MA Education (Teaching Leaders) Programme: Guidelines for the Accreditation of Prior Certificated Learning and the Accreditation of Prior

Experiential Learning 1. INTRODUCTION This document should be read in conjunction with the APEL processes / regulations stated in: University of Brighton, General Examination and Assessment Regulations for Taught Courses http://staffcentral.brighton.ac.uk/xpedio/groups/Public/documents/staffcentral/doc012262.pdf Faculty of Education and Sport APEL Process and Guidelines University of Brighton Admissions Policy http://staffcentral.brighton.ac.uk/quality/policy_strat%20links/4.5.1%20Admissions%20Policy%2020 04.pdf The MA Education (Teaching Leaders) programme is a 2 year, employment based Masters level route that is equivalent to the final two years (120 CATs credits) of a masters degree. All entrants must demonstrate that they hold either a minimum of 60 masters (level 7) CATS credits (or equivalent) for direct entry into the programme. Applicants previously acquired certificated and/or experiential learning will be assessed in two ways through: The Accreditation of Prior Certificated Learning (APCL) The Accreditation of Prior Experiential Learning (APEL) 2. DEFINITIONS 2.1 APCL the accreditation of prior certificated learning whereby academic credit for learning that has been previously assessed and/or accredited at Higher Education (HE) level (through a formal programme of study) is recognised as being of academic value at the appropriate level.1 APEL the accreditation of prior experiential learning whereby an individuals prior uncertified learning, gained from experience rather than formerly assessed study, is assessed and recognised (formally) to provide specific academic credit that is sufficiently relevant to the programme in question.2

2.2

3. PRINCIPLES APCL 3.1 Credit awarded for APCL must be: Formally assessed learning

Faculty of Education and Sport APEL Process and Guidelines, section 1 (iii) (a) st University of Brighton, General Examination and Assessment Regulations for Taught Courses, 1 October 2012 th 30 September 2013, section 7.1, 7.2, 7.4 7.9 2 Faculty of Education and Sport APEL Process and Guidelines, section 1 (iii) (b) st University of Brighton, General Examination and Assessment Regulations for Taught Courses, 1 October 2012 th 30 September 2013, section 7.3

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3.1.2

At a specific level and amount (as specified in section 6.1.1) and in accordance with the Qualifications and Credit Framework (QCF), the QAA Framework for Higher Education Qualifications (FHEQ) and the National Recognition Information Centre for the United Kingdom (NARIC) Formally documented or confirmed by the original certificate(s)/transcripts of results Sufficiently recent for the learning to be relevant for the proposed programme

Credit awarded for APCL must not: Carry marks or grades from another awarding institution, nor be taken into account for the award classification Exceed the amount of credit that may be used towards a UoB award3

4. PRINCIPLES APEL 4.1 Credit awarded for APEL must: Demonstrate, by documentary evidence, that the learning outcomes claimed have taken place and the learning achieved is the authentic work of the applicant Demonstrate that the learning is timely in the context of the programme Be accumulated in multiples of 10 CATS points with a minimum value of 10 CATS points

5. REQUIREMENTS 5.1 Entry via APCL Entry on to MA Education (Teaching Leaders) programme via APCL requires applicants to demonstrate: a minimum of 60 CATS points in an area of study that aligns specifically to the focus of the MA (at least 40 of which should be at Level 7). This is normally via a PGCE or education based award. OR 5.2 Entry via APCL and APEL Those applicants who do not have sufficient APCL may be able to meet the MA Education (Teaching Leaders) entry requirements by including APEL. Claims for APEL will be considered in relation to: Substantive experience of teaching For the purposes of the MA Education (Teaching Leaders) programme, a maximum of 40 Level 7 CATS points may be claimed by APEL: therefore, claims for APEL must be accompanied by APCL of at least 20 CATS points In such cases, the processes outlined in both sections 6.1 and 6.2 will be followed. Overall confirmation of eligibility will be formally documented by the UoB admissions tutor and/or programme leader at the point of interview.

Faculty of Education and Sport APEL Process and Guidelinessection 3 st University of Brighton, General Examination and Assessment Regulations for Taught Courses, 1 October 2012 th 30 September 2013, section D. 1.1

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6. PROCESS 6.1 Entry via APCL4 i. Eligibility is agreed via the application process and cross-checked by the UoB MA Education Programme Leader ii. Confirmation of eligibility is formally documented by the UoB admissions tutor and/or programme leader. Examples of qualifications and associated CATS points NQF Level 6 7 Award PGCE at Professional Graduate level MA English Literature or other subject specialist award

6.1.1

CATS Points 20 CATS 20 CATS 6.2

Entry via APEL5 i. Evidence for APEL is provided by the applicant and an initial assessment against the LOs is undertaken by a dedicated member of UoB staff. ii. The evidence is scrutinised by a dedicated APEL team of senior UoB staff (this group comprises Head of School, MA Education (Teaching Leaders) admissions tutor and/or programme leader). A sample of decisions will be subject to scrutiny by an external examiner. iii. Confirmation of eligibility for APEL is formally documented by a member of the UoB APEL team. NB. Confirmation may follow further discussion with respect to the portfolio of evidence and/or submission of additional evidence.

6.2.1 Development of a Portfolio of Evidence Applicants who have experience of teaching but do not hold a CATS equivalent qualification at must submit a portfolio of evidence that demonstrates how they have met the Learning Outcomes detailed below. These are derived from the first two modules of the MA Education
20 CATS points at Level 7 Engagement with Masters level study

understand the nature of level 7 study in education; demonstrate a critical understanding of the relationship between the three dimensions of - practical and professional - academic and theoretical - regulatory, official and inspection aspects of professional practice; understand the role of research in education, and the application to professional practice; act autonomously in planning their own professional development and learning sustained experience in a teaching role for a period of at least 6 months,
with evidence of positive impact/evaluation of teaching quality

4 5

Faculty of Education and Sport Modular Scheme. Definitive Document, Version 7 2012, section 2.2.1 (a) Faculty of Education and Sport Modular Scheme. Definitive Document, Version 7 2012, section 2.2.1 (b), section 2.2.2

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20 CATS points at Level Issues in Teaching and Learning

understand the nature of pedagogy and its role in student learning; illustrate how different teaching and learning styles may impact upon pedagogic approaches in the classroom; understand the critical relationship between assessment and learning; evaluate own approach to the learning process and the use of a range of teaching and assessment in enhancing own teaching practice.
Sustained experience in a teaching role for a period of at least 2 years, with evidence of positive impact/evaluation of teaching quality

6.2.2

The portfolio is a collection of evidence that demonstrates the learning and/or skills acquisition that has taken place. The portfolio must provide evidence of: Authenticity Focus/depth Breadth Quality Currency The portfolio must include the following information: Name/address of the employer/institution where the teaching took place. Number of credits you wish to achieve Any associated documentation linked to the teaching period, including role/ responsibilities The length of the employment period (days/weeks/months) and the number of hours of engagement Feedback from peers/managers and/or learners Additional evidence (if appropriate) to support the claim (e.g. observation/assessments of practice)

6.2.3

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