MA Bilingual Education Leadership (Arabic–English)

Lead Arabic–English schools as bilingual systems—without QTS or a ministry teacher licence.

Online & New Capital Campus

4 Semesters (2 Years)36 creditsEnglish and Arabic (bilingual assessment; academic Arabic required for AR-medium tracks)

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MA Bilingual Education Leadership (Arabic–English)

Overview

Bilingual education leadership in the Arab world fails when English is treated as prestige and Arabic as heritage decoration. This MA treats both as academic languages. You will map timetable politics, assessment language, and Vision 2030-style human-capital programmes as school-level operations, including GCC teacher-mobility files that confuse attestation with evaluation. Imperial University in Cairo will not award QTS, a U.S. teacher licence, or automatic ministry qualified-teacher status. You will write a bilingual improvement note a principal can table, design marker training that does not launder English scores as Arabic achievement, and lead a staff meeting that can switch script without losing the decision. The award is academic leadership study. It is not League of Arab States education employment and not a school inspection badge. It is for leaders who must keep Arabic and English honest in the same building. You will timetable a bilingual school week that does not hide Arabic achievement behind English prestige, train markers who switch script, and write a parent letter that states this MA is non-licensure. GCC teacher-mobility files and attested overseas teaching certificates are read as documents, not as QTS. Tuition-free online study includes identity-checked exams. No school-brand, Ofsted-style, or LAS education logos appear in the photo brief. MA Bilingual Education Leadership (Arabic–English) is taught as one award, not a list of unrelated modules. The published length is 4 Semesters (2 Years), and the credit total is 36. Students move from Arabic and English as Academic Languages through Arabic and English as Academic Languages; Timetable Politics and Prestige Hierarchies; Vision 2030 Human Capital in Schools; Marker Training across AR and EN; Score Laundering and Honest Reporting; Attestation of Teacher Credentials versus Evaluation, and finish on Ethics of Language Prestige. Each course has a question, a method, and a submission. In this field, students design a short sequence for a named group of learners and the criteria that would mark it fairly. Reading is a curriculum extract, an assessment specification, and an evaluation summary. The artefact a marker expects is a plan with outcomes, a task, criteria, and a note on bias. The award is built so that a graduate can do the following in practice: Design a bilingual leadership calendar that is not English-only prestige Train markers across Arabic and English without score laundering Write EN+AR parent and staff letters Teaching assumes the student can read a source, attempt a problem before the seminar, and revise after feedback. Attendance at live seminars is part of the design. The capstone or final course must use the methods of the earlier courses; a project that ignores them does not pass. This course does not confer a teaching licence, QTS, or equivalent registration. The pages for each course name the topics that are examined. Those topics are the syllabus. A brochure line is not a substitute for them.

Thirty-six credits: bilingual leadership, assessment language, staff and parent systems, and a school-file capstone. Non-licensure on every public page. Tuition-free online. No school-brand or LAS logos in photos.

Who This Programme Is For

Bilingual school principals and deputies
Arabic–English coordinators
Ministry school supervisors (academic study)
University-prep and foundation programme leads

How you can study

Digital only

Study online

100% tuition-free online

Online tuition is completely free. Study from anywhere in Egypt, the Arab region, and worldwide with full digital flexibility.

✦ Tuition: £0 / $0
✦ Examinations are free. There is no exam fee.
✦ Learn from anywhere · Live online seminars

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What You Will Learn

Design a bilingual leadership calendar that is not English-only prestige
Train markers across Arabic and English without score laundering
Write EN+AR parent and staff letters
State non-licensure in every public description
Separate attestation of overseas teacher degrees from evaluation

Curriculum

Module 1: Bilingual leadership

Code	Course	Credits · hours
IUC1501	Arabic and English as Academic Languages Arabic and English as Academic Languages (IUC1501) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Arabic and English as Academic Languages as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. IUC1501-M1 · Learners, outcomes, and a short teaching sequence — Arabic and English as Academic Languages IUC1501-M2 · Task design, criteria, and a sample answer — Arabic and English as Academic Languages IUC1501-M3 · Bias in assessment and how a criterion would be applied — Arabic and English as Academic Languages IUC1501-M4 · A programme decision and its effect on students and staff — Arabic and English as Academic Languages IUC1501-M5 · Evaluation evidence and what it cannot prove — Arabic and English as Academic Languages IUC1501-M6 · A curriculum or evaluation brief — Arabic and English as Academic Languages	3 · 30 h
IUC1502	Timetable Politics and Prestige Hierarchies Timetable Politics and Prestige Hierarchies (IUC1502) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Timetable Politics and Prestige Hierarchies as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. IUC1502-M1 · Learners, outcomes, and a short teaching sequence — Timetable Politics and Prestige Hierarchies IUC1502-M2 · Task design, criteria, and a sample answer — Timetable Politics and Prestige Hierarchies IUC1502-M3 · Bias in assessment and how a criterion would be applied — Timetable Politics and Prestige Hierarchies IUC1502-M4 · A programme decision and its effect on students and staff — Timetable Politics and Prestige Hierarchies IUC1502-M5 · Evaluation evidence and what it cannot prove — Timetable Politics and Prestige Hierarchies IUC1502-M6 · A curriculum or evaluation brief — Timetable Politics and Prestige Hierarchies	3 · 30 h
IUC1503	Vision 2030 Human Capital in Schools Vision 2030 Human Capital in Schools (IUC1503) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Vision 2030 Human Capital in Schools as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. IUC1503-M1 · Learners, outcomes, and a short teaching sequence — Vision 2030 Human Capital in Schools IUC1503-M2 · Task design, criteria, and a sample answer — Vision 2030 Human Capital in Schools IUC1503-M3 · Bias in assessment and how a criterion would be applied — Vision 2030 Human Capital in Schools IUC1503-M4 · A programme decision and its effect on students and staff — Vision 2030 Human Capital in Schools IUC1503-M5 · Evaluation evidence and what it cannot prove — Vision 2030 Human Capital in Schools IUC1503-M6 · A curriculum or evaluation brief — Vision 2030 Human Capital in Schools	3 · 30 h

Code

Course

Credits · hours

IUC1501

Arabic and English as Academic Languages

Arabic and English as Academic Languages (IUC1501) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Arabic and English as Academic Languages as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

IUC1501-M1 · Learners, outcomes, and a short teaching sequence — Arabic and English as Academic Languages
IUC1501-M2 · Task design, criteria, and a sample answer — Arabic and English as Academic Languages
IUC1501-M3 · Bias in assessment and how a criterion would be applied — Arabic and English as Academic Languages
IUC1501-M4 · A programme decision and its effect on students and staff — Arabic and English as Academic Languages
IUC1501-M5 · Evaluation evidence and what it cannot prove — Arabic and English as Academic Languages
IUC1501-M6 · A curriculum or evaluation brief — Arabic and English as Academic Languages

3 · 30 h

IUC1502

Timetable Politics and Prestige Hierarchies

Timetable Politics and Prestige Hierarchies (IUC1502) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Timetable Politics and Prestige Hierarchies as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

IUC1502-M1 · Learners, outcomes, and a short teaching sequence — Timetable Politics and Prestige Hierarchies
IUC1502-M2 · Task design, criteria, and a sample answer — Timetable Politics and Prestige Hierarchies
IUC1502-M3 · Bias in assessment and how a criterion would be applied — Timetable Politics and Prestige Hierarchies
IUC1502-M4 · A programme decision and its effect on students and staff — Timetable Politics and Prestige Hierarchies
IUC1502-M5 · Evaluation evidence and what it cannot prove — Timetable Politics and Prestige Hierarchies
IUC1502-M6 · A curriculum or evaluation brief — Timetable Politics and Prestige Hierarchies

3 · 30 h

IUC1503

Vision 2030 Human Capital in Schools

Vision 2030 Human Capital in Schools (IUC1503) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Vision 2030 Human Capital in Schools as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

IUC1503-M1 · Learners, outcomes, and a short teaching sequence — Vision 2030 Human Capital in Schools
IUC1503-M2 · Task design, criteria, and a sample answer — Vision 2030 Human Capital in Schools
IUC1503-M3 · Bias in assessment and how a criterion would be applied — Vision 2030 Human Capital in Schools
IUC1503-M4 · A programme decision and its effect on students and staff — Vision 2030 Human Capital in Schools
IUC1503-M5 · Evaluation evidence and what it cannot prove — Vision 2030 Human Capital in Schools
IUC1503-M6 · A curriculum or evaluation brief — Vision 2030 Human Capital in Schools

3 · 30 h

Module 2: Assessment language

Code	Course	Credits · hours
IUC1505	Marker Training across AR and EN Marker Training across AR and EN (IUC1505) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Marker Training across AR and EN as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. IUC1505-M1 · Learners, outcomes, and a short teaching sequence — Marker Training across AR and EN IUC1505-M2 · Task design, criteria, and a sample answer — Marker Training across AR and EN IUC1505-M3 · Bias in assessment and how a criterion would be applied — Marker Training across AR and EN IUC1505-M4 · A programme decision and its effect on students and staff — Marker Training across AR and EN IUC1505-M5 · Evaluation evidence and what it cannot prove — Marker Training across AR and EN IUC1505-M6 · A curriculum or evaluation brief — Marker Training across AR and EN	3 · 30 h
IUC1506	Score Laundering and Honest Reporting Score Laundering and Honest Reporting (IUC1506) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Score Laundering and Honest Reporting as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. IUC1506-M1 · Learners, outcomes, and a short teaching sequence — Score Laundering and Honest Reporting IUC1506-M2 · Task design, criteria, and a sample answer — Score Laundering and Honest Reporting IUC1506-M3 · Bias in assessment and how a criterion would be applied — Score Laundering and Honest Reporting IUC1506-M4 · A programme decision and its effect on students and staff — Score Laundering and Honest Reporting IUC1506-M5 · Evaluation evidence and what it cannot prove — Score Laundering and Honest Reporting IUC1506-M6 · A curriculum or evaluation brief — Score Laundering and Honest Reporting	3 · 30 h
IUC1507	Attestation of Teacher Credentials versus Evaluation Attestation of Teacher Credentials versus Evaluation (IUC1507) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can read a set of figures, build a small case, and state which assumption moves the result, using Attestation of Teacher Credentials versus Evaluation as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses financial statements, a recognition note, and a risk report. Seminar time is for the decision, not for reading the materials aloud. Assessment is a recommendation that separates the decision, the numbers, and the risk. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer an accounting, audit, or financial-services licence. IUC1507-M1 · Statements: income, position, and cash — Attestation of Teacher Credentials versus Evaluation IUC1507-M2 · Recognition, ratios, and what the numbers cannot show — Attestation of Teacher Credentials versus Evaluation IUC1507-M3 · Cash flows, discount rates, and sensitivity — Attestation of Teacher Credentials versus Evaluation IUC1507-M4 · Market, credit, and operating risk — Attestation of Teacher Credentials versus Evaluation IUC1507-M5 · Controls, exceptions, and reporting — Attestation of Teacher Credentials versus Evaluation IUC1507-M6 · An investment or operating recommendation — Attestation of Teacher Credentials versus Evaluation	3 · 30 h

Code

Course

Credits · hours

IUC1505

Marker Training across AR and EN

Marker Training across AR and EN (IUC1505) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Marker Training across AR and EN as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

IUC1505-M1 · Learners, outcomes, and a short teaching sequence — Marker Training across AR and EN
IUC1505-M2 · Task design, criteria, and a sample answer — Marker Training across AR and EN
IUC1505-M3 · Bias in assessment and how a criterion would be applied — Marker Training across AR and EN
IUC1505-M4 · A programme decision and its effect on students and staff — Marker Training across AR and EN
IUC1505-M5 · Evaluation evidence and what it cannot prove — Marker Training across AR and EN
IUC1505-M6 · A curriculum or evaluation brief — Marker Training across AR and EN

3 · 30 h

IUC1506

Score Laundering and Honest Reporting

Score Laundering and Honest Reporting (IUC1506) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Score Laundering and Honest Reporting as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

IUC1506-M1 · Learners, outcomes, and a short teaching sequence — Score Laundering and Honest Reporting
IUC1506-M2 · Task design, criteria, and a sample answer — Score Laundering and Honest Reporting
IUC1506-M3 · Bias in assessment and how a criterion would be applied — Score Laundering and Honest Reporting
IUC1506-M4 · A programme decision and its effect on students and staff — Score Laundering and Honest Reporting
IUC1506-M5 · Evaluation evidence and what it cannot prove — Score Laundering and Honest Reporting
IUC1506-M6 · A curriculum or evaluation brief — Score Laundering and Honest Reporting

3 · 30 h

IUC1507

Attestation of Teacher Credentials versus Evaluation

Attestation of Teacher Credentials versus Evaluation (IUC1507) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can read a set of figures, build a small case, and state which assumption moves the result, using Attestation of Teacher Credentials versus Evaluation as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses financial statements, a recognition note, and a risk report. Seminar time is for the decision, not for reading the materials aloud. Assessment is a recommendation that separates the decision, the numbers, and the risk. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer an accounting, audit, or financial-services licence.

IUC1507-M1 · Statements: income, position, and cash — Attestation of Teacher Credentials versus Evaluation
IUC1507-M2 · Recognition, ratios, and what the numbers cannot show — Attestation of Teacher Credentials versus Evaluation
IUC1507-M3 · Cash flows, discount rates, and sensitivity — Attestation of Teacher Credentials versus Evaluation
IUC1507-M4 · Market, credit, and operating risk — Attestation of Teacher Credentials versus Evaluation
IUC1507-M5 · Controls, exceptions, and reporting — Attestation of Teacher Credentials versus Evaluation
IUC1507-M6 · An investment or operating recommendation — Attestation of Teacher Credentials versus Evaluation

3 · 30 h

Module 3: People and community

Code	Course	Credits · hours
IUC1509	Staff Mobility in GCC Schools Staff Mobility in GCC Schools (IUC1509) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Staff Mobility in GCC Schools as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. IUC1509-M1 · Learners, outcomes, and a short teaching sequence — Staff Mobility in GCC Schools IUC1509-M2 · Task design, criteria, and a sample answer — Staff Mobility in GCC Schools IUC1509-M3 · Bias in assessment and how a criterion would be applied — Staff Mobility in GCC Schools IUC1509-M4 · A programme decision and its effect on students and staff — Staff Mobility in GCC Schools IUC1509-M5 · Evaluation evidence and what it cannot prove — Staff Mobility in GCC Schools IUC1509-M6 · A curriculum or evaluation brief — Staff Mobility in GCC Schools	3 · 30 h
IUC1510	Parent Letters in Two Languages Parent Letters in Two Languages (IUC1510) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Parent Letters in Two Languages as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. IUC1510-M1 · Learners, outcomes, and a short teaching sequence — Parent Letters in Two Languages IUC1510-M2 · Task design, criteria, and a sample answer — Parent Letters in Two Languages IUC1510-M3 · Bias in assessment and how a criterion would be applied — Parent Letters in Two Languages IUC1510-M4 · A programme decision and its effect on students and staff — Parent Letters in Two Languages IUC1510-M5 · Evaluation evidence and what it cannot prove — Parent Letters in Two Languages IUC1510-M6 · A curriculum or evaluation brief — Parent Letters in Two Languages	3 · 30 h
IUC1511	Safeguarding as Leadership File Safeguarding as Leadership File (IUC1511) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Safeguarding as Leadership File as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. IUC1511-M1 · Learners, outcomes, and a short teaching sequence — Safeguarding as Leadership File IUC1511-M2 · Task design, criteria, and a sample answer — Safeguarding as Leadership File IUC1511-M3 · Bias in assessment and how a criterion would be applied — Safeguarding as Leadership File IUC1511-M4 · A programme decision and its effect on students and staff — Safeguarding as Leadership File IUC1511-M5 · Evaluation evidence and what it cannot prove — Safeguarding as Leadership File IUC1511-M6 · A curriculum or evaluation brief — Safeguarding as Leadership File	3 · 30 h

Code

Course

Credits · hours

IUC1509

Staff Mobility in GCC Schools

Staff Mobility in GCC Schools (IUC1509) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Staff Mobility in GCC Schools as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

IUC1509-M1 · Learners, outcomes, and a short teaching sequence — Staff Mobility in GCC Schools
IUC1509-M2 · Task design, criteria, and a sample answer — Staff Mobility in GCC Schools
IUC1509-M3 · Bias in assessment and how a criterion would be applied — Staff Mobility in GCC Schools
IUC1509-M4 · A programme decision and its effect on students and staff — Staff Mobility in GCC Schools
IUC1509-M5 · Evaluation evidence and what it cannot prove — Staff Mobility in GCC Schools
IUC1509-M6 · A curriculum or evaluation brief — Staff Mobility in GCC Schools

3 · 30 h

IUC1510

Parent Letters in Two Languages

Parent Letters in Two Languages (IUC1510) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Parent Letters in Two Languages as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

IUC1510-M1 · Learners, outcomes, and a short teaching sequence — Parent Letters in Two Languages
IUC1510-M2 · Task design, criteria, and a sample answer — Parent Letters in Two Languages
IUC1510-M3 · Bias in assessment and how a criterion would be applied — Parent Letters in Two Languages
IUC1510-M4 · A programme decision and its effect on students and staff — Parent Letters in Two Languages
IUC1510-M5 · Evaluation evidence and what it cannot prove — Parent Letters in Two Languages
IUC1510-M6 · A curriculum or evaluation brief — Parent Letters in Two Languages

3 · 30 h

IUC1511

Safeguarding as Leadership File

Safeguarding as Leadership File (IUC1511) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Safeguarding as Leadership File as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

IUC1511-M1 · Learners, outcomes, and a short teaching sequence — Safeguarding as Leadership File
IUC1511-M2 · Task design, criteria, and a sample answer — Safeguarding as Leadership File
IUC1511-M3 · Bias in assessment and how a criterion would be applied — Safeguarding as Leadership File
IUC1511-M4 · A programme decision and its effect on students and staff — Safeguarding as Leadership File
IUC1511-M5 · Evaluation evidence and what it cannot prove — Safeguarding as Leadership File
IUC1511-M6 · A curriculum or evaluation brief — Safeguarding as Leadership File

3 · 30 h

Module 4: Capstone

Code	Course	Credits · hours
IUC1513	Bilingual Improvement Planning Bilingual Improvement Planning (IUC1513) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Bilingual Improvement Planning as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. IUC1513-M1 · Learners, outcomes, and a short teaching sequence — Bilingual Improvement Planning IUC1513-M2 · Task design, criteria, and a sample answer — Bilingual Improvement Planning IUC1513-M3 · Bias in assessment and how a criterion would be applied — Bilingual Improvement Planning IUC1513-M4 · A programme decision and its effect on students and staff — Bilingual Improvement Planning IUC1513-M5 · Evaluation evidence and what it cannot prove — Bilingual Improvement Planning IUC1513-M6 · A curriculum or evaluation brief — Bilingual Improvement Planning	3 · 30 h
IUC1514	Education Leadership Research Methods Education Leadership Research Methods (IUC1514) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Education Leadership Research Methods as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. IUC1514-M1 · Learners, outcomes, and a short teaching sequence — Education Leadership Research Methods IUC1514-M2 · Task design, criteria, and a sample answer — Education Leadership Research Methods IUC1514-M3 · Bias in assessment and how a criterion would be applied — Education Leadership Research Methods IUC1514-M4 · A programme decision and its effect on students and staff — Education Leadership Research Methods IUC1514-M5 · Evaluation evidence and what it cannot prove — Education Leadership Research Methods IUC1514-M6 · A curriculum or evaluation brief — Education Leadership Research Methods	3 · 30 h
IUC1515	Ethics of Language Prestige Ethics of Language Prestige (IUC1515) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Ethics of Language Prestige as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration. IUC1515-M1 · Learners, outcomes, and a short teaching sequence — Ethics of Language Prestige IUC1515-M2 · Task design, criteria, and a sample answer — Ethics of Language Prestige IUC1515-M3 · Bias in assessment and how a criterion would be applied — Ethics of Language Prestige IUC1515-M4 · A programme decision and its effect on students and staff — Ethics of Language Prestige IUC1515-M5 · Evaluation evidence and what it cannot prove — Ethics of Language Prestige IUC1515-M6 · A curriculum or evaluation brief — Ethics of Language Prestige	3 · 30 h

Code

Course

Credits · hours

IUC1513

Bilingual Improvement Planning

Bilingual Improvement Planning (IUC1513) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Bilingual Improvement Planning as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

IUC1513-M1 · Learners, outcomes, and a short teaching sequence — Bilingual Improvement Planning
IUC1513-M2 · Task design, criteria, and a sample answer — Bilingual Improvement Planning
IUC1513-M3 · Bias in assessment and how a criterion would be applied — Bilingual Improvement Planning
IUC1513-M4 · A programme decision and its effect on students and staff — Bilingual Improvement Planning
IUC1513-M5 · Evaluation evidence and what it cannot prove — Bilingual Improvement Planning
IUC1513-M6 · A curriculum or evaluation brief — Bilingual Improvement Planning

3 · 30 h

IUC1514

Education Leadership Research Methods

Education Leadership Research Methods (IUC1514) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Education Leadership Research Methods as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

IUC1514-M1 · Learners, outcomes, and a short teaching sequence — Education Leadership Research Methods
IUC1514-M2 · Task design, criteria, and a sample answer — Education Leadership Research Methods
IUC1514-M3 · Bias in assessment and how a criterion would be applied — Education Leadership Research Methods
IUC1514-M4 · A programme decision and its effect on students and staff — Education Leadership Research Methods
IUC1514-M5 · Evaluation evidence and what it cannot prove — Education Leadership Research Methods
IUC1514-M6 · A curriculum or evaluation brief — Education Leadership Research Methods

3 · 30 h

IUC1515

Ethics of Language Prestige

Ethics of Language Prestige (IUC1515) is a 3-credit course on MA Bilingual Education Leadership (Arabic–English), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Ethics of Language Prestige as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.

IUC1515-M1 · Learners, outcomes, and a short teaching sequence — Ethics of Language Prestige
IUC1515-M2 · Task design, criteria, and a sample answer — Ethics of Language Prestige
IUC1515-M3 · Bias in assessment and how a criterion would be applied — Ethics of Language Prestige
IUC1515-M4 · A programme decision and its effect on students and staff — Ethics of Language Prestige
IUC1515-M5 · Evaluation evidence and what it cannot prove — Ethics of Language Prestige
IUC1515-M6 · A curriculum or evaluation brief — Ethics of Language Prestige

3 · 30 h

Career Paths

Bilingual programme leader
School improvement coordinator (non-licensed)
Assessment language lead
Foundation-year academic manager
Supervisor of bilingual departments

Programme Highlights

Tuition-free online
Non-licensure honesty
AR–EN leadership practice
GCC teacher-file literacy
No QTS theatre

Assessment

Modules are assessed through a published mix of coursework, applied projects, and examinations. Exam windows are announced in advance so students in other time zones are not forced into overnight sittings. Alternative arrangements are available where documented.

Admission requirements

Academic entry

Bachelor's degree from a recognised institution (minimum 2:2 / GPA 2.5/4.0 or equivalent national scale)
Identity document for remote identity-checked assessment enrolment
Preferred: school or higher-education bilingual leadership; academic Arabic evidence for AR-medium assessment

English language

English and/or Arabic according to the track: IELTS 5.5 / TOEFL 46 or equivalent for English-medium study (waived for prior English-medium HE); Arabic-medium or bilingual tracks require evidence of academic Arabic (university study in Arabic, or an IUC Arabic placement). GCC applicants may submit attested documents per usual practice; attestation does not replace academic evaluation.

Documents

Statement of Purpose (500 words minimum) stating goals, professional context, and fit
Two academic or professional references with verifiable contact details
CV or résumé covering education and relevant work
Official transcripts (digital copies accepted at application; certified copies before award)

Programme questions

How long is the MA Bilingual Education Leadership (Arabic–English)?

The published duration is 4 Semesters (2 Years). Teaching language: English and Arabic (bilingual assessment; academic Arabic required for AR-medium tracks). Actual time-to-complete depends on mode and any recognised prior learning.

Can I study this from my country?

You may study this award fully online from your country, or — where published — on campus at IUC. Online study does not require a student visa. Campus study may.

What does it cost?

Degree tuition for this award is published as £0 / tuition-free on the online pathway. Examination or administrative fees may apply at checkout — never an annual tuition invoice. Check the Fees page for any extras.

What are the entry requirements?

Requirements are grouped on this page (academic, English, documents). Equivalent qualifications are considered. English may be waived after prior English-medium study.

How is the programme assessed?

Assessment is typically a mix of coursework, projects, and examinations. Doctoral awards include a thesis or dissertation and an oral examination. Details sit in the programme specification and module outlines.

Will this award be recognised where I live?

Recognition of the award for local employment, professional licence, or ministry attestation is decided by your employer or regulator. Imperial University in Cairo publishes verification pages for certificates. We do not claim automatic equivalence in every country.

How do I apply?

Start an application on this website. Progress is saved from the first step. Admissions: admissions@iucairo.co.uk.

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