ࡱ> QSP bjbj 4$rr>>S<^S`S`S`S`S`S`S$VXBSSS???^S?^S??L>R +T>vN6JSS0SO*YYl>RY>R ?SS/SY> ^: PLURILINGUAL EDUCATION (MEd/PgDip/PgCert) 65X370G1/65X370VX/65X370VZ Qualifications for entry: Applicants will be graduates or will be able to provide evidence that they can work at postgraduate level. They must have previous relevant experience and be able to undertake studies and related developments in their workplace setting or other appropriate agency. Duration: 24 - 36 months part time study (MEd/PgDip); 12 months part time study (PgCert) Aims: Plurilingual Education is a response to the growing needs of professionals working in different countries with learners whose first language is not the same as the language of instruction. The rationale for the programme is to provide a deeper understanding of the demands of plurilingual contexts and their relevance to classroom practice including CLIL (Content and Language Integrated Learning), EAL (English as an Additional Language), immersion and bilingual education. The programme addresses the needs of linguistic global change and its impact on professional learning communities. It is aimed at those who wish to advance their skills and knowledge of plurilingual education, enhance their professional practice, and extend their capacity to lead and shape change in the rapidly growing field where a range of languages is used as a medium for learning. Study for the Postgraduate Certificate seeks to enable professionals to contextualise and define effective plurilingual education in their own setting, articulate their own Theories of Practice and engage in trans-national networks. Participants can choose to engage in part-time study through e-learning at a distance, or part-time face-to-face study at the university, although it is anticipated that most participants will choose to follow the on-line distance learning option. The programme of study introduces students to the constructs of plurilingual education and the underlying theories and principles which impact on classroom practice. It enables participants to share understandings of the contextual determinants of plurilingual education as well as provide them with a conceptual framework through which to interpret their own/others classroom practice. The distinctive feature of the programme is its strong focus on deep understanding of high-quality plurilingual learning environments. It seeks to engage participants in re-conceptualising their own practice and to prepare for evidence-based action to generate professional knowledge and move practice forward. The aims of the programme are to enhance and extend the skills, knowledge and understanding of the participants in the following ways by: 1. developing advanced knowledge and understanding of plurilingual education and related principles and practice; 2. developing the capacity to analyse critically evidence and arguments to support professional judgements in defining high-quality plurilingual learning; 3. making an informed contribution to current contextualised educational debates and discussions connecting different perspectives of plurilingual education; 4. applying advanced knowledge and understanding of a range of principles and theoretical perspectives to enhance professional practice including exemplar learning tools/materials; 5. exploiting opportunities to participate in professional networks through collaborative research to generate professional knowledge and enhance policy and practice. Content: The MEd programme is comprised of the following modules contributing to a total of 180 credit points at SCQF Level 11 (PG5). Stage 1 ED50P5 Fundamental Principles of Plurilingual Education (30 credits at SCQF Level 11) ED50P6 Unit planning and task design in plurilingual contexts (30 credits at SCQF Level 11) Stage 2 ED503Q Critical Approached to Academic Literature (15 credits at SCQF Level 11) ED503R Research Methods (15 credits at SCQF Level 11) or ED50HF Professional Enquiry (30 credit points at SCQF Level 11) (Students can choose two research based 15 credit modules or one 30 credit research based module) ED50BK Exploring Professionalism and Educational Leadership (30 credits at SCQF Level 11) (This course is not compulsory and can be substituted from a range of other 30 credit courses) Stage 3 ED50PJ Dissertation or Work-based Project (60 credit points) Participants who successfully complete the first two courses (60 credits) may exit with a Certificate in Plurilingual Education. Those who successfully complete (120 credits may exit with a Diploma in Plurilingual Education. Those who successfully complete 180 credits will achieve a Master of Education degree (Plurilingual Education). Assessment: Assessment includes both formative and assessment work. The assignments are of direct relevance to professionals in the field and consist of a portfolio of professional work applying principles to practice with exemplars, reflections and materials to demonstrate each participants own context and personal Theory of Practice. Both assignments focus directly on workplace applications. "*<EF^`j r v eUXYZ"$?ʻxpppxaaxh4hA.OJQJ^JaJhA.OJQJh3<hA.>*ϴ4.6Oϴ3<hA.OJQJhA.OJQJ^JaJh4hA.6OJQJ^JaJh3<hA.OJQJ^JaJh3<hA.OJQJ^Jh4hA.6OJQJ^Jh1OJQJhA.5OJQJh15OJQJ&EFi j Z[jde D%h^h`gdA. D%gdA.gdA. D%gd1N ?B?89gd1gdA. gdA. D%gdA. SD%gdA.Pf58 h1hxQ h3<hA.h3<hA.OJQJhA.OJQJ^JaJh3<hA.OJQJ^JaJ21h:pxQ. A!"#$% j 666666666vvvvvvvvv66666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH N`N VNormal$a$ CJOJPJQJ_HmH sH tH >@> Ae% Heading 3$d8@&5DA D Default Paragraph FontRiR 0 Table Normal4 l4a (k ( 0No List 44 +Header  9r BoB + Header CharCJOJPJQJtH LoL Ae%Heading 3 Char5CJOJPJQJtH H@"H 0 Balloon TextCJOJQJ^JaJVo1V 0Balloon Text CharCJOJPJQJ^JaJtH PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] $8@0(  B S  ?!"(coQ]  S _ %{P\+km` j m s  ?A33333333q[8g]T 26 uV<wF- ZVNq@46f$"7%d4~'ɂ#+E7!G.QcIPRMh{PΨ/>rblLhuth8k+wnF0l+tPB x`$SyZ{ }rfrhHF ^`OJQJo(- ^`OJQJo(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o P^P`OJQJo( p^p`OJQJo(@ ^@ `OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o ^`OJQJo( P^P`OJQJo( ^ `OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo( ^`OJQJo(^`OJQJ^Jo(o p^p`OJQJo(@ ^@ `OJQJ^Jo(o^`OJQJ^Jo(o^`OJQJ^Jo(o ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo( ^`OJQJo(^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo( ^`OJQJo(^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo( ^`OJQJo(^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo(<<^<`o(.^`.zLz^z`L.J J ^J `.  ^ `.L^`L.^`.^`.ZLZ^Z`L. ^`OJQJo(^`OJQJ^Jo(o p^p`OJQJo( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo( ^`OJQJo(^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo( ^`OJQJo(^`OJQJ^Jo(o p^p`OJQJo( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo( TT^T`OJQJo($ $ ^$ `OJQJ^Jo(o   ^ `OJQJo( ^`OJQJo(^`OJQJ^Jo(o dd^d`OJQJo( 44^4`OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo( ^`OJQJo(^`OJQJ^Jo(o p^p`OJQJo( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L. ^`OJQJo( ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo( ^`OJQJo(^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo(^`o(.^`OJPJQJ^Jo(-pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L. hh^h`OJQJo( ^`OJQJo(^`OJQJ^Jo(o p^p`OJQJo( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo(<<^<`.  ^ `.L^`L.  ^ `.||^|`.LLL^L`L.^`.^`.L^`L.huth4~'rh!Gl+tB x>rbM+wnf$#+cIE7F-V{P 7%<}yZ{g]T qĂ                                                                                                                                                         n                                   =u4~- Ae%*(:+<2J :^@6"I'I6IX0LA5N[NqO"MPQxQ4V6XY:[Xkovuv>{q A..1+p`,V{09s&g s+DsA\L?0N71gpTK'@@Unknown G*Ax Times New Roman5Symbol3. *Cx Arial7.@ CalibriY CG TimesTimes New Roman5. .[`)Tahoma?= *Cx Courier New;WingdingsA$BCambria Math"qh&'&g # #!203QHP $PV2!xx adr152adr152l                   Oh+'0X    ,8@HPadr152 Normal.dotmadr1523Microsoft Office Word@@s@D.՜.+,0 hp  51cg#   Title  !"#$%&'()*+,-./0123456789:;<=>?ABCDEFGIJKLMNORRoot Entry F@[>T1Table{YWordDocument4$SummaryInformation(@DocumentSummaryInformation8HCompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q