Programme of study
-120 credits of taught modules (up to 30 credits can be an Independent Study Module)
-60 credits of Critical Study (Practitioner Research Project)
Within the programme there are two core modules which underpin the course and build up capability to support the writing of the Practitioner Research Project and Dissertation. These are:
Introduction to Practitioner Enquiry (30 credits)
This module enables you to explore approaches to educational research in your own workplace to enhance your professional understanding and to improve practice and policy.
Planning a Practitioner Research Project (30 credits)
Following on from the previous core module, here you have the opportunity to synthesise your learning from the taught modules of the MA to identify specific research questions (relevant to your professional practice) that are to be explored in a practitioner research project. The programme is entirely modular so you can choose two option modules (in addition to the core modules) in order to meet the accredited award. However, you are encouraged to make a coherent package of studies and follow specialist pathways. These are:
-Leadership & Management
-Special Educational Needs
-Learning & Teaching
In addition to the above modules there is also the option to take an Independent Study Module (30 credits).
Level M specialist modules
The following 30-credit modules are available to choose from:
Leadership & Management is for those who hold positions of responsibility within an educational environment or have aspirations to do so or simply wish to understand more about issues of leadership and management.
Managing Change complements Leadership & Management but is also designed to be freestanding.
Special Educational Needs: Empowering Potential involves enquiry into a range of special educational needs considering the incidences, characteristics, presentation and impact of a range of childhood conditions. It addresses issues of development and the implementation of appropriate strategies.
Special Educational Needs: Policies & Perceptions goes beyond programme restructuring and organisational change. It calls for a shift in thinking in order to appreciate the individual, value diversity and accept difference.
Leading Learning examines theory and practice relating to the management of learning in schools and colleges.
Learning & Teaching complements Leading Learning and offers opportunities to consider fundamentals of knowledge, learning and teaching and schools as institutions.
The Early Years Setting: Improvement, Development & Change provides the knowledge, understanding and skills to analyse and critique educational theory, policy and practice in the Foundation Stage and at Key Stage One.
The Early Years: Curriculum Issues complements The Early Years Setting: Improvement, Development and Change and provides the procedural knowledge to develop conceptual understanding in the organisation of early learning and early childhood pedagogy.
The Global Dimension & Education encourages students to critically evaluate the implementation of the global dimension into educational settings. Students will develop a comprehensive understanding of the impact of international and global matters on daily life and connections between local and global issues.
Global Citizenship complements The Global Dimension & Education and develops students' critical awareness of issues concerning the changing nature of citizenship in educational settings, to take account of globalisation.
Learning & Teaching: Literacy supports professional developments and specialist knowledge in the field of literacy education, and provides the skills, knowledge and understanding necessary to analyse educational theory, policy and practice related to literacy.
Mentoring for Professional Learning promotes critical analysis of educational research into mentoring and professional learning and considers the relevance and applications of research studies and findings to educational settings.
Educational Consultancy, Change & Development examines the consultancy role as a means of facilitating improvement and change within educational organisations. It looks at the role of the change agent and professional learning as an enquiry-based process.
Independent Study Module provides you with an opportunity to carry out a small-scale practitioner research project and reflect critically upon an aspect of practice and/or the students' institution.
Skills of the Social Pedagogue examines the skills required to fulfil the role in a range of residential settings for young people, in the light of the current focus upon the social pedagogue as expressed in Every Child Matters. Students will consider a variety of theories and models in relating their own practice to the requirements of the role.
Holistic Approaches to Education and Wellbeing in Residential Environments aims to examine and analyse the residential environment in all types of settings for young people. Students will consider different approaches to common issues and assess the potential for the transfer of good practice among settings.
Effective Behaviour Management engages with some of the challenges faced when managing classroom behaviour. It examines different approaches with a focus on positive and proactive strategies.
This programme is delivered through non-residential, intensive short courses and is normally timed to coincide with the weekend preceding half-term holidays (Friday evening - Sunday). We can also offer modules on demand at times and locations to suit groups of learners.
Assessment is generally by one 6,000-word essay/assignment per 30 credit module, or by the production of a portfolio of work. For those completing the full MA programme, there is the addition of the 60-credit dissertation of 12-15,000 words.