Education

One year full-time study or three to five years part-time study. Attendance is arranged to meet the employment needs of the participants. For example, a ten week evening module programme of three hours per week plus flexible tutorials. Other modes of attendance are being developed, including e-learning and school-based activities.

The course provides participants with opportunities to enhance their practice by reflecting on their own personal and professional experiences and developing further skills, knowledge and understanding of aspects of specific interest. In particular, the programme aims to extend participants' understanding of learning, teaching, educational issues, and leadership in children's services through engaging in detailed analysis and evaluation of both established and innovative practice and of key theoretical perspectives in education.

The MA comprises of modules that can be studied one by one. A key element of many modules is the provision for 'shared enquiry', enabling participants to engage with other professional colleagues and researchers in developing critical approaches to enquiry within practical education (and education-related) contexts.

Assessment procedures are flexible and sensitive to existing professional workloads, and are usually based on aspects of work currently ongoing in the participant's own school or setting.

Assessment procedures are flexible and sensitive to existing professional workloads, and are usually based on aspects of work currently ongoing in the participant's own school or setting.

With many modules linked to the Teaching Agency Postgraduate Professional Development programme, including the National SENCO and Primary Maths Specialism awards, and the generic MA Education programme, the course comprises three awards which can build to a Master of Arts Education: Certificate in Postgraduate Studies in Education (60 CATs Masters level); Postgraduate Diploma in Education (120 CATs Masters level); and Master of Arts Education (180 CATs Masters level).

The University now has pathways within the course which reflect two specific areas of professional and theoretical interest:

• MA Education (Mathematics)
• MA Education (Early Years)

An MA in SEN & Inclusion is available from 2012  

The National Award for Special Educational Needs Co-ordination

From 1 September 2008, new regulations from the Department for Education require all new SENCOs to achieve the national award for SEN co-ordination.

The National Award for Special Education Needs Co-ordination

Primary Mathematics Specialist Programme

This is a new professional development programme for primary school teachers, created as a result of a recommendation in the 'Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools' (June 2008), that every primary school should have access to a Mathematics Specialist Teacher by 2019.

Primary Mathematics Specialist Programme  

• Modules relevant to those working in children's and young people's services
• Recognised Postgraduate Professional Development for teachers
• Modules for a range of professional and personal interests leading to named pathway awards in the future, including an MA in SEN & Inclusion
• Modules can be taken 'stand-alone' for professional development
• Modules can build into three successive postgraduate awards from Certificate to Diploma and Masters
• Modules relevant to those working in early years or children's services
• Employment-related course designed to fit with participants' work
• Modules designed to connect with practitioner work and context
• Highly experienced and supportive tutor team all of whom are active researchers
• Modules in Special Needs and Inclusion delivered by practitioners with a national reputation in the field

Five new level 7 modules, each 30 credits, are available to enhance the Early Years portfolio within the existing School of Education level 7 offer:

• Young Children's Literature, Media and Culture
• Young Children's Rights and Participation
• Autism in the Early Years
• Approaches to Pedagogical Documentation in the Early Years
• Current Theory and Practice in Early Childhood Education and Care (ECEC)

Five new level 7 modules, each 30 credits, are also available to expand the Mathematics portfolio within the existing School of Education level 7 offer:

• Contemporary Issues in Mathematics Education
• Mathematical Topics
• Mathematical Processes
• Curriculum Leadership in Mathematics
• Inclusion in Mathematics Learning and Teaching

A range of modules are available which focus upon professional and theoretical interest: Special and Inclusive Education; Early Years Education and Mathematics, aimed specifically at interdisciplinary work relating to children's services and early years education.

Please see the modules listing page for further information about modules.

Reading lists will be supplied at the start of the course.

Distinctive approaches to learning and teaching

The course is taught through a series of lectures, seminars and workshops with additional small group and individual tutorials being provided for all students. All teaching takes place in small groups which enables students to engage in discussion and debate. In addition to the main programme, students will have opportunities to attend research seminars, day courses and other activities hosted by the School of Education.

All modules are taught by members of the University's academic staff, all of whom are active as researchers and involved in publication and continuing professional development. They are all acknowledged experts in their field; several have national and international reputations for their research and publications. Each module is co-ordinated by a module leader who has extensive experience and expertise in the area of the module content. The course also makes use of visiting lecturers from other academic institutions from within the UK and further. The underpinning delivery principle of our teaching is that we seek to demonstrate the ongoing links between theory and practice: we offer all our course members the chance to engage in rich dialogue and critical reflection on work-based issues, concerns and developments.       

There are no examinations. The course has a mixture of assessments involving essays, portfolios, presentations and small-scale research projects. Participants will complete a final project/dissertation on a topic negotiated with a tutor for the MA Education.

Higher degrees can provide an opportunity for higher level responsibility roles and senior posts within education, children's services or further education. Responding to the continuing professional development agenda, this course not only addresses needs identified by Local Authorities within the East Midlands region, but also the DFE agenda for the development of teaching as a research-based profession and Teaching Agency (TA) standards for specialist teachers and postgraduate professional development.