2023 8059 3538 8059 3556 nhf
Mr MM Grace 34-5005 8059 3213 8059 4676 mmg1

Mathematics Education

Field of Study Tutor Mr K Jones 16-2045 8059 2449 8059 3556 dkj
Mr K Smith 34-1023 8059 3478 8059 4676 ks

Science and Technology

Mr PL Fullick 34-3017 8059 2624 8059 3556 plf

Field of Study Tutor Dr M Ratcliffe 34-5009 8059 3061 8059 3556 mr1

18
3. COURSE PROGRAMME

3.1 Registration and Induction Programme

All students on the course need to be registered with the University. The process of registration
for most students takes place on Thursday 4 October at 5pm with most courses starting on
Thursday 11 October at 4pm.

Students may be registered in either full or part-time candidature. If any problems arise which
interrupt your studies, you may apply for suspension of candidature. Suspension effectively
means that study ceases temporarily. Periods of suspension are granted normally for no longer
than six months at a time, provided evidence is submitted by the student and supported by the
tutor/supervisor.

Induction days are Friday 19 October and Friday 8 February, 9.00am-4.00pm.

3.2 Fees

Fees are payable in advance for the academic session starting 4 October 2001; details of annual
rates are available from the Faculty Registrar. Cheques should be made payable to the
University of Southampton and addressed to the Fees Office at the University. Failure to pay all
debts due to the University may lead to legal action or the withholding of an award.

At registration students are asked to clarify whether they are sponsored (say by employer) or are
liable for their own fees. It is important that sponsorship details are made clear, else students are
automatically deemed liable. For students liable for fees, invoices for two instalments of the fee
payment will be made by the Fees Office at the start of each semester.

3.3 Structure of Master's/Diploma/CAES Programme

The term MA(Ed)/Diploma/CAES covers a wide range of Fields of Study within the RGSE.
Each Field provides an integrated programme, together with opportunities to take some units
from other Fields.

The Fields of Study for 2001/2002 leading to an award of MA(Ed) are:

Geography and Environmental Education

Institutional and Professional Development
Language in Education
Management and Professional Studies in Education
Mathematics Education
Science and Technology Education

The following programmes are also offered:

MSc Health Education/Health Promotion

MSc(Ed) Biology Education
MSc(Ed) Chemistry Education
MSc(Ed) Physics Education
MSc(Ed) Environmental Education

19
 MA Applied Linguistics for Language Teachers
MSc Computer Based Learning and Training

3.4 Course Organisation

Most of the Advanced Courses Programme is timetabled within the University Semester system
in which the academic teaching year is divided into two semesters. Semester One (14 weeks)
runs approximately from October through January and Semester Two (16 weeks) from February
through June. However, some of these weeks maybe scheduled as direct private study and as
administrative times. Face to face teaching will be for a minimum of 6 sessions (i.e. 4.00pm-
7.30pm) each semester but specific arrangements may differ for each Field of Study.

The following pathways or routes to a Master's degree are available within the University
semesterised timetable:

1 A two year part-time programme consisting of six taught units, two per semester for three
semesters, followed by a semester of dissertation studies.
2 A one year full-time programme consisting of taught units, four during semester one and
two plus dissertation studies during semester two.
3 A modular pathway consisting of three Certificates in Advanced Educational Studies
(CAES), followed by a semester of dissertation studies. A CAES is usually composed of 2
units.
4 A modular pathway consisting of six units followed by a semester of dissertation studies.
5 The RGSE also offers two year part-time programme by Flexible Study involving 3
assignments and a dissertation. This programme does not require students to attend
teaching sessions, but they must keep in regular contact through tutorials with their
supervisor.

A Diploma is awarded to a student who has successfully completed 3 CAES or 6 units, and who
elects to exit from the Master's programme without completing the dissertation stage.

The following Fields of Study are coherent and largely self-contained programmes; overlap occurs
where individual course units are shared by students from different Fields of Study.

• Management and Professional Studies in Education - CAES and MA(Ed)

• Language in Education - MA(Ed) and Specific Learning Difficulties - CAES
• Applied Linguistics for Language Teaching - MA
• Geographical and Environmental Education - CAES, MA(Ed) and MSc(Ed)
• Mathematics Education - CAES and MA(Ed)
• Science and Technology Education - MA(Ed) and MSc(Ed)
• Health Education/Health Promotion - CAES and MSc
• Institutional and Professional Development – MA(Ed)

The majority of Fields of Study are available in all three pathways; in some cases the teaching is
organised so that two units are equivalent to a CAES and groups consist of students on all
pathways. In other cases CAES courses are self-contained and timetabled separately. Some
units and courses are only available to students on the two-year part-time programme and the
one-year full-time programme.

20
 Fields of Study vary considerably in the amount of choice and variety of units that are regularly
available. You will receive considerable tutorial advice on selection of units and/or CAES
courses to ensure personal relevance, flexibility and coherence in your studies.

3.5 Modes of Study

There is little doubt that the best learning experience at Master's level is achieved by working
full-time. However, working part-time also has advantages that can be exploited effectively.

(a) Full-time work

The major advantage of working full-time is the opportunity to read widely, to follow up your
own interests, and to concentrate on your course work. It is worthwhile, therefore, to establish
hard-working patterns right from the beginning - to learn to use the library and other associated
services, and to expect to spend most of your time working on your own projects, parallel with
the programme dictated by teaching.

Many people find a full-time Master's year the most exciting academic experience of their
career. If you aspire to this experience, it helps to have reasonably clear plans about the areas of
enquiry you wish to pursue, and to discuss these with you tutor early in the course. It also helps
to become aware of the many programmes of seminars, occasional lectures, and other academic
events available in the University, either within or outside the RGSE. To make the most of this
experience, part of your work should be convergent onto areas of special interest to yourself, but
part should be broadening, enabling you to consider issues from new perspectives, or to
encounter completely new experiences.

The RGSE runs research seminars nearly every Tuesday lunchtime (see the program on pages
15/16) in term time to which you are invited, and it may sometimes be possible to attend parts of
other courses running in the Faculty of Social Sciences. You should discuss these options with
your Field of Study Tutor early in the Autumn Term, and also be willing to consult individual
members of staff elsewhere in the RGSE, Faculty or University about areas of particular interest
to you.

(b) Part-time work

The advantages of being part-time are that you never lose contact with your normal work, and
you have a longer period to assimilate new ideas, together with opportunities to link your reading
and discussion with educational practice.

It is very easy to become so hard-pressed with work that you never exploit these advantages.
Thus it makes sense to consult with your tutors as early as possible and to talk through
suggestions of ways benefiting from your close contact with the classroom or others. It may also
help to write assignments which can be related to your practical work setting. If you propose to
do this on any large scale, you should discuss possibilities early on, for as time passes it will
become harder to do any work requiring extended contact with, for example, a particular class,
or social group. Two years seems a long time at the beginning, but it passes all too rapidly once
work gets under way.

It is also worth thinking very hard about what your relations with your workplace are going to be
while you are working part-time on the MA(Ed). Colleagues are often very co-operative and
supportive, and it may be possible to develop collaborative work.
21
Equally, you may wish to take the opportunity to step back, and take a critical look at your
situation or that of your institution. If you decide to do that, you should think carefully about the
implications for personal relations and how best to approach your task and you should remember
that your dissertation will be available for general consultation.

Whatever you decide to do, you should be thinking carefully from the beginning of the course
about how best to use the combined study/work opportunity. There is little sense in feeling
frustrated because Master's work and teaching or administration pull constantly in opposite
directions. With careful planning, they can be made to pull together for a great deal of the time.

(c) Distance Learning (DL)

Some CAES and units can be studied by DL (refer to Appendix One). For more details contact
the tutor of the DL CAES or DL units.

(d) Flexible Learning

A MA(Ed) can be studied by Flexible Learning over 1 year full-time or 2 years part-time. This
course is offered in the majority of Fields of Study. Tuition is by tutorials (at least two per term;
there are three terms per year typically October-December, January-March, April-June) with a
personal tutor. The area of study will relate to the dissertation topic and will be deep rather than
wide. Two essays each of 6,000 words and one project of 12,000 words will be completed
followed by the dissertation.

The Field of Study tutor responsible for the general co-ordination of the course is Michael
Erben.

22
3.6 Aims of the Advanced Courses Programme

The aims for Advanced Courses are identical to those formulated by the University for all of its
Master’s level programmes. Among the attributes students are expected to develop at Master’s
level are:

• the ability to identify, set up and use a variety of learning strategies;

• the ability to interpret, to conceptualise and evaluate critically the literature, objects, artefacts
and images and to relate them to practice as appropriate;
• the ability to synthesise ideas and research findings;
• the ability to formulate and test new ideas from a variety of approaches, justify the
foundations of those ideas and (in practical work) successfully implement them;
• the ability to test ideas including the application of models as appropriate, using a variety of
research designs, methodologies, measurements and techniques of analysis;
• the ability to present ideas and research findings in a well-structured and convincingly argued
or projected way, such as oral presentations, written papers or practical work;
• the ability to plan, execute and report a significant piece of research or creative work with
some element of originality;
• the ability to exercise independent judgement and critical self-awareness using this to reflect
upon their own practice and that of others;
• and in the creative arts and design, the ability to realise their creativity through an appropriate
balance between application of rigorous and informed theory, inspiration, and discovery
through experience all organised through critical self evaluation executed with a high level of
technical skill and application of appropriate intellect, materials and technology.

Choosing Units

There is some choice of units within most Fields of Study. You will have been notified of
options when you enquired about the course. It is possible to take units from a different Field of
Study but this would need to be negotiated through your personal tutor.

To help you clarify options there is a combined timetable for 2001/2002 (Appendix Two).
Within each time square, where applicable, there is also the name of CAES which contain the
specific unit.

Also some units can be studied by Distance Learning (DL) (see Appendix One for list of DL
CAES).

23
3.7 Unit Descriptions

A brief description of most units is provided below. The aims, objectives and curriculum outline
will be provided for each unit before its commencement.

Full details of the MA Applied Linguistics for Language Teaching (MAALLT) programme,
including details of core and option units, are available in a separate Handbook.

SCIENCE, TECHNOLOGY, ENVIRONMENT AND MATHEMATICS EDUCATION

Cross-Curricular Mathematics and Science (ED60J)

Co-ordinators: Marcus Grace and Keith Smith

This unit examines a range of cross-curricular issues concerning the teaching and learning of
mathematics and science. Areas of focus include:

• problem solving
• routes to integrating mathematics and science
• assessment
• equality of opportunity
• international perspectives

Course members are encouraged to explore their own professional interests in this field.

Foundations of Information Technology (ED680)

Tutor: Adrian C Halnan

This unit introduces the main concepts of information technology and systems, places current
trends and implications of the use of computers in a social and historical perspective and
develops practical IT skills which are the foundations of the effective and efficient use of
computers in the classroom and training room. The assignment reflects current developments in
local schools, colleges and training centres and evaluation of their effectiveness in raising
standards in attainment and progress. Management issues concerning staffing, accommodation
and learning resources will be addressed.

Principles of Computer Based Learning and Training (ED681)

Tutor: Adrian C Halnan

This unit introduces the principles, possibilities and limitations of computer based learning
(CBL) and computer based training (CBT) through critically reviewing the application of
modern learning theories to the use of new technologies in education and training. Good practice
in teaching will be explored and a range of conventional and less conventional methodologies
will be considered.

24
Software and Courseware Design and Evaluation (ED682)

Tutor: Adrian C Halnan

This unit is designed to establish the potential of approaches to evaluation of software and
courseware. It also examines issues associated with the design of the Human Computer
Interface. The fundamental issue is encompassed in an understanding of Human Computer
Interaction (HCI) and all the work stems from that area of understanding. It is a multi-
disciplinary unit in that it relates to the principles of design and the principles of evaluation.
These principles can be applied to all aspects of computer use and therefore is of value to
students from a wide background of experience.

ICT in the Classroom (U107)

Tutor: John Woollard

This distance learning unit concentrates upon the enhancement of personal IT skills to promote
the effective use of ICT in classrooms. Teachers will have been working in core areas
(numeracy, literacy and science), subject areas of the National Curriculum or religious education
and enhancement areas that are of special interest to the student. The teachers will have fully
demonstrated the range of criteria within the TTA standards (DfEE July 1998). The teachers will
have provided evidence of their competence through the production of a portfolio. The portfolio
will have been compiled over a period of time (agreed between the teacher and their tutor). The
work will have been carried out in the work place and at home, wherever it is the most
appropriate for the teacher. The teacher will be able to continue to use these in support of their
Master's level work. The teachers will have developed a clearly defined body of knowledge.
Some flexibility is available for DL students who are not working within schools and or the UK
education system.

Developing and Using ICT in the Curriculum (U107)

Tutor: John Woollard or Adrian Halnan

This distance learning unit widens the area of study from the classroom to the whole school. It
addresses issues of how and where ICT can best be applied in subjects or areas of the school. It
also reflects appreciation of where ICT should not be used. Teachers demonstrate the TTA
Standards through the production of a portfolio of evidence which is a compilation of the
materials developed for others to use in a range of formats, e.g. paper-based, CD ROM and on-
line. The portfolio also contains a rationale for where, how and why the materials are
appropriate. The evidence provided in the portfolio consists of lesson plans, work sheets, data
files, multimedia presentation and templates, plus other resources available to the teacher within
their school/college. The portfolio contains a clearly defined body of knowledge.
Some flexibility is available for DL students who are not working within schools and or the UK
education system.

25
Multimedia Technologies for Learning/Training (ED683)

Tutor: John Woollard

This unit will provide an opportunity to investigate and consider a range of multimedia
technologies. Initially we will establish an understanding of the nature and range of 'multimedia
technologies’. Each of the sessions will normally introduce an area of multimedia technology
and then provide time for hands-on experience. Although the emphasis will be on the
multimedia technologies it is expected that at all times there will be a context of how they can
promote or hinder learning and training.

Authoring the Learning/Training Process (ED685)

Tutor: John Woollard

This unit provides a practical opportunity to experience a range of authoring and presentation
packages and to develop materials based upon the individual student’s needs. The unit also
explores other aspects of authoring including copyright, publication, distribution and commercial
exploitation. The University is responsible for the original development of two major authoring
packages: Microcosm a resources management tool, and Geodata WebQuiz that has the facility
to publish floppy based quizzes as interactive, self marking web pages. The assignment is an
authored product which meets the teaching or training needs of the author.

Educational Research Methods (ED661)

Tutors: John Woollard

During this unit you are expected to gain a basic understanding of the value, nature, uses and
limitations of quantitative approaches to research in education. You will gain an understanding
of some issues involves in carrying out small-scale research in practice and be able to carry out
and analyse a small-scale piece of research, using some basic quantitative and/or qualitative
techniques.

The unit reviews quantitative and qualitative methodologies; examines data collection methods
such as interviews, questionnaires, observation and document analysis and considers the
procedures necessary to ensure high quality research is conducted.

The assignment is to: write a plan for a piece of research, using one or more of the research
methods presented in the unit.

MATHEMATICS EDUCATION
26
Curriculum Issues in Mathematics Education (ED601)

Tutor: Keith Jones

This unit examines a range of practical issues concerning the teaching and learning of
mathematics. Topics can include the use of calculators in mathematics education, issues in
number learning, assessment in mathematics, the geometry curriculum, symbolic processor and
algebra, data handling and presentation.

Mentoring and Mathematics Teaching (ED602)

Tutor: Keith Smith

This unit addresses the nature of professional development within the general framework of
mathematics teaching. Among the issues covered are learning to teach mathematics, observation
and feedback, monitoring and appraisal, professional relationships, reflective practice. The unit
is appropriate for those working with or planning to work with student teachers, newly qualified
teachers and other colleagues teaching mathematics.

Research Issues in Mathematics Education (ED603)

Tutor: Keith Jones

This unit critically examines the findings of research in mathematics education. Topics chosen
can include learners’ competency with numbers, effective questioning in mathematics, teachers’
knowledge of students, context in mathematics learning co-operative group work, specific
content areas such as calculus or discrete mathematics.

27
SCIENCE

Understanding Science and Technology (ED604)

Co-ordinator: Dr Mary Ratcliffe

This unit seeks to place your own experience in and understanding of science and technology
alongside research related to:

• Ideas about scientific concepts and the nature of science which learners of different ages have
• The promotion of a ‘scientifically literate’ society
• The relationship between science and technology
• Development of appropriate methods for exploring understanding
• The role of different activities, particularly practical work, in achieving ‘scientific and
technological literacy’

Recent Advances in Science and Technology Education (ED684)

Tutors: Patrick Fullick and Dr Mary Ratcliffe

This unit aims to provide students with the opportunity to consider some of the current issues
that are of interest to researchers, evaluators, inspectors and practitioners in the fields of science
and technology education. In particular, it concentrates on the role that the new technologies
may play in learning/teaching. There are plenty of opportunities in the unit for students to
increase their personal skills to a level at which they should be able to produce and evaluate
simple computer based learning materials to meet the needs of science and technology
education.

28
LANGUAGE IN EDUCATION
This year, the MA(Ed) course is only offered on a FT basis. But the units below and
associated CAES courses may be taken by PT students.

Communicative Language Teaching (ED649)

Tutor: Dr Michael Grenfell

The purpose of this unit is to give a detailed overview of Communicative Language Teaching
along with its theoretical underpinning. Basic principles will be presented and examined
critically. Coverage will be given to Second Language Acquisition research and its practical
implications. EFL and Modern Foreign Language Teaching will provide a focus for discussions.
Participants will be encouraged to reassess their teaching and learning experiences and reflect on
their own contexts in the light of the topics covered.

Media Education (ED606)

Tutor: Dr Andrew Hart

The mass media have achieved a political, social and cultural importance in the 20th Century
beyond anything imaginable during their early history. The pervasiveness of electronic media is
for some a signal that the global village has arrived, while others it is powerful evidence of new
forms of colonialism and global manipulation. For educators, it certainly demands a rethinking
of school curricula and a re-definition of appropriate forms of literacy. This course examines the
theory and practice of Media Education in British schools and colleges and evaluates its
potential as a means of preparing students for the 21st Century.

The course will be particularly useful for teachers who are keen to participate in the current
development of Media within secondary and tertiary education, especially in the context of new
GCSE and A/S-level initiatives. It will also be valuable for teachers who wish to explore the
social and cultural importance of the media in PSHE or RE classes. The Media Education unit is
also detailed at:
<http://www.soton.ac.uk/~mec/MECWEB/MediaEducationUnit.htm>

Teaching Television (ED653)

Tutor: Dr Andrew Hart

This course aims to introduce participants to the systematic study of television in modern
Britain. It focuses on a number of key themes:

• Language: the making of meaning through words, sounds and images;

• Forms: specific kinds of programme;
• Institutions: the organisation and operation of British television;
• Audiences: the domestic contexts and habits of viewing; how audiences are
constructed by and respond to television.

The course will be particularly useful for teachers who are keen to participate in the current
development of Media within secondary and tertiary education, especially in the context of new
GCSE and A/S-level initiatives. It will also be valuable for teachers who wish to explore the

29
social and cultural importance of television in PSHE or RE classes.

Literature and Learning (ED611) (not offered this year)

Tutor: TBA

This unit is only appropriate for teachers/lecturers of literature. The aims of this unit are to
explore the nature of literary experience, to ask in what ways literature is educational, and to
consider the implications of these issues for the classroom. Some of the principal topics to be
addressed will be the processes of reading fiction, poetry and visual texts; writing and talking
about literature; methodologies of teaching; questions of canon and quality; the role of literature
within subject English in relation to the National Curriculum, and literature teaching in L1 and
L2 contexts.

Reader response theory and practice provides the main orientation of the course and students
will be expected to work on selected reading in this area (mostly chapters or articles) for brief
seminar presentation. Assignments can be negotiated on an individual basis so long as they fall
within the broad remit of the course. The list of suggestions will include a small-scale, reader-
response study carried out with a group of readers, usually in a school context. Guidance will be
given over designing appropriate enquiry methods for monitoring readers’ responses to selected
tests, and the discussion of such issues as the elements of literary response, the assessment of
responses and the presentation of the study.

Specific Learning Difficulties (Dyslexia): Identification, Assessment and Support for

Individual Need (U95)

Tutor: Geraldine A Price

This course is designed for teachers who have some experience in Special Educational Needs
(SEN) and who wish to develop knowledge and expertise in identification and assessment
procedures. The purpose of the course is to provide a detailed overview of the theories of the
causes of dyslexia and the impact of dyslexia upon learning to read and write. A variety of types
of assessment tools are explored so that teachers can develop skills to interpret assessment data
to identify dyslexia.

The course is recognised by the British Dyslexia Association. The professional diploma
qualification of AMBDA can be achieved by a supervised teaching practice. This professional
qualification enables teachers to write reports for special arrangements for GCSE/GCE
examinations.

This course counts as two Master’s units.

Specific Learning Difficulties (Dyslexia): Curriculum Access (U115)

Tutor: Geraldine A Price

This course complements the Assessment and Identification course in that it explores various
teaching methods to develop literacy with SEN pupils. Learning theories for teachers are
explored, and the significance of individual learning styles in the learning environment is
examined in the context of developing a ‘dyslexia-friendly’ classroom. This course is designed
for those wishing to enter the SEN field, classroom/subject teachers and SENCos.
30
This course counts as two Master’s units.

MAALLT CORE UNIT OUTLINES

Research and Enquiry in Applied Linguistics (ED636) (1 unit)

Tutor: Prof R Mitchell

This unit examines the scope of applied linguistics as an interdisciplinary area of enquiry,
concerned with language-related issues and problems in society, education and professional
activity. In particular there is an intensive exploration of issues in the practice of language
teaching and the process of language learning. Topics will be derived from participants’ previous
experience, and you will be encouraged to begin to formulate a ‘problem’ that you have
encountered as a focus for research. Guidance will be given as to where in the theoretical
disciplines you can begin to find solutions to such problems.

The unit also provides a more structured introduction to research methods for the study of
classroom language and classroom processes. We shall discuss the value of different kinds of
data, qualitative and quantitative, and you will gain experience in data collection and analysis.

Description of Language (ED637) (1 unit)

Tutors: G Blue, Prof C Brumfit

This course in linguistic description provides an overview of the areas of phonetics and
phonology, morphology, syntax, and semantics. Examples will be taken mostly from English but
reference will also be made to other languages. The way in which language is used for
communicative purposes can differ quite markedly from the often decontextualised descriptions
of grammarians, and the unit therefore pays particular attention to language in use. Much of the
teaching will be text and databased, with data to be analysed including language produced by
second language learners.

This unit introduces you to the tools that you need for analysing and describing language, in all
the different contexts where you will encounter it. As such, it serves as a foundation to work in
many of the other units.

Language Learning (ED638) (1 unit)

Tutors: Dr F Myles (School of Modern Languages), Prof R Mitchell

This unit aims to give you an insight into the processes involved in the acquisition of language.
We shall examine and critically assess the different theories of first and second language
acquisition in the light of empirical evidence. The issues to be addressed include:

− the role of the first language;

− similarities/differences between first and second language acquisition;
− is learning a language the same as learning any other skill?
− is language learning systematic or idiosyncratic?
− what is the role of Universal Grammar?

31
− what are the pedagogical implications of second language research?
− learner thinking and learner strategies.

Language and Society (ED639) (1 unit)

Tutors: Dr C Mar-Molinero (School of Modern Languages), Prof R Mitchell

This unit aims firstly to explore some of the ways in which language operates in various socio-
political contexts and the influence of social and political institutions on the status and function
of languages and language varieties. We will also be examining a number of key concepts in
micro-sociolinguistics and their implications for language teaching: e.g. communicative
competence, language attitudes, relations between spoken and written language, social literacy’s,
and language education policies. The role of English as an international language receives
special attention.

Teaching English Across the Curriculum in Multilingual Schools 1 (U88) (CAES)

Teaching English Across the Curriculum in Multilingual Schools 2 (U91) (CAES)

Co-ordinator: Anwen Case

Tutors: Athene Grimble, Judith Howard, Julia Longrigg, Kathy Mason, Jenny May, Penny
O’Connor, Janet Pitt, Dr Liz Statham, Helen Thomas, Val Williams

The course aims to make a significant impact on mainstream provision to meet the needs of
bilingual learners and enhance progress and attainment of bilingual learners.

CAES TEAC in MLS (1) – Units 1 and 2

• Language learning and learning in the classrooms
• Bilingualism and language variety
• Parallels 1st /2nd language acquisition
• Analysing demands of tasks
• Implications of language diversity for classroom, school, national policy
• National Curriculum assessment issues
• Resources Selection
• Literacy development including National Literacy Strategy
• Change in schools including OFSTED requirements

CAES TEAC in MLS (2) – Units 3 and 4

• Local authority provision for bilingual learners
• Collaborative and partnership teaching
• Whole school policy development
• Bilingual pupils with special educational needs
• Migration to UK and law related to anti-discriminatory practices
• Isolated bilingual learners
• Planning and delivering INSET
• Developing awareness of media studies
• Conference workshop planning

Each CAES is assessed by submission of portfolio with nine elements of competency, which is
the equivalent of 8000 words

32
Race Equality in Schools (U99)

Tutors: Dr Liz Statham, Hampshire Bilingual Learners Support Service (supporting ethnic
minority achievement), Ian Massey, Hampshire Inspector for Intercultural Education

This CAES consists of two units: ‘Whole School Issues in “Race” and Cultural Diversity’
and ‘Citizenship and Education in a Plural Society’. Together these aim to develop critical
understanding and appropriate competencies so that: cultural pluralism and its educational
implications are given adequate recognition; citizenship education for a plural society is
implemented with vision; and racism is effectively tackled, and pupils are helped in this
sensitive and damaging area. The intention is that the participants will develop competencies
and understandings, which they will share with their professional colleagues to improve practice.

The objectives include helping participants to: gain a good understanding of the historical
background; develop a critical understanding of citizenship education within the National
Curriculum; be able to explain cogently key concepts, such as, pluralism, racism, ‘race’ equality
and anti-racist education; grasp the importance of ‘race’ equality issues in all-white schools;
acquire competencies to be able to contribute to staff development in ‘race’ equality; develop
appropriate strategies and competencies to be able to implement aspects of ‘race’ equality and
multicultural policies; elaborate, implement and evaluate strategies to combat racial harassment;
develop, as appropriate, cross-curricular ‘race’ equality approaches and materials or
multicultural approaches and materials; and be able to show understanding of racism in the
media and ICT.

Key transferable skills that this CAES should contribute to include such as the following:
research skills; skills in critical reading, especially of the research literature; skills in
synthesising ideas and research findings; skills in mapping practice; skills in exercising
judgement and critical self-awareness and in reflecting on practice; skills in communicating
findings; action plan skills; skills in raising awareness.

This CAES may be taken as a free-standing CAES, or along with any two other appropriate
CAESs as a route to the Master's degree. It is especially useful for the latter purpose for students
taking the double CAES in ‘Teaching English across the Curriculum in Multi-lingual Schools’.

33
 HEALTH EDUCATION/HEALTH PROMOTION

Reviewing and Planning in Health Education/Health Promotion (ED612)

Tutor: Dr Jenny McWhirter

The aims of this unit are to determine how to plan for effective health education/health
promotion interventions in a range of community/institution and national settings.

We explore ways in which we can ascertain what an individual or group’s health needs and
understandings are, as a basis for further educational planning and provision. We examine the
variety of perceptions, meanings and models that are held by different groups for different
purposes, and the problems that arise when perceptions conflict, and how they may be resolved.

Important questions to be studied include the following. What is health? What is health
promotion? How can we identify the health needs and wishes of ‘consumers’? How can we
identify the health needs and wishes of our colleagues? How can we decide priorities for action?
How can we agree goals, strategies and methods? What methods of teaching and learning are
appropriate? How do we know what resources exist? How do we obtain them? How can we
develop a ‘whole organisation’ approach? How can we measure success?

Social and Psychological Context of Health Education and Health Promotion (ED613)

Tutor: Dr Katherine Weare

Health is not just a matter of individual choice: the society in which we live affects our health
directly, and shapes the decisions we make. The aim of this unit is to determine the influence of
aspects of the social and psychological environment on health and education. Such aspects
include social class, gender, age, ethnic group, occupation, the workplace, the surrounding
community and the prevailing political climate. You will be asked to carry out small-scale
research into the needs of a group of your choice, and this work will be used as a basis of ‘case
studies’ for some of the sessions.

Evaluation in Health Education/Health Promotion (ED614)

Tutor: Dr Jenny McWhirter

This unit considers different ways of evaluating the effectiveness of health promotion
programmes and campaigns. Consideration will be given to ethical principles as well as outcome
and process measures. Students will explore the need for evidence and the debate concerning
quantitative and qualitative approaches to evaluation.1

1
As part of this unit, students will have an opportunity to evaluate their own practice in health promotion.

34
Teaching and Learning in Health Education /Health Promotion (ED615)

Tutor: Dr Katherine Weare

This unit examines the implications for heath education/health promotion of a range of
educational models and methods, and discusses their appropriateness in different contexts, such
as the school, hospital, college, workplace, clinic, or the home. We study different styles of
learning and teaching, and the importance of learner-centred and active learning, concentrating
on a ‘skills’ approach to personal empowerment and personal decision making. Specific
research and development projects will be examined to illustrate different approaches.

Research Methods in Health Education and Health Promotion (ED616)

Tutor: Dr Katherine Weare

This unit is intended to be of direct relevance to those who wish to engage in research and/or
evaluation in their workplace. It also provides a foundation of research methods for those
students writing the master’s dissertation.

We look at how to choose a topic for research and the skills in involved in reviewing the
literature. We examine how to decide on an appropriate methodology, and spend considerable
time reviewing and practising a range of methodologies, from the qualitative methods of
interviewing, observation and ‘projective’ methods through to the more quantitative methods of
questionnaires, surveys and quasi-experiments.

We explore how to sort and analyse data, and how to write it up, including how to organise
material and how to write clearly and effectively. We also examine the practicalities of research,
including ethical issues, how to gain access, how to manage a long-term project and how to
apply for funding.

Transitions, Development and Change (ED617)

Tutor: Dr Jenny McWhirter

The unit is intended to give you the skills of a reflective practitioner and explore how this
enables you to promote your own health and operate more effectively within your organisations.
It will attempt to meet your personal needs, and also help you respond to the demands of your
roles as managers and agents of change.

You will examine models of health-related behaviour. Health professionals are particularly
likely to suffer from stress and ‘burn-out’, so we look at these problems, and how they can be
avoided. Of particular value are strategies for enhancing personal effectiveness: these include
goal setting, team building, effective communication and management/leadership skills.

In order to help you develop health education/health promotion in your workplace, we work on
management skills. We examine various possible approaches to influencing and changing
organisations, including management and leadership styles, and the skills needed to relate to
others and enable people to work together as a strong team. Particular attention will be paid to
the role of those who co-ordinate health education/health promotion in an organisation.

CAES: Healthy Citizens

35
The CAES ‘Healthy Citizens’ will comprise two units: ‘PSHE in Schools’ and ‘Citizenship in
Schools’. These units may be offered as optional curriculum specialist units within the new
MA(Ed) Institutional and Professional Development and as optional units with the MSc Health
Education/Health promotion, as well as forming a free-standing Certificate of Advanced
Educational Studies.

Health Education in Schools

Tutor: Dr Jenny McWhirter

Aim:
To increase students’ knowledge, skills and clarify their attitudes in relation to Health Education
as part of Personal, Social and Heath Education in schools.

Objectives:
As a result of this course students will have
• Widened their knowledge and understanding of health education in schools
• Developed a critical perspective of different models of health
• Deepened their knowledge and understanding of the health education needs of young
people with respect to their social and psychological development
• Developed their understanding of the different roles and perspectives of those who
promote the health of young people in schools
• Critically examined key concepts in health education including the meaning of health, the
healthy or health promoting school, epidemiology, the social context of health, equity,
empowerment and advocacy
• Recognised the role of policy development with respect to health education in schools
• Considered how health education can be delivered within the whole curriculum
• Recognised the role of schools in promoting the health of young people and the wider
community
• Developed their knowledge and understanding of good practice with respect to teaching
and learning about health in schools
• Reflected on their own practice in health education
• Develop their key skills of oracy, written communication, numeracy and IT

Citizenship Education in Schools

Tutor: Dr Jenny McWhirter/Professor Clare Ungerson

Aim:
To increase students knowledge, skills and clarify their attitudes in relation to Citizenship
Education.

Objectives:
As a result of this course students will have
• Widened their knowledge and understanding of citizenship education in schools
• Developed their understanding of the different roles of the statutory and voluntary
agencies who have an interest in citizenship education for young people in schools
• Considered how citizenship education can be delivered within the whole curriculum

36
• Critically examined key concepts in citizenship education including models of
citizenship, equality and diversity, fairness, justice, the rule of law and human rights,
freedom and order, individual and community, power and authority, rights and
responsibilities, democracy and autocracy
• Recognised the role of schools in promoting citizenship in the wider community
• Developed their knowledge and understanding of good practice with respect to teaching
and learning about citizenship in schools
• Reflected on their own practice in citizenship education
• Developed their key skills of oracy, written communication, numeracy and IT

37
MANAGEMENT AND PROFESSIONAL STUDIES

Introduction to Education Management (ED621)

Tutor: Dr Terry Martin

This unit examines the key concepts and issues within educational management to provide a
broadly based introduction to the field. It provides both a ‘free-standing’ perspective on
educational management, and an introduction to topics covered in more depth in later units in
the course. The main areas of focus include:

• The Nature of Organisations

• Roles and Relationships within Organisations
• Strategic Planning and Organisational Development
• Managing ‘Quality’
• Management in Changing Policy Environments

The unit draws on experience in all phases of compulsory and post-compulsory education to
develop an understanding of each field.

In addition this unit provides an introduction to the nature of research in educational

management and to the role of action research within institutions.. These are used in the context
of current issues and challenges facing middle and senior managers in educational organisations.

The assessment for this unit will address a current management issue in the participant’s own
organisation.

Biography and Education (ED622)

Tutor: Michael Erben

Biography and Education is one of the fastest growing areas of educational studies. This unit
will involve a study of the relationship between biography and educational practices and
provision. Domestic education, workplace education and formal education will be examined
biographically and historically. Discussion of these topics will involve an examination of
changing patterns of family life, changing gender relations, changing work beliefs and individual
reactions to general cultural beliefs. The dominant method of study will be through the
sociology of biography, cultural studies and the sociology of the family. The unit will introduce
a range of inter-disciplinary ways of carrying out and evaluating biographical research and will
explain methods of collecting, interpreting and presenting biographical and life-history data.
Students will be encouraged to use their own experiences.

Management, Motivation and Change I (ED623)

Tutor: Dr Terry Martin

This unit focuses on a number of topics arising from the interpersonal nature of management,
including Leadership, Teambuilding, Motivation, Communication, Group Dynamics, etc. We
will also consider, from psychological and sociological perspectives, the nature of organisations
and our lives within them.

38
A detailed agenda of topics and ground rules for working together will be negotiated during the
first session. The topics will be explored experientially through active learning and by sharing
real issues arising from practice. The group will be a key resource within which to learn
together. The reflective style of working will be complemented by relevant reading to inform
our understanding and to deepen discussion.

The aims of this unit are to enable participants to:

• improve their understanding of management situations and to operate effectively within them
• examine some of the theoretical principles underlying the practice of management in
educational organisations
• develop skills in leadership and team-building
• contribute to the development of their own institution
• appreciate the interdependence of personal, group and institutional development
• reflect upon management issues in their own organisations
• appreciate the nature, source and authority of evidence from research and practice that
informs an understanding of education management and develop skills of critical analysis to
effectively evaluate such evidence.

Management, Motivation and Change II (ED625)

Tutor: Dr Terry Martin

In this unit we will build upon the concepts and approaches introduced in the earlier
management units. The focus will be the nature of organisations and the behaviour of
individuals and groups within them. We will relate the ideas to real life situations through case
studies. A detailed agenda of topics and ground rules for working together will be negotiated
during the first session. The topics will be explored experientially through active learning and
by sharing real issues arising from practice. The group will be a key resource within which to
learn together. This reflective style of working will be complemented by relevant reading to
inform our understanding and to deepen discussion.

Counselling, Appraisal and Education (ED629)

Tutor: Brian Reynolds

In this unit we will focus on the roles, structures and systems for appraisal, and develop the skills
of effective listening, questioning, observing, problem solving and target setting.

A detailed agenda of topics and ground rules for working together will be negotiated during the
first session. The topics will be explored experientially through active learning and by sharing
real issues arising from practice. The group will be a key resource within which to learn
together. This reflective style of working will be complemented by relevant reading to inform
our understanding and to deepen discussion.

The aims of this unit are to enable participants to:

• become competent and confident in basic counselling skills in a range of contexts

• develop their own self awareness as a means to improving their effectiveness

39
• understand the rationale for a system of appraisal and its contribution to professional
development.

Work, Training and Lifelong Learning (ED631)

Tutor: Michael Erben

This unit will focus on vocationalism, vocational education, vocational training and vocational
preparation. The aim will be to examine the expansion of vocational provision in its varieties of
current forms and structures including competencies, NVQs and GNVQs, its rationale and
effectiveness, and to locate it in its socio-economic, political and cultural contexts, including for
example post-Fordist production, new patterns of consumption and the post-modern information
culture. The approach will be to examine and analyse vocationalist trends and vocational
policies and provision in terms of their impact upon practitioners in the field. Participants will
therefore be encouraged to define, reflect on and problematise their experience. The unit will be
issue-oriented, investigatory and project-based to facilitate this approach.

Mentoring and Staff Development (ED632)

Tutor: Brian Reynolds

In this unit we will focus on the roles, structures and systems for mentoring and further develop
the skills of effective listening, questioning, observing, problem solving and target setting.

A detailed agenda of topics and ground rules for working together will be negotiated during the
first session. The topics will be explored experientially through active learning and by sharing
real issues arising from practice. The group will be a key resource within which to learn
together. This reflective style of working will be complemented by relevant reading to inform
our understanding and to deepen discussion.

The aims of this unit are to enable participants to:

• clarify their understandings of the role of mentor in the institutional context in which they
work
• reflect upon, critically evaluate and develop their own professional practice
• develop their interpersonal and management skills to enable them to encourage other
professionals to become competent and reflective practitioners
• critically examine approaches to assessment.
• Investigate strategies that enable effective induction of trainees and new staff into the working
environment

The Clinical Perspective in Fieldwork (ED633)

Tutor: Dr Terry Martin

There will be no detailed predetermined structure to this course. You will be expected to
prepare and present a case study of a particular management issue or problem of real concern to
yourself in your institution to the rest of the group at some point during the semester. Guidance

40
about this is given in the course handbook and will be elaborated upon in the first few sessions.
The course will provide the opportunity to examine and find solutions to such problems using
this case study methodology.

We will negotiate ground rules, reaffirm a collaborative way of working in which we each take
responsibility for ourselves and prioritise an agenda of topics, which will provide the theoretical
basis for analysing the case studies. I provide, in the course handbook, suggestions of topic
areas of likely interest and an extensive bibliography. There will be no specific pre-session
reading but I expect you to read widely around topics that interest you and can provide
suggestions in particular areas.

Central to the course is the total commitment of each of us learning together; this will involve
both supporting and challenging each other. The overall purpose of the course is to become
more effective at managing through exploring together real life management problems, issues,
predicaments, etc. In order to respond more effectively we need to understand what is going on
both in the situations and in ourselves. Some key concepts from social psychology will be an
indispensable part of the theoretical background.

The focus is on current understandings about and insights into organisations and how individuals
locate themselves and make sense of their lives within them. Most of us spend much of our
lives within a variety of organisational contexts; life in organisations is often experienced as
complex and baffling, particularly as the pace of change endlessly quickens. Those in
management roles need to be aware of the different perspectives and psychological contracts that
those in other roles construct for themselves.

The aims of the course are to enable you to:

• deepen your understanding of organisational theory

• apply these understandings to current issues using problem-solving methodologies and
clinical approaches
• work collaboratively in a group and reflect upon process within the group
• develop research skills of gathering and validating data

CAES: Lifelong Learning

(This CAES will be taught at University of Southampton New College, The Avenue,
Southampton, February – June 2002, Wednesday evenings from 5-8pm with occasional linked
Saturday Day Schools)

Co-ordinating Tutor: Dr Rennie Johnston

Tutors: Professor Bob Fryer, Ian Bryant, Elizabeth Upson and other specialist staff dependent on
the interests of students

This new Certificate has been designed to meet the needs and interests of the growing numbers
of professionals involved in Lifelong Learning activities. It is made up of two modules:
‘Lifelong Learning : Theory, Policy and Practice’ and ‘Reflective Practice and Practitioner
Research’. The first module will focus on making sense of lifelong learning in relation to the
working situations and interests of participants. From this a framework will be developed for
understanding, analysing and promoting lifelong learning theory, policy and practice. The
second module will involve an introduction to the ideas of reflective practice, an exploration of

41
the key ideas and processes of practitioner research and the development of a work-based project
on a topic of particular interest and relevance to each participant. Assessment will be through
the use of a critical learning log/diary and the development of a small-scale work-based project.

42
INSTITUTIONAL AND PROFESSIONAL DEVELOPMENT

Compulsory units:

Issues in Educational Leadership (ED6LB)

Tutor: Prof Nick Foskett

This unit examines key issues in leadership, including motivation, team-building, strategic
planning, resource management, and curriculum leadership (for example, integrating whole
school issues such as equal opportunities and citizenship).

Principles of Teaching and Learning (ED60Z)

Tutor: Dr Gary Kinchin

This unit focuses on teaching and learning strategies, understanding how young people learn,
and the measurement and use of learning outcomes.

Institutionally-based Research and Enquiry (ED6IT)

Tutor: Dr Gill Clarke

This unit provides you with the skills and knowledge to undertake small-scale research and
enquiry in your own school or college.

Evidence-based Practice for Institutional Development (ED690)

Tutor: Prof Nick Foskett

This unit focuses on the use of data and evidence for planning, target setting and performance
management through:

• policy document analysis

• quantitative and qualitative data from official sources (for e.g. OFSTED, LEAs)
• performance indicators, benchmarking
• target setting
• performance management

Special Options

The other two units are options. You can use these to specialise in an area of education that is of
interest or importance to you or your school. For example, if your key responsibilities are for
curriculum, you might choose two units in Mathematics or Science Education (or Geography,
English, ICT, Media Education, Music, MFL, PE or Citizenship). If your key responsibilities lie
elsewhere, you might choose two units in Management (e.g. Managing Finance and External
Relations). However, if we don’t offer units in your areas of interest you can undertake a
supervised study in a field of your choice.

43
Indicative Specialized Options:

Teachers, Teaching and Learning in Physical Education (ED620)

Tutor: Dr Gill Clarke

This unit focuses on the nature of teaching Physical Education (PE) and explores its relationship
to both what and how children learn within the contexts of PE. Concepts such as: the ‘good’ and
the ‘effective’ teacher are examined, and the way in which these contracts and practices relate to
the life histories of teachers, the culture of the work place and wider society, and the levels of
material and human resources with which teachers work are also explored.

Curriculum Change in Physical Education (ED688)

Tutor: Dr Gill Clarke

This unit focuses on the curriculum of PE and analyses its place and purpose in schools and
contemporary society. Specific attention is paid to recent education policies (e.g. the National
Curriculum for PE) and the impact and implications that these have had for PE. Opportunities
will also be provided for students to discuss recent innovations in the curriculum and to examine
current curricular practice and teaching methods.

Equity in Physical Education and Sport (ED628)

Tutor: Dr Gill Clarke

This unit examines the implications of adopting a policy of equal opportunities within PE and
sport programmes. The different meanings given to this term are analysed, as are the variety of
ways of expressing this principle in practice. Amongst the issues dealt with are those of co-
educational PE, equal opportunities in the National Curriculum, and the ways in which racism
(hetero) sexism and classism may be both expressed and contested in the curricula of PE and
sport.

Sexuality and Education (ED627)

Tutor: Dr Gill Clarke

This course will focus on issues of sexuality, gender and education. Consideration will also be
paid to analysing the impact that heterosexism and homophobia has had on the educational
system and how institutions might address such issues. Definitions, constructions and contexts
of sexuality will be examined. Other related topics that may be considered include the
experiences of lesbians and gay youth in schools and New Right discourses on sexuality with
particular reference to the impact of Section 28 of the Local Government Act 1988.

44
Managing Finance and External Relations (ED624)

Tutor: tba

This unit is set in the context of social and market accountability for educational organisations.
It considers the nature of financial management in schools, colleges and higher education, and
examines the organisational structures that have developed, and the processes associated with
the budgetary and financial cycles. The management of external relations is then examined in
the context of financial accountability and efficiency, with a focus on the generation of
resources, and their application in terms of quality outputs. External relations is considered
through an examination of marketing and public relations processes, strategic planning within
market systems, and the management of internal and external communications by educational
institutions. Specific areas that are addressed include parental and student choices of educational
pathways, and their response to marketing strategies.

The assessment for this unit will address financial and/or external relations issues in the
participant’s own organisation.

Curriculum Design in Music Education (ED691)

Tutor: Rebecca Berkley

This unit explores how musical learning can be organised into a curriculum, and the links
between educational philosophies and classroom practice. By investigating current provision for
music 11-18 and the recent history of the school curriculum, students will analyse the political
and educational issues surrounding the present provision for music in education in schools,
further and higher education in the UK.

The Development of Musical Perception (ED693)

Tutor: Rebecca Berkley

Through study of the development of musical perception in children and adults, students will
develop a complimentary understanding of how musical perception is demonstrated in different
musical behaviours, including performing, composing and listening. Specific areas of focus will
be an investigation of musical literacy, an investigation of key skills and thinking skills
developed through and specifically expressed in music education; and the relationship between
music education and aspects of spiritual, cultural, moral and social development.

CAES: Healthy Citizens

The CAES ‘Healthy Citizens’ will comprise two units: ‘PSHE in Schools’ and ‘Citizenship in
Schools’. These units may be offered as optional curriculum specialist units within the new
MA(Ed) Institutional and Professional Development and as optional units with the MSc Health
Education/Health promotion, as well as forming a free-standing Certificate of Advanced
Educational Studies.

Health Education in Schools

45
Tutor: Dr Jenny McWhirter

Aim:
To increase students’ knowledge, skills and clarify their attitudes in relation to Health Education
as part of Personal, Social and Heath Education in schools.

Objectives:
As a result of this course students will have
• Widened their knowledge and understanding of health education in schools
• Developed a critical perspective of different models of health
• Deepened their knowledge and understanding of the health education needs of young
people with respect to their social and psychological development
• Developed their understanding of the different roles and perspectives of those who
promote the health of young people in schools
• Critically examined key concepts in health education including the meaning of health, the
healthy or health promoting school, epidemiology, the social context of health, equity,
empowerment and advocacy
• Recognised the role of policy development with respect to health education in schools
• Considered how health education can be delivered within the whole curriculum
• Recognised the role of schools in promoting the health of young people and the wider
community
• Developed their knowledge and understanding of good practice with respect to teaching
and learning about health in schools
• Reflected on their own practice in health education
• Develop their key skills of oracy, written communication, numeracy and IT

Citizenship Education in Schools

Tutor: Dr Jenny McWhirter/Professor Clare Ungerson

Aim:
To increase students knowledge, skills and clarify their attitudes in relation to Citizenship
Education.

Objectives:
As a result of this course students will have
• Widened their knowledge and understanding of citizenship education in schools
• Developed their understanding of the different roles of the statutory and voluntary
agencies who have an interest in citizenship education for young people in schools
• Considered how citizenship education can be delivered within the whole curriculum
• Critically examined key concepts in citizenship education including models of
citizenship, equality and diversity, fairness, justice, the rule of law and human rights,
freedom and order, individual and community, power and authority, rights and
responsibilities, democracy and autocracy
• Recognised the role of schools in promoting citizenship in the wider community
• Developed their knowledge and understanding of good practice with respect to teaching
and learning about citizenship in schools
• Reflected on their own practice in citizenship education
• Developed their key skills of oracy, written communication, numeracy and IT

46
47
GEOGRAPHY/ENVIRONMENTAL EDUCATION

Teaching and Learning in Geography (U60)

Tutor: Prof Nick Foskett

This unit is aimed at those with a specific or general responsibility for the geography curriculum
in schools or colleges. It considers a wide range of issues relating to teaching and learning
integrated theoretical perspectives with real and current issues in the planning the Geography
Curriculum, including National Curriculum implementation, the development of Geography in
vocational courses such as GNVQ and Geography within the whole curriculum. Specific areas
of focus include:

• alternative perspectives on teaching and Geography

• assessment, recording and reporting in Geography
• differentiation
• resources for teaching and learning Geography
• geography and fieldwork
• graphicacy

The assessment for this unit will address a specific issue relating to the teaching and learning of
Geography in the participant’s own institution.

Managing the Geography Curriculum (ED6AH)

Tutor: Prof Nick Foskett

This unit is aimed at those with a specific or general responsibility for the Geography curriculum
in schools or colleges. It considers a wide range of issues relating to policy, planning and
management, and integrated theoretical perspectives with real and current management issues,
including National Curriculum implementation, the development Geography in vocational
courses and Geography within the Whole curriculum. Specific areas of focus include:

• Alternative perspectives in the Geography curriculum

• Planing Approaches and Curriculum Development in Geography
• Managing Teams and Managing People
• Geography and Vocationalism
• International Perspectives in the Geography Curriculum
• Geography and Humanities
• Geography and Science

Environmental Science Communication 1 and 2 (ED61M)

Tutor: Simon Kemp

All Scientists must be able to put across their views and ideas to a possibly sceptical public, and
this is no less true in the field of environmental science which touches on themes close to the
heart of many people. Communicating complex environmental topics requires an understanding
not only of the issues themselves, but also the receptivity and response of the public, especially
since environmental issues involve scientific concepts on the context of moral, ethical, political

48
and social considerations. This post-graduate certificate examines philosophical and theoretical
issues regarding the nature of science and defining the process of communication to a target
audience and practical presentations from experts including case studies from local environment.

The course also includes hands-on experience of communicating environmental issues in a

scientific context, guided and supported by course tutors.

Alternative Approaches to Environmental Education (ED635)

Tutor: Marcus Grace/Prof Nick Foskett

This unit examines alternative strategies and approaches in environmental education and
training. It considers the influence of philosophies and polices on the organisation of
environmental education, and their impact on teaching methods, course design and assessment.
The influence and role of European environmental legislation, global, national and local
environmental improvements, and the role of IT will be considered, with reference to education
in the formal education sector (e.g. the role of NGO’s community groups and the media).
Participants will draw upon their own experiences to gain insight into the issues of
environmental understanding, awareness and communication.

I.T., Environment and Training (ED6BA)

Tutor: Marcus Grace

This unit examines the nature and role of information technology in supporting teaching,
learning and training in environmental education. In particular it focuses on the use of the
internet as a resource and as a basis for designing and developing education and training
programmes.

49
4 COURSE ASSESSMENT

4.1 Formal requirements for assessment on the MA(Ed)/MSc HE/HP are:

a) satisfactory attendance

b) satisfactory completion of coursework

Route 1 and 2 (full-time/part-time)

a total of 20,000 words (or equivalent) of assigned coursework selected from 5 of the 6 semester
units.

Route 3
8000 words of assigned coursework for each CAES.

Route 4
2000 words of assigned coursework for each unit or 4000 words for a semester unit.

Route 5
2 assignments of 10,000 words each.

c) a dissertation of approximately 20,000 words on a topic arising out of the course, and
approved by the Field of Study Tutor.

Do I have to attend all the timetabled sessions?

Yes. If you are ill or cannot attend you should notify your tutor and the Faculty Registrar. Other
working commitments are not normally acceptable reasons for absence from the course. If your
attendance falls below an acceptable level (85%) you could be required to either re-take parts of
the course, or to submit additional written work.

4.2 Unit Assessment

Each unit is assessed by a written assignment of 4,000 words or equivalent and satisfactory
attendance (85%).

4.3 CAES Assessment

A CAES is usually composed of two units, each of which is assessed by a written assignment of
4,000 words.

However, a CAES can be assessed either by a single assignment of 8,000 words or a portfolio of
several assignments totalling 8,000 words.

4.4 Portfolio

On completion of 6 units you are required to submit a portfolio of 20,000 words, which would
usually consist of 5 or 6 assignments of 4,000 words each.

50
4.5 Dissertation

A dissertation of 20,000 words on a topic arising from the course and approved by your
dissertation supervisor.

4.6 Assessment Grading

The RGSE have developed an assessment grading system that was introduced in 1998/99. All
elements of assessment will be graded using a scale A-D or F. Attainment of particular grades is
dependent upon meeting specified criteria. This section seeks to explain how the grades and
criteria will be used to assess your performance.

4.7 Grading of Assignments

Assignments will be double marked and a grade agreed between the two assessors. The grades
will be:

Distinction A

Good Pass B

Pass at Master's level C

Pass at Certificate level D (any grading at this level indicates that the student may
need to exit with a Diploma only.)

Refer for resubmission/fail R/F

Re-submission of Coursework

All students have the right to resubmit for grading on one occasion an assignment which has
been graded D or R. A grade D result means the work only meets the standard of Certificate
level, and for students working towards a Master's degree such a result could not be included in
the portfolio for examination. A grade R result means that the work has failed to meet either
Master's or Certificate level and the student is allowed to resubmit the work for marking by
course tutors.

A re-submitted assignment can only be graded as C, D or F. A referred assignment will

automatically be awarded an F grade if not re-submitted within the time allowance.

Re-submission must normally be within two months of the exam board.

51
4.8 Grading of a CAES

For a CAES composed of 2 units the overall CAES grade will be as shown below:

Distinction
AA

Pass at Master's Level

AB
BB
BC
CC

Pass at Certificate Level

CD
DD

Fail
DF
FF

4.9 Grading of a Portfolio

After the successful completion of 6 units a portfolio of 20,000 words or the equivalent, (which
will typically comprise work from 5 of the units) is submitted. It is important to remember that
all 6 assignments must have been submitted for marking, though the one assignment that is not
included in the portfolio may have been graded at D or F level.

Overall grade

AAAAA A
AAAAB A
AAAAC A
AAABB A
AAABC B
AAACC B
AABBB B
AABCC B
AACCC B
ABBBB B
ABBCC B
ABCCC B
BBBBB B
BBBBC B
BBBCC B
ACCCC C
BBCCC C
CCCCC C

52
4.10 Grading of the Dissertation

The submission of the dissertation to the Faculty Office in Social Sciences represents formal
submission to the Exam Board. The supervisor and second marker of the dissertation will have
the following grades available for the grading of the dissertation:

Distinction A

Good Pass B

Pass C

Fail with right to resubmit R

Fail outright with award of DAES F

Technical faults in the dissertation (e.g. typographical errors, bibliography omissions, mis-bound
pages) can be considered as minor corrections and markers can award the appropriate grade to
the dissertation with a note that minor corrections are required before final binding of the
dissertation.

Re-submission of the dissertation to the Exam Board

Any student who has received a R grade on first submission will have the right to resubmit on
one occasion, normally for the following Exam Board. There is an Exam Board in June and
November of each year.

4.11 Distinction at Master’s Level

A student from the Master's route will gain an overall distinction if they are awarded an A grade
for both portfolio and dissertation.

A student from the CAES route must have passed each CAES at distinction level and the
dissertation at distinction level.

4.12 Criteria for Grading Assignments, The Portfolio and Dissertation

PORTFOLIO : The portfolio is expected to show evidence of all relevant criteria as described on
page 54.

ASSIGNMENT : Assignments will vary in type. The criteria above will apply to extended
essays. More specific tasks will require individual specification of criteria by tutors. In all
assignments the weighting of these criteria will depend on the exact problem(s) being addressed.

DISSERTATION : Usually all criteria will be expected to present.

53
4.13 Assessment Criteria & Grade Descriptors

Grade Descriptors

Assessment Criteria A B C D

Analysis of Literature & Research Critical application of a wide range of High level of understanding of main Sound understanding of the literature & a Some evidence of reading &
relevant sources, well understood & fully sources, well summarised & used in a range of source material consulted. understanding.
appreciated. relevant way.

Synthesis & Utilisation of Evidence
Original perspective on the issues. Sets
sources & view-points in context &
systematically evaluates contributions.
Methodological understanding &
theoretical appreciation.
High level of appreciation of main issues.
Ability to make appropriate critical points.
Methodological awareness. Good
comprehensive commentary on evidence
& materials used.
Sound understanding of main issues. Mainly descriptive & unsubstantiated
Methods of data collection described. points. Uncritical explanation.
Competent commentary on evidence &
materials used.

Integration of Theory & Practice
Locates suitable concepts & makes
comprehensive, critical assessment of
issues involved. Evaluates the relevant
theories, ability to develop critiques of
them. Coherently integrates them with
practice.
Good critical commentary linking theory
& practice.
Conclusions well developed & based on
relevant argument & evidence.
Good use & understanding of relevant
theoretical models.
Critical commentary linking theory & Introduction of basic concepts & effort
practice. made to relate them to the question.
Generally sound conclusions based on Limited links between theory & practice.
appropriate argument & evidence.
Competent use & understanding of
theoretical models.

Structure A clear, relevant & developed thesis
statement. Consistent use of accurate
constructions. Very good selection,
synthesis & summary writing skills. Very
well structured with clarity & cohesion.
Sustained & coherently argued.
A clear & relevant thesis statement.
Accurate constructions. Good selection,
synthesis & summary writing skills. Well
structured with clarity & cohesion.
Sustained & coherently argued.
A clear thesis statement. Use of accurate Sectioned information with limited
constructions. coherence. Limited accuracy of
Generally sound selection, synthesis & construction.
summary writing skills. Structured with
clarity & cohesion. Ability to handle
argument coherently.

Presentation Excellent presentation & appropriate High level of presentation. Accurate Competent presentation & referencing. Attempt made at coherent presentation.
length. Accurate referencing. referencing.

Grade Descriptors
..... A Distinction will be awarded when all relevant criteria achieved at grade A
.... B Good pass will be awarded when almost all relevant criteria achieved at grade B or above
..... C Pass at Master's level will be awarded when most relevant criteria achieved at grade C or above
..... D Pass at Certificate level will be awarded when some appropriate criteria achieved at grade D or above
..... R Resubmission will be awarded when failure to meet criteria for grades A-D, but resubmission allowed
..... F Fail will be awarded when a resubmitted assignment fails to meet the criteria grades or when there has been no submission within the allotted time (see re-submission p??)

We reserve the right to penalise gross over wordage in assignments.

54
4.14 Unit External Assessment

Approximately one quarter of portfolios, CAES assignments and dissertations are sent to the
External Examiner for moderation purposes. All work graded a D or F will be sent to the
External Examiner and a portfolio or dissertation graded at A. Other work sent will represent
the whole range of grades.

External Examiners usually hold office for 3 years and their name can be supplied by your
personal tutor.

55
4.15 Specimen Unit Report Form

Research and Graduate School of Education Advanced Course

Unit Report Form
2001-2002

Student:
Unit:
Field of Study:
Date:
Title:

For details of each of the assessment criteria and the grading system to be used in marking see page 50
of the student handbook

General comments on the assignment

Analysis of Literature & Research

Synthesis & Utilisation of Evidence

Integration of Theory & Practice

Structure

Presentation

Grade and tutor’s signature _________________________________Date _________________

Second marker signature ___________________________________

Agreed Grade: (if disagreement between markers) _______________

56
4.16 Progression to the Dissertation

Master’s Route:

A Second Year Review Board is held in June to discuss progression of students to the
dissertation stage.

A student who has submitted a portfolio of a grade A or B will automatically progress to the
dissertation stage, as will students with a portfolio of grade C. However, a student with a
portfolio graded at C who may have struggled to gain this grade by re-submission of several of
the assignments, or who has received an F level on the sixth assignment may be counselled to
exit with a Diploma. If the student does proceed to the dissertation stage they will be advised to
stay in close contact with their dissertation tutor.

CAES Route:

A CAES Review Board is held twice a year where students who have completed 3 CAES are
considered for progression to the dissertation.

A student who has passed 3 CAES at Master’s level (grades A-C) will automatically be allowed
to progress to dissertation stage.

57
5. STUDYING AT MASTER’S LEVEL

5.1 Returning to Study

Many people experience a degree of ‘culture shock’ during the early stages of a Master's degree
course, and people who are returning to academic study after a number of years away often take
time to adjust. Generally this happens straightforwardly during the first term, as individuals
adapt to organising their own pattern of study, find ways of using seminar and tutorial
discussions effectively, and get back into the routine of preparing written assignments.

The opportunity to spend a period of time on a course such as a Master's is one which for many
people will never be repeated, so it is important to make the most of it. If you have not been a
student for quite a while you may expect to take a little time to settle into the new routine. You
will have been sent some pre-course information to help you prepare for Master's work. When
you are given your first written coursework assignments, make sure that you have set aside
plenty of time to plan, draft and re-draft these. You may wish to consult your tutor during this
process, if you feel uncertain about whether the piece of work you are planning is likely to meet
the course requirements.

Another major feature of the course is the amount of time set aside for self-directed study, and if
you are not used to organising your own time to any great extent, you may find this difficult at
first. For some of this time your tutor will be setting reading and other seminar preparation,
which will need to be done by a certain date. There will, however, be longer-term interests, for
example in relation to your eventual dissertation topic, for which you will need to organise your
own reading and other relevant preparation and visits. Thus, the organisation of your time will
need some careful planning, until you establish routine work patterns around your seminar
programme, library visits, private study, etc.

Do not worry, however, if adjustment is difficult at first. Everyone goes through this process,
and families, friends and colleagues are usually very supportive. If you do find things getting on
top of you, do not hesitate to consult with your tutors, fellow-students and other members of the
School. There is a wealth of supportive experience to draw upon if you need it.

5.2 Time Commitment

Formal Classes

Most sessions are from 4.00pm to 7.30pm (Health Education from 2-3.30pm and 4-5.30pm). In
2001/2002 first years usually attend on Thursday and second years on Wednesday (though
sessions for students of Language in Education may be held on different days). Attendance must
be at least 85% of the sessions otherwise you may be required to repeat the unit or submit
additional written work.

Study Time

The time you will be expected to put aside for reading and producing an assignment is in the
ratio 3:1 compared with contact/classtime. Therefore, for every 1 hour of group contact you
would be expected to spend 3 hours of reading, part as preparation for the session and part as
further reading.

58
 Each unit has 30 contact hours and therefore you will need to find 90 hours for study but this
time also includes hours spent in producing the unit assignment.

However, as a part-time student you will be attending two units in each semester and therefore
will need to find 180 hours. In an average week you may spend a whole day of each weekend in
study and two or three evenings.

The dissertation is the equivalent of 4 units and therefore you will need to spend approximately
360 hours reading, doing a piece of research and writing it up.

MA(Ed) by Dissertation Through Flexible Study

It is expected that you would attend for two tutorials with your personal tutor in each term. Each
tutorial would probably last an hour.

The assessment requirement on this route is as follows: two essays each of 6,000 words followed
by a project of 12,000 words. On completion of these students may progress to the dissertation
of 20,000 words. You would be expected to spend the same amount of time in reading and
writing as students of the orthodox route.

The contact hours of the orthodox course are 180 hours and study time of 540 hours. For the
student of the flexible route you will also need to spend 720 hours divided between tutorial,
reading and writing time.

5.3 Working On Assignments

Tutorials

Personal Tutor

Each student has a personal tutor with whom they should keep in regular contact (see page 37)

Unit Tutor

The unit tutor is the person responsible for the teaching of a particular unit. Tutors will usually
provide guidance to help you in writing your assignment. The guidance criteria are on page 24
and the tutor may specify particular criteria which are appropriate to the specific assignment.

5.4 Draft Assignment

Students may submit a draft of each assignment to the unit tutor several weeks before the final
submission date (provided by tutor). The tutor will usually offer an opportunity for you to attend
a tutorial to discuss your draft. Arrangements for booking tutorials varies between tutors.

59
5.5 Presentation of an Assignment

All coursework (including drafts) should be typed or produced on a word processor. Using one-
and a half spacing on one side of the paper only, together with margins of at least 2.5cm,
provides room for tutor’s comments. The use of good quality paper and a high-quality printer
improves the finished product.

Detailed guidance is as follows:

a) Provide a title page giving the title of the assignment, your name, the unit or CAES for
which it is coursework and the name of the course tutor.

b) Always cite the sources of ideas that you take from other writers and ensure that you do
not reproduce extracts from works verbatim (or near verbatim) other than as marked and
referenced quotations. Short quotations (less than two lines or about 25 words) may be
included in the text in single inverted comas. Longer quotations should be indented
without quotation marks, and typed in single spacing. Quotations of longer than 200
words should be avoided, as should the overuse of quotations. The reference for a
quotation needs to give the page number.

c) Use of footnotes for elaborations, asides, or associated points that are worth including but
are not central to the main text can be placed at the foot of the relevant page or in a list at
the end of the assignment but before your list of references.

d) If appropriate, use appendices for more substantial items, for example, copies of
questionnaires or observation schedules, transcripts of tape recordings, and so on. Note
appendices and footnotes do not count towards word length. Appendices should be
numbered.

e) Work to which you do refer should be acknowledged by name and date in text, for
example: (Erben, 1998). In the bibliography you should include the full reference of all
work cited in this way (see below for more guidance on this).

f) Charts, graphs and tables can be included within the main text or in appropriate order at
the end of your assignment, after any footnotes and your reference list but before any
appendices.

Your reference list should list, in alphabetic order of author, only those works that you have
cited in your assignment. Use one of the standard formats, an example of which is given below.

i) a book:

Erben, M (Ed.) (1998), Biography and Education: a reader, London: Falmer

ii) a chapter in a book:

Brumfit, C J and Mitchell, R F (1990), ‘The Language Classroom as a Focus for

Research’ in Brumfit, C J and Mitchell, R F (Eds), Research in the Language Classroom.
Basingstoke: Macmillan

60
 iii) an article in a journal:

Ratcliffe, M (1992), ‘The implementation of Criterion-Referenced Assessment in the

Teaching of Science’. Research in Science and Technology Education, 10(2) pp. 171-
185.

The above is an example of the Harvard method of referencing. Do consult standards

journals in your field of study to see the format used in your area of study. The important
thing is to be consistent in your referencing and to include all the necessary information.
It is, it should be said, much better to keep a note of bibliographic details as you go along
rather than have to try to find them at a later date, particularly when a coursework
deadline is approaching.

5.6 Submission of an Assignment

One copy of an assignment must be submitted according to the procedure described below by the
final submission date, normally 2 weeks after the end of the unit, unless you have negotiated an
extension with the tutor. You are advised to make and retain a spare copy of each assignment.

The assignment, together with a completed copy of the cover sheet (see 5.8), must be handed in
to the Advanced Courses Office in Room 2017, Building 34. The bottom half of the cover sheet
will be stamped, signed and returned to you as a receipt. If you post an assignment then you
should include a SAE so that the stamped form can be returned to you. Ensure that you send the
assignment by ‘next day guaranteed delivery’ as postal submissions are at your own risk. If you
have not received the stamped form within a week then you should contact the Advanced
Courses Office. Your assignment should be sent to:

Advanced Courses Office

Research and Graduate School of Education
University of Southampton
Highfield
Southampton
SO17 1BJ

If it is necessary for you to submit your work outside of normal office hours then you should
leave your work in the box outside of Reception, in Building 34. Include a SAE so that the
stamped form/receipt can be returned to you.

You should receive feedback on assignments from tutors within a month. The assignments for
CAES students are returned after the examination board. Assignments for all other students are
returned by the tutor and must be retained, together with the marksheet for inclusion in your
portfolio.

5.7 Re-submission of an Assignment

Any student whose first submission is only graded as D or F is allowed one opportunity to
resubmit and this must normally be within 2 months

5.8 Specimen Assignment Cover Sheet

61
 Research and Graduate ADVANCED
School of Education COURSES

Assignment Cover Sheet

2001-2002

Please complete this form, attach to your assignment and hand in to the Advanced Courses Office, Room
2017, Building 34
Name:
Field of Study:
Unit:
Tutor:
Title:
Word Count

I confirm that the material contained in this assignment is all my own work. Where the work of others has
been drawn upon it has been properly acknowledged according to appropriate academic conventions.

Signed ………………………………………………………… Date ……………………………

-------------------------------------------------------Detach here---------------------------------------------------

Research and Graduate ADVANCED COURSES

School of Education
Assignment Receipt

2001-2002

Name:
Field of Study:
Unit:
Tutor:
Title:
Word Count

Official Stamp (with date)

I certify that the above assignment has been received.

Signed …………………………………………………………

62
6 THE DISSERTATION

6.1 Dissertation Supervisor

The Field of Study tutor is responsible for allocating each student a dissertation supervisor. This
may be your personal tutor or it maybe someone with particular expertise in your chosen topic.
It will usually be someone you have already met previously in the taught part of the course.

A CAES student who has studied 2 or 3 CAES within a particular Field of Study will have their
dissertation supervisor allocated by the Field of Study Tutor. If all 3 CAES are in different fields
the Advanced Courses Co-ordinator will allocate the supervisor.

It is expected that you will have regular tutorials with your dissertation supervisor during the
dissertation studies semester. It is usual for you to provide a draft of a chapter at least one week
before a tutorial.

It is possible for you to book tutorials with your dissertation supervisor in the vacation before
handing in your dissertation.

6.2 Supervisor’s Role

Your supervisor will help you to decide on a topic for your dissertation and suggest relevant
reading materials. The earlier you decide on a topic the more help can be given. If you propose
to submit by 23 September, you should have started work by early in the Summer Term, and you
must ensure that the Faculty Office has written notice that you intend to submit in September by
the end of August.

When you have defined a topic in consultation with your supervisor, you should arrange a
schedule which will include meetings between you and your supervisor to discuss the progress of
your work. It is expected that you will normally need about 4 meetings during the preparation of
the dissertation. In cases where you or your supervisor will be away from Southampton for
substantial periods of time, it is obviously even more important that arrangements are made in
advance to cater for your needs as the dissertation develops.

If progress is slow or particular difficulties arise, it is your responsibility to contact your

supervisor at the earliest opportunity in order to review the situation. If your work is not
reaching a satisfactory standard, it is your supervisor’s responsibility to inform you and suggest
appropriate action. Your relationship with your supervisor is an important part of your work
and, in normal circumstances, it will be a positive one. Your dissertation will eventually be
assessed by your supervisor (in conjunction with one other internal examiner and the external
examiner), so it is important that any unusual difficulties which may arise between you are
resolved early on. In extreme circumstances, the Course Co-ordinator or Head of the RGSE may
be able to help in agreeing on new arrangements with you for supervision.

63
6.3 Deadline for Submission of the Dissertation for the Degree of MA(Ed) and MSc(Ed)

The Regulations state that the dissertation must normally be submitted not later than 31 March in
the year following the completion of the period of instruction. For the MA(Ed) it may be
submitted by 23 September in the year when the period of instruction ends, in which case it may be
examined early, thus bringing forward the date of award of your degree.

An extension of time for the completion of the dissertation beyond 31 March will be granted only
in exceptional circumstances, beyond the control of the candidate, and will depend on support from
your supervisor, so they should be consulted before applying. Two different kinds of extensions
are possible:

(i) Extension of six months or one year: may be granted because of very difficult personal or
professional circumstances, or where research approved for the dissertation has been
significantly interrupted by circumstances beyond the control of the candidate; the
application for extension must be received by 31 December preceding 31 March on which
the dissertation is due. (Where a serious problem arises after 31 December, an application
may be considered up to 23 March.)

(ii) Extension of up to four weeks: may be granted where unforeseen typing, binding or
similar problems, beyond the control of the candidate, have arisen; the application must be
received by 23 March. (Where a serious problem arises after 23 March, an application may
be considered up to 31 March.)

If you have opted for the September deadline but cannot complete by then, you may apply to
submit by the following March deadline, and will then be subject to the rules outlined in (i) and (ii)
above.

An application for extension must

(a) be made to the Faculty Registrar in the Social Sciences Faculty Board via a supporting
statement from the supervisor;

(b) be preceded by discussion and/or correspondence with the candidate's course tutor and
dissertation supervisor;

(c) state the length of the extension applied for and give the reasons for the application;

(d) be accompanied by a medical certificate where appropriate.

In exceptional cases (for example, with an overseas candidate where shortage of time might
prevent consultation with a tutor before applying), an application may be sent to the dissertation
supervisor, who will discuss it with the course tutor and pass it to the Faculty Registrar.

It is important that these deadlines are adhered to. If, in any case, neither an application for
extension nor a dissertation has been received by the deadline for submission of the dissertation (23
September, 31 March, or other approved date), the examiners will be entitled to fail the candidate.

64
A candidate will not normally be granted more than one year's extension beyond the March deadline.

6.4 Presentation Guidelines

Two copies of the dissertation must be submitted by each candidate to the Faculty Registrar, Office
of the Faculty of Social Science, by the deadline, together with 2 unbound copies of each of the
"Title Page" and the "Abstract" (see 4(c) and 4(g) below). Both copies of the dissertation
will be retained by the University.

The dissertation should be set out and typed in accordance with the following guidelines wherever
possible. Where it is either impossible or inappropriate (because of the nature of the text) to follow
these guidelines, alternative typewritten presentation may be used provided the result is of a
standard size and binding, and is easy to read.

1. The dissertation should be typed on White Bond quality A4 paper (210 x 297), preferably at
1 ½ spacing on one side of the paper only.

2. Each page should have a left-hand margin of at least 33.8mm (1 ½ inches) to assist with
necessary guillotining. A right-hand margin of approximately 11.3mm (½ inch) will
suffice.

3. The pages should be numbered after the title page. This should be in the centre of the page,
either at the top or the bottom, but consistent throughout.

4. The order of contents and details on presentation are as follows:

(a) Cover The front cover must copy the information and the layout of the title page (see
example). The top copy must be marked "Master Copy" in the top right-hand corner. The
date to be given is the year in which the dissertation will be examined. Your name should
appear in full on the cover.

(b) Blank Page Normally included as part of the binding process.

(c) Title Page As for cover, see example.

(d) Acknowledgements These are at the author's discretion but normally includes recognition
of help given, copyright, etc.

(e) Contents Page List, chapter by chapter, the contents of the dissertation, including
Summary, Appendices and Bibliography. Each item must have a page reference number in
the dissertation.

(f) List of illustrations, diagrams If appropriate, including page number references.

(g) Abstract A precis of the work in about 250 words.

(h) Body of the dissertation The following notes are for guidance only. It cannot be over-
emphasised that in case of doubt you should consult your supervising tutor.

65
4.1. Notes short clarification or extension of material in the text may come at the bottom of the
text page, indicated by a conventional symbol, +, *, /, etc - for example, translations of
materials quoted in a foreign language, relevant bibliographical matter that would otherwise
clutter the text, comments on the interpretation of technical terms.

4.2. References are best given in brackets, with reference to a bibliography which normally lists
works alphabetically by author's name, with titles in chronological order for each author
and full publishing details,

e.g. (Shipman, 1979) ... which would refer to a title in the bibliography: Shipman, MD
(1972) The Limitations of Social Research. London: Longman.

References to articles in periodicals or other books should be entered in the bibliography as

follows:

Musgrave, F (1973) ‘Power and the Integrated Curriculum’, Journal of Curriculum

Studies,.1, pp. 3-12.

This summary only gives basic information: you should consult the Harvard Referencing
System for a model of how more detailed referencing is done. The exact punctuation does
not matter providing it is consistent and follows one of the standard sets of conventions.
For further details about the presentation of references, see Sections 5.5i, ii, iii on pages 56-
57.

4.3 Quotations short quotations (less than two lines or about 25 words) may be included in the
text in single inverted commas. Longer quotations should be indented without quotation
marks, and typed in single spacing, with a page number.

4.4 Illustrations and photographs if included must be mounted on paper of the same size and
quality as the text sheets.

4.5 Folded material can either be bound with the text (usually expensive), or, once suitably
numbered and indexed, gathered into a pocket inside the back cover.

4.6 Bibliography or References A complete, accurately specified, list of all books, articles,
etc. which have been referred to in the dissertation. It must be presented alphabetically, as
in (h)2. above.

4.7 Appendices/Sets of tables and figures

Appropriately numbered.

4.8 Copying and Binding

Carbon or Xerox copies are acceptable but should be of good standard. Xerox copies of
photographs are not permitted.

66
4.9 Please note the following binding specification: stabbed or wire-stitched to hinges:
mounting card covers with black plastic or buckram strip on spine. (Please follow this
specification. In particular use board and not cloth covers, typed and not gold lettering, and
leave the spine blank). The cover details (see 4 (a) above) should be typed on two buff-
coloured sheets of card which you will need to supply. These will be stuck to mounting
board by the binders.

5.0 The Bindery of the University (in the Hartley Library) will either carry out the binding for
you for a reasonable sum or put you in touch with someone who can carry out the
specifications. You must give the Bindery adequate notice, as they charge higher prices for
work needed very quickly.

67
6.5 Layout of Title Page
_____________________________________________________________

FACULTY OF SOCIAL SCIENCES

A STUDY OF EDUCATION

by Alice Nancy Other

A dissertation submitted
in partial fulfilment of the
degree of MA(Ed) or MSc(Ed)
or MSc(HEd/HP) by
examination and dissertation

University of Southampton, 2002

68
7 STUDENT SUPPORT

7.1 Personal Tutor

Each student will be given a personal tutor at the beginning of their course. This will usually be
arranged through the Field of Study Tutor. It is a good idea to make an appointment to see your
personal tutor soon after beginning the course. An appointment can usually be made by
telephone or e-mail to the tutor or via the Advanced Courses Secretary. It is usual to meet with
your personal tutor at least once in each semester to discuss your progress throughout the course.

It may be that you would be expected to consult your personal tutor in the choice of optional
units or other CAES’s that you may subsequently follow. However, in some Fields of Study you
may be expected to consult with the Field of Study tutor. Often your personal tutor will also be
your Field of Study tutor.

7.2 Experiencing Difficulties

We hope you will go through your course without experiencing any particular difficulties.
However, it is not unusual for a few students each year to encounter some difficulty, often as a
result of ill-health or some other personal problem which may arise and affect their participation
in the course, or because they do not find the content of some of the units which they have
chosen to follow suitable to their needs.

It is very important to keep your Field of Study tutor informed in circumstances such as these, as
they may well be able to help by negotiating an extension of assignment deadlines, a change of
module, or a short period of absence from the course if this becomes necessary. It is always
better for your tutor to know as soon as possible, as problems are more likely to arise if your own
difficulties only become known some time after they have occurred.

In the unlikely event of a problem arising which you feel that you cannot resolve with your own
personal tutor or Field of Study tutor, then you should approach the Advanced Courses Co-
ordinator or the Head of the RGSE for further assistance. But minor problems may be sorted out
with other tutors whom you will encounter on the various units which you follow as you work
your way through the course.

69
7.3 University Counselling Service

John Montague-Lock, Head of Service, six counsellors and a receptionist/secretary, provide a

counselling service for students and staff of the university. The Service is located at 11-12
University Crescent (behind the Day Nursery). Counselling also takes place at New College and
Winchester School of Art. Appointments for Highfield and New College can be made with Joy
Hayles by telephone (023 8059 3719 or ext 23719), or in person at the Counselling Service
between 10 a.m. and 3p.m., Monday to Friday. Appointments for Winchester School of Art can
be made with Sarah Hughes on 023 8059 6918. Outside of these hours messages can be left on
an answerphone. Appointment times are available throughout the day and early evening. A
reduced service is maintained during vacations. The counsellors see some 90-100 clients per
week. The counselling service is confidential and is used by staff and students with personal,
emotional, relationship, work-related or other concerns. The counsellors will try to see new
clients as quickly as possible, usually within 5 working days. The counselling service also offers
support and consultation for tutors and other, and takes part in training and development
programmes for staff and student groups.

7.4 Student Welfare Handbook

A copy of the Student Welfare Handbook can be provided by the Student Union (building 42).

7.5 Specific Learning Difficulties including Dyslexia

If you have learning difficulties and would like help or advice please contact Dyslexia Services
on 023 8059 2759 or e-mail dyslexia@soton.ac.uk for an appointment or visit the website
http://www.dyslexia.soton.ac.uk.

7.6 Student Feedback and Representation

A tutor’s major source of feedback to you will be through the comments that they make on your
written coursework assignments. If you are concerned about these comments, or do not
understand how you can compensate for any deficiencies that are indicated in your work, then
you should make sure that you approach the relevant tutor as soon as possible.

The RGSE welcomes comments, both positive and negative, and a number of mechanisms
operate to ensure that student’s views are available in the replanning of courses.

It is hoped that staff relations in each Master's group are sufficiently informal for casual
feedback to occur in normal conversation during the course of the year. However, part-time
students particularly, who do not have a great deal of unscheduled time at the University, will
welcome more formal opportunities to discuss the course. There will be meetings with the Field
of Study tutors and formal oral feedback sessions built into units; you will be required to
complete a compulsory University questionnaire at the end of each unit.

Funding agencies usually require a report on the experience at the end of the course, and it is
very helpful to us to receive copies of comments that are made, especially if they are critical.
Please copy them to your Field of Study tutor and the Faculty Office.

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 If there are substantial worries about any aspect of the work, the procedure should be as follows:

(i) sort out whether the issue is one on which there is a “ group” view or whether it is an
individual worry;

(ii) discuss the matter with the member(s) of staff directly concerned, and see whether any
adaptation of current procedures is possible;

(iii) if that does not result in an agreed solution, approach the Field of Study Tutor, and
discuss the matter further.

(iv) if there is still cause for dissatisfaction, write to the Advanced Courses Co-ordinator and
to the Head of the RGSE, with a copy to the Faculty Registrar: the Co-ordinator will
arrange to see you as soon possible.

Issues of general concern may also be brought up by student representatives of RGSE

Committees. Master's students are represented on the Academic Standards Quality Committee
(one full-timer and one part-timer) by elected representatives. There are also student
representatives on Faculty Board, and through the Students’ Union, on University committees.
Major matters of unresolved disagreement may be taken up with the Students’ Union, but it is
hoped that no problems will ever reach a stage where they cannot be satisfactorily resolved
within the RGSE machinery.

Queries about grading of assessed coursework, and examination results, should go through the
same procedure in the first instance.

If you need advice on the best procedures to follow, do not hesitate to consult any of your tutors
or the Faculty Registrar.

It is difficult to set up elections for choosing student representatives as individuals are only
usually known to students studying the same units. If you would be willing to be a student
representative and you could be available the Advanced Courses Co-ordinator would be pleased
to hear from you.

The name of student representatives and method of contact can be supplied by your personal
tutor or the Advanced Courses Co-ordinator.

7.7 Course Evaluation

At the end of each unit you will be required to complete a unit evaluation questionnaire provided
by the unit tutor. Your reply can remain anonymous if you wish. These evaluations are
considered by the appropriate Course Board and the Academic Standards Quality Committee
(ASQC). A Faculty Quality Statement that draws upon student questionnaire feedback is sent to
the University ASQC Committee each year.

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7.8 Regulations Governing Reviews and Appeals by Undergraduate and Postgraduate
Instructional Students

Section A : Informal Discussions and Reviews

1. Students on award-bearing courses leading to certificates, diplomas, first degrees or postgraduate

instructional degrees have the right to request a review by a Faculty Review Panel of any
recommendation of a Board of Examiners or Faculty Board that relates to their studies, or of a
decision by Senate to terminate their programme of study, if they produce evidence of one or more
of the following:

1.1 that their performance has been adversely affected by illness or by other factors which,
in exceptional circumstances, they were unable or, for valid reason, unwilling to divulge to
the Board of Examiners or Faculty Board before it reached its decision;
1.2 that there had been a material administrative error in the conduct of the examination;
1.3 that the examination had not been conducted in accordance with the appropriate regulations
for that course;
1.4 that some other material irregularity had occurred;
1.5 that, in reaching its decision, the Board of Examiners or Faculty Board had erroneously
concluded that they had cheated or plagiarised or attempted to gain an unfair advantage in an
element of work submitted for a degree;
1.6 that the supervision of their project or external placement was unsatisfactory to the point
that their performance was seriously affected.

Students may not question the classification of their award or the marks awarded for an individual
component of a programme of study unless evidence is submitted under one of the grounds at
1.1/1.6, above. Under no circumstances may students question the academic judgement of the
examiners and any request based on such grounds will be dismissed.

2. Informal Discussions

Students wishing to request a review and who have evidence of either extenuating circumstances
unknown to the Board of Examiners or Faculty Board when it made its recommendation, or of
allegations of error or irregularity as in paragraph 1 above, should in the first instance discuss the
matter with their Tutor or Head of Department/School or an appropriate person in the Faculty. It is
hoped that in many cases these informal discussions will be able to resolve a student's concerns and
may lead, if appropriate, to a Board of Examiners or Faculty Board agreeing to amend a
recommendation without the necessity of convening a Review Panel (see para. 4, below). The
student and those members of academic staff who have been consulted are strongly advised to keep
written records of all such discussions and of their outcome.

3. Formal Review

If discussion with the Tutor or Head of Department/School or other appropriate person in the
Faculty fails to resolve the issue, students should write to the Assistant Registrar of the Faculty in
which they are registered, setting out the grounds for the review and the revised decision they seek.
Students should include in their letter a statement of the preceding informal discussions and of their
outcome. If the review is based on extenuating circumstances written evidence (such as a medical
certificate) must be produced. If the request for a review is based on evidence that the student had
been previously unwilling to divulge to the Board of Examiners or Faculty Board, the letter should
set out the reasons why the student was unwilling to produce such evidence at an earlier stage. A
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 request for a review should normally reach the Faculty Assistant Registrar within 21 days of the
announcement of the recommendation of the Board of Examiners or Faculty Board, or of the
announcement of the decision of Senate; or within 7 days of the announcement of the results of
supplementary examinations.

4. As soon as the request for a review has been received, the Faculty Assistant Registrar will first
check that the student has sought to resolve the difficulty through informal discussions with the
appropriate staff. If satisfactory evidence has not been supplied of any informal discussions, the
student will be informed that no review can be entertained until such time as these have taken
place. If the appropriate informal discussions have been completed, but have not been able to
resolve the issue, the Faculty Assistant Registrar will, normally within fourteen days of receiving
the student's request for a review, convene a meeting of the Faculty Review Panel, and will notify
the student of the following points in writing:

4.1 the date, time and place of the meeting;

4.2 the members constituting the Panel on this occasion;
4.3 that the student is entitled either to have the case heard without attending or being
represented; or to attend in person, alone or accompanied by any other member of the University
willing to assist in this way; or to be represented in his/her absence by such a person; and that it is
in the student's own interests to be so accompanied or represented;

The student will also be sent a copy of these Regulations if these have not already been supplied.

5. As early as possible before the meeting of the Review Panel, the Faculty Assistant Registrar will
forward to members of the Panel a copy of the student's appeal, together with a record of the
student's marks, and any other documentation that is relevant to the Review including, if necessary,
a statement from the student's Tutor. One copy of these documents will be sent to the student.

6. The Faculty Review Panel will normally comprise the Dean, who will chair the Panel; the Deputy
Dean or the Assistant Dean; and the Head(s) of Department(s)/School(s) (or their nominees, such
as the Head, or other senior member, of another Department, if any of them had been involved in
teaching the student, or as Chair of the relevant Board of Examiners). The Faculty Assistant
Registrar will act as Secretary to the Review Panel. In the case of a review relating to a programme
of study that is subject to validation by an external professional body, the Chair may co-opt onto
the Panel an external representative of the relevant profession, or an additional independent
member of an associated department. So far as is practicable, the Panel should include at least one
member of the same gender as the student.

7. This Panel will review the matter in the presence of the Chair of the relevant Board of Examiners
and/or, where appropriate, the Assistant Dean; and of the student, if the latter has chosen to attend
the meeting.

8. The meeting of the Panel will normally follow this format:

8.1 The Chair will welcome the student, introduce those present and explain their roles and the
procedure to be adopted;
8.2 The Chair will then invite the Faculty to set out the facts and chronology of the matter,
outlining the student's case, and indicating the various options that are open to the Panel;
8.3 The Chair will then invite the student to present their case, and to make any comment upon
the Faculty's introduction;

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 8.4 The Chair will then invite the Chair of the Board of Examiners, who is in attendance, to
add any further comment;
8.5 The Panel will then question the student;
8.6 Finally, the Chair will give the student the opportunity to raise any further points.

9. All those present other than members of the Panel and the Secretary shall then withdraw and the
Panel will consider its decision. The decision shall be arrived at solely on the basis of the
testimony and submissions presented; if any new considerations emerge during the Panel's
deliberations which the Panel consider to be relevant, those who have withdrawn shall be recalled,
told what these considerations are and given an opportunity of commenting on or refuting them.

The Panel may:

9.1 uphold the student's case and request the Board of Examiners or Faculty Board to amend its
recommendation(s) after consultation with the external examiner;
9.2 may dismiss the case but request a change in the procedures of the Department or of the
Board of Examiners or the Faculty Board.
9.3 dismiss the case if the grounds are unsubstantiated or if, in the case of alleged extenuating
circumstances, these would not have affected the recommendation of the Board of Examiners or
Faculty Board, or the decision of Senate.

10. The Panel may either invite the student to come into the hearing immediately afterwards and
announce its decision, to be confirmed in writing, at that time; or it may instruct the Faculty
Assistant Registrar to convey its decision in writing to the student within seven days of the
conclusion of the hearing. In either event, the letter to the student shall include details of the
procedures of the Senate Appeals Committee (paras 11/25 below), if the Panel's decision is not to
accept the student's application.

Section B : Appeals

11. Students have the right of appeal to the Senate Appeals Committee against a decision of the
Faculty Review Panel, but such an appeal may only be lodged on the following grounds:

11.1 that they possess fresh evidence not available at the time of the Faculty Review Panel; or
that they possess evidence that, for reasons that must be explained, they were unwilling to divulge
at the time of the Review;
11.2 that there had been a material administrative or procedural error in the conduct of the
Review Panel.

An appeal may only be lodged by a student: it may not be lodged by a representative or by a parent.

12. The Appeals Committee consists of:

The Vice-Chancellor or a Deputy Vice-Chancellor in the Chair

The Dean of a Faculty other than that concerned
A member of the Academic Staff who is also a member of Senate from a Panel selected annually
by the President of the Students' Union
A Sabbatical officer of the Students' Union nominated by the President.

In the case of an appeal by a student on a programme of study that is subject to validation by an

external professional body, the Chair may, after discussion with the Dean of that Faculty, co-opt on
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 to the Committee an external representative of the relevant profession. So far as is practicable, the
Committee should include at least one member of the same gender as the student.

The Academic Registrar or nominee shall act as Secretary to the Appeals Committee.

13. A student wishing to exercise the right of appeal shall give written notice to the Academic
Registrar indicating the grounds of the appeal, within 21 days of the findings of the Faculty
Review Panel. If the Chair of the Committee judges that the student has provided sufficient
grounds for the appeal to be entertained, the Secretary will send a copy of this statement to the
appellant's Dean, Deputy Dean, and Head(s) of Department(s)/School(s), asking if it contains
information not known to the Faculty Review Panel. In the light of the information in the
appellant's statement the Faculty may agree to change its recommendation, in which case the
appeal succeeds without a hearing. After an appeal has been lodged, the Chair of the Committee,
following discussion with at least one other member of the Committee, and a review of the
documentation available to the Faculty Review Panel, may rule that the appeal is groundless and
should be dismissed. In this case the Secretary of the Committee will send a full written
explanation to the student, normally within 21 days of the appeal having been lodged.

14. If the Faculty wishes to stand by the decision of its Review Panel, the Secretary shall, normally
within 21 days, convene a meeting of the Appeals Committee and shall notify the appellant of the
following points in writing:

14.1 the date, time and place of the meeting;

14.2 the members constituting the Committee on this occasion;
14.3 that the appellant is entitled either to attend in person, alone or accompanied by his/her
Tutor or by any other member of the University willing to assist in this way, or a representative of
the student's Trade Union or professional organisation or a legally-qualified person; or to be
represented in his/her absence by such a person; and that it is in the appellant's own interests to be
so accompanied or represented;
14.4 that the Committee reserves the right to take legal advice on its own behalf and, if the
appellant elects to be accompanied or represented by a legally qualified person, it may also invite
its legal adviser to be present at the hearing.

The appellant shall also be sent a copy of these Regulations, if these have not already been
supplied.

15. The Secretary shall forward copies of the appellant's letter of appeal to the members of the
Committee.

16. The Dean of the appellant's Faculty shall supply the Secretary with a written statement of the facts
upon which the Faculty relies as justifying the recommendation to Senate. Not less than seven
days before the hearing the Secretary shall send, under confidential cover, copies of the statement
to the members of the Appeals Committee, the Head of Department and the appellant's tutor. Two
copies shall be sent to the appellant.

17. The Dean of the Faculty or a representative shall attend the hearing of the appeal. The Head of the
Department/School concerned or a representative shall be entitled to attend the hearing. If the
Tutor is not asked to accompany the appellant (see 14.3 above) he or she may be invited by the
Secretary to attend the appeal. Otherwise the hearing shall be in private, and any other witnesses
who may be called shall not be present except when testifying.

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18. At the hearing the Committee shall first hear any representations made and evidence called by or
on behalf of the appellant, and then any further representations made and evidence called on behalf
of the Faculty. The Dean, Head of Department/School or Tutor shall be entitled to question any
person testifying on behalf of the appellant, and the appellant or a representative shall be entitled to
question any person testifying on behalf of the Faculty.

19. The Dean or Head of Department/School or their representative, followed by the appellant or a
representative, shall be entitled to make short final speeches summarising their submissions.

20. All those present other than members of the Committee and the Secretary shall then withdraw and
the Committee will consider its decision. The decision shall be arrived at solely on the basis of the
testimony and submissions presented; if any new considerations emerge during the Committee's
deliberations which the Committee consider to be relevant, those who have withdrawn shall be
recalled, told what these considerations are and given an opportunity of commenting on or refuting
them.

21. The Committee acts on behalf of Senate and may take one of the following courses of action:

21.1 the Committee may dismiss the appeal but may request that the Board of Examiners or the
Faculty concerned should consider changing its procedures.
21.2 where the appeal is against termination of course, the Committee may uphold the student's
appeal and withdraw the decision of Senate that the student's course be terminated on academic
grounds. The Committee may make recommendations concerning the repetition of a course or of
part of a course, taking into account the Faculty's regulations. The Committee may also
recommend that the Faculty shall be responsible for meeting the cost of any tuition fees for which
the student may be liable.
21.3 the Committee may dismiss the appeal if the grounds are unsubstantiated or if in the case of
alleged fresh evidence it would not have affected the decision of the Board of Examiners or Faculty
Review Panel.
21.4 where the appeal is against a decision or recommendation of the Faculty Review Panel, the
Committee may:

21.4.1 request the Faculty Board concerned to amend its recommendation, after
consultation with the External Examiner in cases where amendment to an award is
recommended, information which the Committee shall have communicated in writing to
the Board;
21.4.2 declare that the relevant assessment(s) be declared null and void and request the
Faculty Board to permit the student to undertake the relevant reassessment(s) without
paying the normal re-sit fees;
21.4.3 dismiss the appeal but may request that the Board of Examiners or the Faculty
concerned should consider changing its procedures.

22. The Committee shall announce its decision either at the hearing or in writing within seven days of
the hearing. The Secretary shall notify all concerned of the result of the appeal and shall prepare a
report for Senate which shall include the reasons behind the Committee's decision. The decision of
the Appeals Committee is final, subject only to the provisions of Section 17.20 of the Statutes of
the University.

23. A copy of all the papers presented to the Committee will be held by the Secretary of the Committee
for a period of twenty-four months after the date of the hearing.

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24. All those present shall at all times treat any evidence given at the hearing as confidential.

25. These regulations describe in detail the procedures to be followed in the event of an appeal being
lodged by an undergraduate or postgraduate instructional student at the University of Southampton.
Procedures in the Accredited Colleges will follow the spirit of these regulations, but may differ in
their detailed application as a consequence of the different academic structures of these institutions.

26. Further information about, or clarification of, these procedures is available from Dr R J Green,
Senior Assistant Registrar, University of Southampton, SO17 1BJ; telephone 023 8059 3062; fax
023 8059 3037; e-mail rjg1@soton.ac.uk

27. Students considering lodging a request for a review of appeal under the terms of these regulations
are strongly advised to make early contact with the ‘Advice and Information Centre’ in the
Students’ Union.

Approved by Senate: 9 February 1977

Amended by Senate: 9 March 1988; 13 March l996; 3 December 1997, 21 June 2000

77
7.9 Regulations Governing Student Complaints

1. General Principles

1.1 The University of Southampton is committed to ensuring that we provide for our students a high
quality educational experience, supported by appropriate academic, administrative and welfare
services and facilities. We recognise, however, that there may be occasions when students will
feel that they have cause for complaint. In this context, a complaint is defined as an expression
of dissatisfaction either about the courses, facilities or services provided by the University, or
about actions or lack of actions by the University or its staff. Complaints may be made by
individual students or by groups of students; they may not be lodged by a representative, a parent
or any other third party. This Complaints Procedure sets out how students may seek to have
complaints addressed. It should be recognised that the vast majority of student complaints can be
handled fairly, amicably, and to the satisfaction of all concerned without recourse to this
procedure. In the first instance, students with a complaint should raise it informally with the
relevant member of staff. If this course of action proves unsatisfactory, then the procedure set
out in this document should be observed. This procedure does not cover the following matters,
for which separate procedures exist:

• Appeals against academic assessment and progress decisions

• Disciplinary issues
• Harassment
• Complaints relating to the Students’ Union
• “ Fitness to Practice” procedures in the Faculty of Medicine, Health and Biological Sciences

Information about academic appeals may be sought from the Co-ordinator of Student Services
(Dr R J Green, Academic Registrar’s Department: Ext 23062, rjg1) or the appropriate Faculty
Office; about disciplinary issues from the Academic Registrar; about harassment, from the
Director of Human Resources; and about complaints relating to the Students' Union, from the
General Office of the Students’ Union.

1.2 The “ Student Handbook” sets out the general entitlements and responsibilities of students and is
distributed to every incoming student at their initial registration; it is also available at
http://www.soton.ac.uk/~acreg/studenthbk If a student believes that they have a legitimate
complaint, they should refer in the first instance to the “ Student Handbook” to clarify what is
reasonable for them to expect from the University in the relevant area, and whether they
themselves have discharged their corresponding responsibilities, if applicable. If, having
consulted the “ Student Handbook” , the student wishes to proceed with their complaint, they
may invoke the Complaints Procedure set out in this document.

1.3 The University will seek to ensure that all complaints are treated seriously, positively and
constructively. It will also seek to ensure that complaints are dealt with promptly, with fairness
and consistency and with due regard to the University’s Equal Opportunities Policy. If a
complaint is found to be justified, the University will take such action or provide such remedy as
may be appropriate and will do so promptly. If a complaint is not upheld, the reasons for the
decision will be communicated to the complainant.

1.4 Complainants will not suffer any disadvantage or recrimination as the result of making a
complaint in good faith. Only if a complaint is judged to have been made frivolously,
vexatiously or with malice, could disciplinary issues arise in relation to the complainant.

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1.5 Complainants and those against whom complaints are made may expect complaints to be dealt
with confidentially and that their privacy will be respected. However, it may be necessary to
disclose information to others in order to deal with the complaint and in these circumstances the
parties concerned will be informed of such disclosure. Whenever in the course of a complaint
being dealt with, a complainant or a person against whom a complaint is made is invited to
discuss the complaint orally or to attend a hearing, they shall be entitled to be accompanied by a
friend or colleague, who may speak on their behalf.

1.6 Anonymous complaints will not be dealt with under this procedure. Staff who receive
anonymous complaints will be expected to use their discretion and judgement as to how to
handle such complaints.

1.7 The University believes that complaints should be resolved as near as possible to the incident(s)
giving rise to the complaint. For this reason, this Complaints Procedure provides for there to be a
number of stages, both informal and formal, in the handling of a complaint. Complaints will not
be rejected solely on the grounds of minor procedural deficiencies on the part of the
complainant. At each stage of the process, the person to whom the complaint has been referred
shall, if it is upheld, wholly or in part, apply such remedies as are within their powers. If they
consider that the remedy is outside their powers, they shall refer the matter to the appropriate
authority.

1.8 Heads of Departments/Schools and of Services will monitor on an annual basis complaints
which have been referred to them and will be responsible for implementing, or recommending to
the appropriate authority, changes to systems or procedures suggested by the nature and pattern
of the complaints received. Such records will contain: name (anonymised), age, gender and
ethnicity of complainant; complainant’s programme of study; summary of complaint; and summary
of outcome. The outcome of such monitoring may also inform other processes or activities such
as course design or postgraduate supervision. Formal complaints submitted to the Academic
Registrar will also be monitored. Senate and Council shall receive annually a report on the
outcome of the monitoring processes and shall consider in the light of the report whether
changes to the University’s systems and to the Complaints Procedure itself would be
appropriate.

1.9 This Complaints Procedure may be invoked by students registered, part-time or full-time, on
courses of the University of Southampton, except for students registered at an Accredited
College.

1.10 Advice about the Complaints Procedure may be obtained from the appropriate Faculty Office;
the Advice and Information Centre in the Students’ Union; or the Co-ordinator of Student
Services.

1.11 This Complaints Procedure was approved by Senate on 14 March 2001 and by Council on 4
April 2001 and forms part of the University’s overall quality assurance framework. It is
informed by the Quality Assurance Agency for Higher Education’s Code of Practice for the
Assurance of Academic Quality and Standards in Higher Education, and in particular by Section
5: Academic Appeals and Student Complaints on Academic Matters (March 2000). It will be
available on the University’s web site, and a summary will be included in the “ Student
Handbook.”

2. The Process
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 Stage One: Informal Complaint

2.1 The majority of complaints can be resolved satisfactorily on an informal basis. If possible, the
complainant should first raise their complaint either orally or in writing with the individual who
is the subject of the complaint, stating the remedy they are seeking. The complaint must
normally be made within two months of the actions (or lack of actions) which prompted the
complaint. The person who is the subject of the complaint shall respond to the complaint
normally within ten working days of the complaint being made; and shall retain a note of the
substance of the complaint and any action taken. If it proves impossible to respond fully within
ten working days, the complainant shall be informed of the timescale for the receipt of a full
response. If making or responding to the complaint involves face to face contact between the
complainant and the person against whom the complaint has been made, both shall be entitled to
be accompanied by a friend or colleague. If the person who is the subject of the complaint rejects
the complaint, they must state their reasons for doing so.

2.2 If a complaint is of a general rather than specific nature, it may be more appropriate to ask the
relevant student representative to raise it at the Staff/Student Liaison Committee or other
departmental or School committee.

Stage Two: Written Complaint to Head of Department or Service

2.3 If the complainant is dissatisfied with the response they receive from the person who is the
subject of the complaint, or if they feel unable to approach that person directly, they should
submit, within ten working days of receiving the response, a written complaint to the Head of
Department or School (if it relates to an academic matter) or to the Head of the Service
concerned, e.g., the Librarian, the Director of Computing Services, or the Director of Business
Services. If the Head of the Department or School is the subject of the complaint, then the
written complaint should be made to the Dean of the Faculty. If the complainant is unsure whom
to approach at this stage, they may seek advice from the Co-ordinator of Student Services or the
Advice and Information Centre in the Students’ Union. The written complaint should set out
briefly: the nature of the complaint; the informal steps already taken (if any); details of the
response received; and a statement as to why the complainant remains dissatisfied and, without
prejudice to any formal remedy which might be determined, the remedy they are seeking. The
Head of Department or Service shall acknowledge in writing receipt of a complaint within five
working days. The Head of the Department or Service shall investigate the complaint and shall
submit an interim written response to the complainant normally within fifteen working days of
the receipt of the complaint. If it should prove impossible to respond fully within fifteen working
days, the complainant shall be informed in writing of the timescale for the receipt of a full
response. If the investigation involves a face to face meeting between the Head of
Department/School or Service and the complainant and/or the person against whom the
complaint has been made, the latter two shall both be entitled to be accompanied by a friend or
colleague. If the complaint is not upheld, reasons for this decision must be stated.

Stage Three: Written Complaint to the Academic Registrar

2.4 If, having pursued the matter to this point, the complainant remains dissatisfied with the written
response, they should, within ten working days of receiving the response, refer the matter in
writing to the Academic Registrar and should enclose copies of the correspondence exchanged
during the earlier stages of the procedure and any other relevant papers.

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2.5 The Academic Registrar shall acknowledge in writing receipt of a formal complaint within five
working days. Subject to his/her being satisfied that the complainant has taken all reasonable
steps to resolve the matter informally, using the procedures in paragraphs 2.1/2.3, above, the
Academic Registrar shall appoint a person or persons within the University, having no material
interest in the complaint, to carry out an investigation. The investigator(s) may seek to resolve
the issue on the basis of documentation, after having sought further information from the
members of staff involved in the earlier investigation of the complaint and from the
complainant; or may, at the investigator(s) discretion, call a hearing at which the complainant
and any other persons involved may submit their respective cases. The complainant and the
person who is the subject of the complaint may each be accompanied at any such hearing by a
friend or colleague, who may speak on their behalf if appropriate. In the unavoidable absence of
any parties in the hearing, the hearing may be postponed, but the voluntary absence of one of the
parties shall not prevent the hearing from proceeding.

2.6 After investigation of the complaint, the investigator(s) shall decide whether the complaint is
justified or not and shall submit a report in writing to the Academic Registrar, containing such
recommendations as may be appropriate. The Academic Registrar shall determine what action, if
any, shall be taken and shall communicate this in writing to the complainant and all other
relevant parties, normally within thirty working days of the date of acknowledging receipt of
the formal complaint. The Department/School or Service may be asked to meet the reasonable
and proportionate incidental expenses necessarily incurred by a successful complainant.

Stage Four: Written Appeal to the Vice-Chancellor

2.7 Following formal investigation of a student complaint there shall be no right of appeal as to the
merits of the case. Dissatisfaction as to the outcome of the complaint shall not in itself constitute
an acceptable reason for appeal. However, if a complainant believes that their complaint was not
handled properly or fairly in accordance with the procedures set out in paragraphs 2.5 and 2.6,
then they may submit a letter of appeal to the Vice-Chancellor, requesting a review. The letter
must set out the reasons for requesting the review, should normally be submitted within ten
working days of notification of the decision on the complaint by the Academic Registrar, and
should include copies of all previous correspondence and relevant papers.

2.8 Following receipt of an appeal, the Vice-Chancellor shall designate one of the Deputy Vice-
Chancellors to consider the appeal. The Vice-Chancellor will acknowledge receipt of the appeal
within five working days and will inform the appellant which Deputy Vice-Chancellor will
handle the appeal. The Deputy Vice-Chancellor so designated shall consider the circumstances
of the case on the basis of the documentation and, having taken such advice as he/she deems
necessary, shall determine whether there is prima facie evidence to support the appeal that the
case had not been handled properly or fairly. If the Deputy Vice-Chancellor determines that no
prima facie evidence exists, then the appeal shall be dismissed. If, however, the Deputy Vice-
Chancellor is satisfied that there is prima facie evidence to support the appeal, then he/she shall
review the case. The Deputy Vice-Chancellor shall inform the appellant normally within thirty
working days of receipt of the appeal either that there is no prima facie evidence to support the
appeal, and therefore that the appeal has been dismissed, or that the case is to be reviewed.

2.9 Reviews will normally be conducted by means of scrutiny of written documentation. Following
completion of a review, the Deputy Vice-Chancellor shall report its outcome to the Vice-
Chancellor, and shall make such recommendations as he/she may deem appropriate. The Vice-

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 Chancellor (or the Academic Registrar, on his/her behalf) shall ensure that any appropriate
action arising from the report and its recommendations is taken, and shall inform the appellant
accordingly. The Department/School or Service may be asked to meet the reasonable and
proportionate incidental expenses necessarily incurred by a successful complainant.

Stage Five: Appeal to Council

2.10 The decision of the Vice-Chancellor is final, subject only to the provisions of Section 17(20) of the
Statutes of the University. If the mechanisms described above do not produce a solution which the
student finds acceptable, it is possible under the University’s Statutes (number 17(20)) to ask the
Council “ to entertain, adjudicate upon, and, if thought fit, redress any grievance.” In such
instances a special committee is set up to reach a view whether there is a prima facie case for
consideration, and, if so, to consider the matter in detail and to reach an adjudication on behalf of
Council. Students wishing to initiate a grievance to Council should write to the Secretary and
Registrar, setting out the grounds on which they feel aggrieved; and documenting the action they
have taken to attempt to resolve the problem.

Stage Six: Petition to the Visitor

2.11 There also exists an external mechanism for review of the University’s actions: this is
currently Her Majesty the Queen in her capacity as Visitor who operates through the President of
the Privy Council. A statement issued by the Privy Council entitled “ Petitions To the President
Of The Council In Her Role As Visitor” explains what matters are, or are not, suitable for a
petition to the Visitor; how a petition should be prepared; and how petitions will be dealt with.
The Privy Council Office statement can be accessed at http://www..privy-
council.org.uk/president/1999/petitions.htm. The paragraphs that follow (2.11.1/8) are extracted
from this document.

2.11.1 The Visitor may consider a petition only if the University’s own internal procedures have been
exhausted. The Visitor will not intervene on matters which turn purely on academic assessment.
The Visitor’s role is to review the application by the University of its own internal procedures.
The Visitor will not normally intervene unless it can be shown that the University has failed to
observe its own rules or procedures; or that, although it has followed the proper procedures, it
has reached a decision that no reasonable body, properly directing itself, and taking account of
all relevant factors, could have arrived at.

2.11.2 There is no set format for a petition, and there is no need to use legalistic language, nor does a
petition need to be lengthy. A petition should: set out the facts clearly in chronological order; be
specific about the particular procedures which are alleged to have been breached; enclose copies
of the relevant rules and regulations and any other relevant documents, including any
correspondence which bears on the case; say clearly what action the Visitor is being asked to
take. Petitioners should try to avoid emotive language and to adopt a neutral and factual tone.

2.11.3 Petitions should be addressed to: The Clerk of the Council, Privy Council Office, 2 Carlton
Gardens, London SW1Y 5AA. They should be clearly marked “ Petition to the Visitor.”

2.11.4 Petitions are initially examined to see whether there is a prima facie case for the Visitor’s
intervention. (See 2.11.1, above.) at this stage, there may be correspondence with the petitioner
to clear up any queries that arise.

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2.11.5 If there appears to be no prima facie case, the petitioner will be informed that, on the evidence so
far presented, there appear to be no grounds for the Visitor to intervene, with reasons. It is open
to the petitioner to provide additional evidence to show that the case is, in fact, one in which the
Visitor can intervene.

2.11.6 If the petition appears to show a prima facie case for the Visitor’s intervention, it will be
forwarded to the University for an answer. The Visitor will formally direct the University to
provide an answer within six weeks. The University’s response will then be sent to the
petitioner, who will be able to respond to the points made in it.

2.11.7 Once any response the petitioner wishes to make has been received, the case will be submitted to
the Visitor, who will normally decide on the basis of the three sets of documents (the original
petition, the University’s answer and the petitioner’s response). There will not normally be an
oral hearing.

2.11.8 The petitioner and the University will then be informed of the Visitor’s decision, with the
reasons for it.

Approved by Academic Standards & Quality Committee: 13 November 2000

Approved by Senate: 14 March 2001
Approved by Council: 4 April 2001

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8 ACADEMIC SUPPORT

8.1 Computing Services

The University is committed to providing high quality information systems to support formal and
informal learning and teaching needs of students. All registered students are entitled to use
computing and networking facilities (including electronic mail) provided and supported by
Computing Services. Full details on all available services can be found on the web at
http://www.soton.ac.uk/~sucsweb

The use of Computing Services by all members of the University is subject to the University's
general regulations on the use of computers as well as regulations which apply specifically to
Computing Services facilities. You can read these regulations at
http://www.soton.ac.uk/~sucsweb/regs. Essentially they say that facilities should only be used for
educational purposes and you must not do, view or say anything illegal or offensive.

The Internet and the World Wide Web make it easy to view and publish information. However,
this freedom also carries responsibilities and risks that you need to be aware of. For information
about copyright, see http://www.soton.ac.uk/~sucsweb/regs/copy.html.

Computing facilities used primarily for learning and teaching are based in clusters of workstations
(over 800 publicly available workstations) at each of the major University campuses and in most
Halls of Residence. Each campus has one or more clusters of personal computers and the major
campuses also provide clusters of Unix systems. Through these workstations students can make
use of a very wide range of applications software and a variety of specialist devices. They may also
connect to the centrally located multi-user systems which provide a variety of information services.
Students may subscribe themselves to use these systems.

Each cluster of workstations is provided with its own high quality printing facilities. A charge is
made for each page printed, to cover the costs of consumables, using a pre-payment card. Data
storage media (diskettes) can be purchased on most major campuses through vending machines
using the same pre-payment card.

During the teaching term, staffed advice points (called HelpDesks) are provided at the Avenue,
Boldrewood, New College, Winchester, General Hospital, Highfield (east), Highfield (west) and
Oceanography Centre campuses. A telephone and email based ServiceLine for general or technical
queries is available throughout each working day during term and vacation.

Telephone: 25656
Fax: 25657
E-mail:ServiceLine@soton.ac.uk

Introduction to Computing Services’ facilities is provided via the Induction Zone: a collection of
materials and facilities designed to enable rapid familiarization.

The Induction Zone consists of:

• talks and beginners’ sessions for new students
• an induction HelpDesk during Freshers’ Week
• the Induction Zone on the Web – a ‘virtual tour’ of Computing Services’ facilities
• leaflets for new students and staff

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A copy of the Induction Zone leaflet is sent to all new students.

Introductory leaflets for students are also available at all Computing Services’ HelpDesks.

Public workstations can be booked in advance for supervised taught courses. At other times
workstations may be used as available. Several workstations areas are open late into the evenings
and at weekends. Access to more specialised computing resources (some of which are provided
primarily to support research) may be granted, on a basis of need, through personal subscription.
Details of workstation cluster opening hours and the capabilities of the facilities available are
published in documentation provided at the HelpDesks as well as on the World Wide Web.

You can expect from us:

• computing and communications facilities to be available as advertised

• accommodation and facilities which comply with Health and Safety
regulations

• competent, professional support staff to give timely and relevant help and
assistance

We expect you to:

• behave in a legal and ethical manner in use of computing and other

information systems facilities

• respect the rights of others by helping to maintain an appropriate working

environment

• abide by University and Computing Services regulations.

Information and Communications Technology Induction Sessions

Tutor: John Woollard and Adrian Halnan

Normally, ICT Induction sessions for all full-time students will be run by John Woollard. Separate
documentation to support these sessions will be available at the commencement of the course.
Part-time students may attend if they are free at these specified times.

This programme is under development, it is intended to extend it to all students in the future.

All students should avail themselves of the Induction leaflets and other materials listed above that
are produced by Computing Services.

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8.2 The University Library

All registered students may use the University Library. The Library is spread over 7 sites, covering
a range of subjects, but the main Education collections are at the Hartley Library on the Highfield
Campus, and at New College Library.

The Hartley Library

The Hartley Library is normally open at the following times:

Monday - Thursday 09.00 - 22.00

Friday 09.00 - 18.00
(09.00 - 22.00 during pre-examination periods)
Saturday 09.00 - 17.00
Sunday 12.00 - 21.00 during term time; closed during vacations

From about mid-July to late August the hours are:

Monday - Friday 09.00 - 18.00

Saturday 09.00 - 13.00
Sunday closed

Catalogues

Catalogues of Library stock are presently in several forms. The WebCat, an electronic
catalogue, covers all material acquired since 1981, except for the stock of the National
Oceanographic Library, plus all journals and a growing number of records for older stock. The
Card Catalogue covers any other items acquired before the end of 1980.

General Enquiries (ext 22180) (direct line: 023 8059 2180)

(e-mail: libenqs@soton.ac.uk)

In term time the Enquiry Desk on Level 2 is normally staffed 09.00 - 19.30 Monday to Thursday,
except Wednesday 10.00 - 19.30, Friday 09.00 - 17.55 and Saturday 10.00 - 12.55. During
vacation the desk closes at 17.00 but is open on Saturday mornings. Staff can give guidance on
finding your way around the Library, using the catalogues and interpreting reading lists, as well
as providing a general information service.

In addition a Joint Library and Computing Services Help Desk is available in the Wolfson Wing
on week-day mornings, term-time only.

Subject Help

There are self-help information points on each level, with maps showing the layout and detailed
guide leaflets for the collections. Extra enquiry points are staffed on Levels 3 and 4 from 11
a.m. - 13.00 p.m. and 14.00 p.m. - 16.00 p.m. on weekdays in term time; vacation opening hours
are available on request.

Level 5 Arts (ext 22372)

Level 4 Arts, Education and Official Publications (ext 22151)

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Archives and Special Collections (ext 22721), with a separate entrance just beyond the second
office

Level 3 Law and Social Sciences (ext 23451)

Level 1 Engineering, Mathematics and Physical Sciences (ext 22791)

Loans Service (ext 23452)

In term time the Loans Desk is open:

Monday, Tuesday and Thursday 09.00 - 19.25

Wednesday 10.00 - 19.25
Friday 09.00 - 17.55
Saturday 10.00 - 12.55

In vacations the Loans Desk is open:

Monday, Tuesday, Thursday and Friday 09.00 – 17.55

Wednesday 10.00 – 17.55
Saturday 10.00 – 12.55

In addition a self-issuing system is available at all times in the centre of the foyer.

Master's students may borrow up to 15 items of which 2 may be from the Reserve Collection.
Most of the books in the Library can be borrowed for up to 3 weeks but may be recalled by
another reader after one week. A number of books known to be in demand are only available on
One Week or 24-Hour Loan. Library books may be returned at any time via the post box in the
wall immediately to the right of the Library entrance. Self-renewals can be done via WebCat.
Everyone is allowed up to 6 renewals on each item, as long as it is not required by another user.

Reserve Collection (ext 23208)

Items which are in very heavy demand are placed in the Reserve Collection from which
borrowing is strictly controlled.

Inter-Library Loans (ext 23454)

Items not in stock may be borrowed from other libraries using the Inter-Library Loans service.

Doing your own on-line literature searches

The University of Southampton subscribes to a range of electronic databases, which students can
access to do their own literature searches. Two datasets are of particular value to the School of
Education:

• The BIDS Education Database. This includes the British Education Index (BEI), the US based
ERIC (Education Resources Information Centre) and PsycInfo, the electronic version of
Psychological Abstracts.

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 http://www/bids.ac.uk

• The Web of Science Social Sciences Citation Index. This indexes approximately 1700 journals
across all the social science disciplines, including education and management.
http://wos.mimas.ac.uk

These databases are free to use, and can be accessed from off-campus, but you must register first at
the University for an ATHENS username and password. This is a self-registration process, and can
be done at any Computing Services public workstation via the Subscribe button on the opening
screen or from home via the Internet.

Further information on this and all aspects of the library services is available in print leaflets from
the General Enquiry desk of the Hartley Library, or via the Library’s webpage
http://www.soton.ac.uk/~library

In addition, the Education Librarian, Sonia Bentley, will be pleased to offer help and advice.
Contact: tel. 023 8059 22151 e-mail sbentley@soton.ac.uk

Faculty Archive

The Faculty maintains an archive of publications of all kinds by members of staff or students. You
are requested to present a copy of books or offprints/photocopies of papers published while you are
working in the University to Michael Erben, who maintains the archive. He should be approached
if you wish to consult the archive.

8.3 Learning Difficulties

Students who have dyslexia or other specific learning difficulties can contact Dyslexia Services
on 023 8059 2759 or e-mail dyslexia@soton.ac.uk for an appointment or visit the website
http://www.dyslexia.soton.ac.uk. The Hartley Library has an Assistive Technology Centre
(ATC) offering IT support to users with disabilities or dyslexia. Contact Mary Bown, ext 27620.
http://www.soton.ac.uk/~atc

88
9. GENERAL INFORMATION

9.1 Notice Board

In the RGSE notices on student courses are located around the coffee area upstairs in Building 34.
There are boards labelled for Master's and Research activities, and long-term notices about
conferences are placed on the board halfway up the main staircase.

9.2 Mail and Messages

Staff pigeonholes may be found on level 2 in Building 34 in the main reception. Messages for
students will be left in the alphabetical pigeonholes in the upstairs coffee area of Building 34.

9.3 Telephones

There is no telephone facility for Master's students, who should use public call boxes or Students'
Union phones. In an emergency, a member of staff may be able to help with access to a staff
telephone.

9.4 Computing Facilities

Information about facilities available in the School may be obtained from technical support staff
(ext 22641), who can also provide information about University facilities.

9.5 Leisure

The University has extensive sports grounds, sailing and rowing facilities, a rifle range and, on the
main site, an indoor sports centre A large number of social, cultural and political societies are
supported by the Students' Union, of which all full-time students are members. Part-time students
may become members of the Students' Union on payment of a fee.

The Nuffield Theatre on the University campus is home for one of the best provincial repertory
companies in the country: a wide variety of drama is also presented by both amateur groups and
other leading professional companies. Regular recitals are held in the Turner Sims Concert Hall,
and the John Hansard Gallery houses fine art and photographic exhibitions.

9.6 Car Parking

Full-time students may apply for a permit to park on the University site. Permits cost £96 for
2001/2002 (subject to increase thereafter) and there is no guarantee that all applicants will receive a
permit or that parking spaces will be available for those who do. Part-time students can apply for a
parking permit at a cost of £36 for the day on which they attend classes. Application forms are
available from the Security Office at 50 University Road. Disabled students are exempt from
payment of a fee and will be granted a permit. Students may use the Visitors Car Park opposite the
Library or find spaces on the public roads around the University. You are asked to help the
University maintain good relations with its neighbours by parking considerately.

Please ensure that your car registration number is entered on your registration form.

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9.7 Other Facilities

There is a Careers Advisory Service, a Language Centre, a Day Nursery for children from 6 months
to 5 year-olds, and two Health Centres on the main campus. The Students Union has its own shop
and bank and there is also a bookshop nearby.

9.8 University Safety Policy

The University publishes a Safety Policy as required by the Health and Safety at Work Act, and a
copy is given to all members of staff. The General Statement for Safety Policy is given below. For
further information, please consult the Statement of Safety Policy. Copies are available from the
University Safety Office.

General Statement of Safety Policy:

The Council, Senate and Vice-Chancellor consider the health and safety of the employees and
students of the University of Southampton to be of paramount importance, and are committed to
continual improvement in standards of health and safety.

To this end, University managers are required to assess their activities for risks to health and safety,
and to put in place appropriate procedures and systems for the reduction of risks to an acceptable
level, thereby ensuring the health and safety at work of staff, including young persons in training,
students and other persons, such as members of the public, who might be affected by their
activities.

The University requires all its employees, students, young persons in training and other persons,
wherever University activities are taking place, to work safely and with due consideration for
others, and provides training and supervision as necessary to enable them to do so.

Safety and occupational health are important management responsibilities, and support, training
and advisory services to assist mangers in the implementation of this policy are provided. Advice
on implementation of the policy is published in a series of safety guidance documents, which are
available through departments and the University Safety Office.

The Vice-Chancellor oversees and monitors the implementation of the policy, and ensures it is
reviewed and updated as necessary.

To reinforce its importance, details of the University’s safety performance will be incorporated in
an annual report to Council.

See www.soton.ac.uk/~safety/policy.html

The RGSE Safety Office is Mr M.H. Powell, extension 22641. Details of the RGSE Safety Policy
can be found on the Safety noticeboard in B34.

9.9 Equal Opportunities Policy

The University of Southampton confirms its commitment to a comprehensive policy of equal

opportunities in employment and for students in which individuals are selected and treated on
the basis of their relevant merits and abilities and are given equal opportunities within the
University. The aim of the policy is to ensure that no job-applicant or employee, prospective
90
 student or students, should receive less favourable treatment on any grounds which are not
relevant to good employment practice for staff or to academic ability and attainment for students.
The University is committed to a programme of action to make the policy fully effective.

9.10 Intellectual Property Regulations

It is the University’s policy to encourage and facilitate the successful exploitation of Intellectual
Property (IP). In formulating this policy, the University seeks to provide a framework to
encourage exploitation of potentially valuable research results by providing financial incentives
to those involved in the generation of IP. These Regulations, the Office of Innovation and
Research Support (OIRS) and Southampton Innovations Limited (SIL) have been established as
part of that framework to promote the recognition, protection and exploitation of potentially
valuable research results produced by Staff and Students of the University. Further information
regarding these Regulations and any aspect of IP can be obtained from OIRS.

These Regulations shall apply equally to all persons employed by the University under contacts
of service and also visiting academics and others, such as retired members of staff who use
University facilities, who have signed an agreement with the University and have thereby agreed
to be bound by these Regulations.

At the time of registration Students will sign any necessary documents in order to give effect to
the claim made by the University in Regulation 6. In exchange Students will, unless otherwise
stated, be entitled to be treated in the same way as Staff for the purpose of these Regulations.

(Please refer to General Regulations in the University Calendar for the full set of Regulations.)

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 Appendix One: CAES COURSES 2001/2002 (subject to confirmation)

HEALTH EDUCATION/HEALTH PROMOTION

CAES Principles of Health Education/Health Promotion
CAES Health Education/Health Promotion in Practice
CAES Managing Change in Health Education/Health Promotion
CAES Planning and Evaluation in Health Education/Health Promotion
CAES Social Change and Professional Development in HEd/HP
CAES Research and Evaluation in HEd/HP
CAES Learning Development and Change in HEd/HP
CAES Teaching and Learning/Research Methods in HEd/HP

COMPUTER-BASED LEARNING
CAES Foundations and Principles of Computer and Learning
CAES Multimedia and the Associated Technologies
CAES Software Design and Evaluation for Education and Training
CAES Information and Communications Technology
CAES Authoring and Research Methods

GEOGRAPHY/ENVIRONMENTAL EDUCATION
CAES Managing the Geography Curriculum
CAES Teaching and Learning in Environmental Education

MANAGEMENT AND PROFESSIONAL STUDIES

CAES Planning for School Development (Semester I, Year 1)
CAES Mentoring, Appraisal and Professional Development (Semester II, Year 1)
CAES Clinical Approaches to Management (Semester I, Year 2)
CAES Management of Learning (Summer 2002)
CAES Education Marketing (By Distance Learning)
CAES Race Equality in Education

PHYSICAL EDUCATION AND CURRICULUM CHANGE

CAES Managing the Physical Education Curriculum
CAES Mentoring and Physical Education Teaching
CAES Understanding Teachers’ Lives in Physical Education

92
LANGUAGE IN EDUCATION
CAES Modern Foreign Language Teaching
CAES Media Education
CAES Mentoring Modern Foreign Language Teaching
CAES Mentoring Media Education
CAES Teaching English Across the Curriculum in Multilingual Schools (1 and 2)
CAES Specific Learning Difficulties Curriculum Access
CAES Specific Learning Difficulties Management of Support-Identification,
Assessment, and Support for Individual Needs
Two further CAESs are available as Distance and Open Learning courses: Introducing Media
Education, Researching Media Education and Examining Media.

MATHEMATICAL EDUCATION
CAES Teaching and Learning Mathematics
CAES Researching the Mathematics Curriculum
CAES Managing the Mathematics Curriculum

SCIENCE EDUCATION
CAES Researching the Science Curriculum
CAES Teaching and Learning Science
CAES Managing the Science Curriculum

CAES BY DISTANCE LEARNING

CAES Education Marketing

CAES Introducing Media Education
CAES Researching Media Education
CAES Managing Change in Health Education/Health Promotion
CAES Principles of Health Education/Health Promotion (subject to University approval)
CAES Information and Communications Technology

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 Appendix Two: CAES COURSES INTEGRATED WITH MASTER'S 2001/2002

HEALTH EDUCATION/HEALTH PROMOTION

CAES PRINCIPLES OF HEALTH EDUCATION /HP

Reviewing and Planning in HEd/HP Sem 1 2.00 - 3.30 JMcW Thurs
Social and Psychological Context of Health Ed/HP Sem 1 4.00 - 5.30 KW Thurs

CAES HEALTH EDUCATION/HP IN ACTION

Evaluation HE/HP Sem 1 4.00 - 5.30 JMcW Wed
Teaching and Learning in HEd/HP Sem 2 4.00 - 5.30 JMcW Thurs

CAES DEVELOPMENT CHANGE IN HEd/HP

Research Methods in HEd/HP Sem 1 2.00 - 3.30 KW Wed
Transition, Development and Change Sem 2 2.00 - 3.30 JMcW Thurs

CAES PLANNING AND EVALUATION IN HEd/HP

Reviewing and Planning in HEd/HP Sem 1 2.00 - 3.30 JMcW Thurs
Evaluation in HEd/HP Sem 1 4.00 - 5.30 JMcW Wed

CAES SOCIAL CHANGE AND PROFESSIONAL DEVELOPMENT IN HEd/HP

Social and Psychological Context of HE/HP Sem 1 4.00 - 5.30 KW Thurs
Transition Development and Change Sem 2 2.00 - 3.30 JMcW Thurs

CAES RESEARCH AND EVALUATION IN HeD/HP

Evaluation in Health Ed/HP Sem 1 4.00 - 5.30 JMcW Wed
Research Methods in HE/HP Sem 1 2.00 - 3.30 KW Wed

CAES LEARNING, DEVELOPMENT AND CHANGE IN HEd/HP

Transition,Development and Change Sem 2 2.00 - 3.30 KW Thurs
Teaching and Learning in HEd/HP Sem 2 4.00 - 5.30 JMcW Thurs

CAES TEACHING AND LEARNING/RESEARCH METHODS HEd/HP

Research Methods in HEd/HP Sem 1 2.00 - 3.30 KW Wed
Teaching and Learning in HEd/HP Sem 2 4.00 - 5.30 JMcW Thurs

COMPUTER BASED LEARNING

CAES FOUNDATIONS AND PRINCIPLES OF COMPUTER BASED LEARNING

Foundations of Computer-based Learning Year 1 Sem 1 4.00 - 7.30 JW/ACH Thurs
Principles of Computer-based Learning Year 1 Sem 1 4.00 - 7.30 JW/ACH Thurs

CAES MULTIMEDIA AND ASSOCIATED TECHNOLOGIES

Multimedia Technologies for Learning/Training Year 1 Sem 2 4.00 - 7.30 JW/ACH Thurs
Courseware/Software Design and Evaluation Year 1 Sem 2 4.00 - 7.30 JW/ACH Wed

CAES AUTHORING AND RESEARCH METHODS IN CBL/T

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Authoring the Learning Process Year 2 Sem 1 4.00 - 5.30 JW/ACH Wed
Educational Research Methodology Year 2 Sem 1 6.00 - 7.30 JW/MR Wed

GEOGRAPHY/ENVIRONMENTAL EDUCATION

CAES MANAGING THE GEOGRAPHY CURRICULUM

Issues in Educational Leadership Sem 1 4.00 - 7.30 Wed
Managing the Geography Curriculum Sem 2 4.00 - 7.30
Wed

CAES TEACHING AND LEARNING IN ENVIRONMENTAL EDUCATION

Alternative Approaches to Environmental Education Sem 2 1.30 – 4.00
Wed
I.T., Environment and Training Sem 2 4.00 - 7.30 Wed

MANAGEMENT AND PROFESSIONAL STUDIES

CAES PLANNING FOR SCHOOL DEVELOPMENT

Introduction to Education Management Sem 1 4.00 - 5.30 TPM Thurs
Management Motivation and Change 1 Sem 1 6.00 - 7.30 TPM Thurs

CAES MENTORING, APPRAISAL AND PROFESSIONAL DEVELOPMENT

Mentoring and Staff Development Sem 2 6.00 - 7.30 BR Thur
Counselling Appraisal and Education Sem 2 4.00 - 5.30 BR
Thur

CAES CLINICAL APPROACHES TO MANAGEMENT

Management Motivation and Change 2 Sem 1 6.00 - 7.30 TPM Wed
Clinical Perspectives in Fieldwork Sem 1 4.00 - 5.30 TPM Wed

LANGUAGE IN EDUCATION

CAES MODERN FOREIGN LANGUAGE TEACHING

Communicative Language Teaching and one related unit Sem 1 4.00 - 5.30 MJG Thurs

CAES INTRODUCING MEDIA EDUCATION

Media Education and one other related unit Sem 1 4.00 - 5.30 APH Mon

CAES MENTORING FOREIGN LANGUAGES

Mentoring and Staff Development Sem 2 6.00 - 7.30 BRThurs
Communicative Language Teaching Sem 1 4.00- 5.30 MJG Thurs

CAES MENTORING MEDIA

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Mentoring and Staff Development Sem 2 6.00 - 7.30 BRThurs
Teaching Television Sem 2 4.00 - 5.30 APH Mon

CAES SPECIFIC LEARNING DIFFICULTIES

Management of Support-Identification, Assessment, 15 September – 18 May 2002 Thurs
and Support for Individual Needs Specific days 9.00-4.00 GAP Thurs
Curriculum Access Sem 1 4.00 - 7.30 GAP Tues

MATHEMATICS EDUCATION

CAES MANAGING THE MATHEMATICS CURRICULUM Co-ordinating Tutor: Keith Jones

Issues in Educational Leadership Sem 1 (first half) 4.00 - 7.30 NHF Thurs
Mathematics and Science Across the Curriculum Sem 1 (second half) 4.00 - 7.30 MG/KS Thurs

CAES TEACHING AND LEARNING MATHEMATICS Co-ordinating Tutor: Keith Jones

The Principles of Teaching and Learning Sem 2 (first half) 4.00 - 7.30 GK Thurs
Curriculum Issues in Maths Ed Sem 2 (second half) 4.00 - 7.30 KJ Thurs

CAES RESEARCHING THE MATHS CURRICULUM Co-ordinating Tutor: Keith Jones

Research Issues in Maths Ed Sem 1 4.00 - 5.30 KJWed
Educational Res Methods Sem 1 6.00 - 7.30 JW Wed

SCIENCE EDUCATION

CAES RESEARCHING THE SCIENCE CURRICULUM

Educational Research Methods Sem 1 6.00 - 7.30JW/MR Wed
Recent Advances in Science and Technology Sem 1 4.00 - 5.30 PLF Wed

CAES TEACHING AND LEARNING IN SCIENCE

Principles of Teaching and Learning Sem 2 (1st half) 4.00 - 7.30 GK Thurs
Understanding Science and Technology Sem 2 (2nd half) 4.00 - 7.30 MR Thurs

CAES MANAGING THE SCIENCE CURRICULUM

Issues in Educational Leadership Sem 1 (1st half) 4.00 - 7.30 NHF Thurs
nd
Cross Curricular Science/Maths Sem 1 (2 half) 4.00 - 7.30 MG/KS Thurs

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97