Education MA

Course Content

• Course Details

  Throughout the course we encourage you to engage with other students and professional colleagues in order to develop critical approaches to your study of education and your practical teaching.

  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 you to engage with other professional colleagues and researchers in developing critical approaches to enquiry within practical education (and education-related) contexts.

  There is a full time pathway through this MA. This is particularly targeted at international students and has a strong international and comparative flavour, although UK students are very welcome to apply. It consists of four compulsory modules and a thesis.

  The four modules that must be taken on the full-time pathway are:

  School and Classroom Cultures
  Educational Leadership
  International Perspectives on Education
  Research methods

  There are also a range of modules which enable teachers to engage with reflective, teacher-led research.

  • Stage 1

  • Investigating Individual Professional Practice (Part 2) Post Threshold (30 Credits)
    Module code: EDUM092

    Status: Designate
    This module provides opportunities for a structured exploration of the ways in which personal histories key decisions and career pathways inform professional attitudes and beliefs and in turn influence subsequent practice in Education and allied areas. The module offers students a structured framework within which they can interrogate and reflect critically on the way(s) in which these individual/personal attributes and experiences impact on the work they do. The module draws heavily on the emergent position of 'living theory' (Whitehead 2004 - see indicative reading below) as a vehicle by which professionals can explore and develop aspects of their practice. The module will also reflect the professional standards for teachers which relate to post-threshold and excellent teacher standards which might equate to a career stage two profile.
  • Principles and Practice in Practitioner Research (30 Credits)
    Module code: EDUM089

    Status: Designate
    The purpose of this module is to prepare teachers and other professionals to undertake research projects as part of their institution's overall development and their own professional development. This module will equip professional practitioners with the skills theoretical knowledge and understanding needed to engage successfully in research that enhances practice.
  • Research Methods (30 Credits)
    Module code: EDUM077

    Status: Designate
    The purpose of this module is to prepare students to undertake dissertation research. It introduces key methodological concepts alongside methods of data collection and analysis. It enables discussion regarding: data collection techniques, different models of education research, formulating a research focus and exploring methodological concepts.
  • International Perspectives on Education (30 Credits)
    Module code: EDUM074

    Status: Designate
    The purpose of this module is: to explore and critically evaluate education policy and practice in diverse national contexts and to contextualise and critically evaluate socio-economic political and cultural influences on education. It requires engaging with established and contemporary international research.
  • Developing and Supporting Others (30 Credits)
    Module code: EDUM124

    Status: Designate
    The purpose of this module is to provide opportunities to explore the theory and practice of coaching and mentoring as well as other approaches to supporting and developing others. These are explored within the specific context of schools and other educational settings. Theory and practice will be linked closely.
  • Reflecting on Professional Practice Through Autoethnography (30 Credits)
    Module code: EDUM145

    Status: Designate
    The purpose of this module is: to provide a structured context in which to interrogate and reflect critically on the way(s) in which individual/personal attributes and experiences impact on professional practice. To enable students to reflect critically, through 'living theory', on aspects of professional practice.
  • Approaches to Language Learning - Theory and Method (30 Credits)
    Module code: EDUM134

    Status: Designate
    The purpose of this module is to examine the development of theories of second language acquisition (SLA) focusing on the linguistic psychological and social processes underlying SLA in a range of contexts. To consider how evolving research into learner differences types of motivation and interlanguages has influenced language teaching.
  • Contemporary Issues in Education (30 Credits)
    Module code: EDUM137

    Status: Designate
    The purpose of this module is to enable students to engage with key contemporary issues and debates in educational research, policy and practice from national and international perspectives and to critically analyse and evaluate the methodologies involved in researching key contemporary issues in education.
  • Contemporary Issues in Early Years (30 Credits)
    Module code: EDUM072

    Status: Designate
    The purpose of this module is to provide students with leading-edge knowledge and facilitate critical analysis of key contemporary issues and debates in early years theory research policy and practice utilising both national and international comparative perspectives.
  • Dissertation (60 Credits)
    Module code: EDUM079

    Status: Designate
    This module provides an opportunity for students to engage in completing an original research project under the guidance of a supervisor. When the student is studying on a named pathway or programme this research thesis will be aligned to that field of study.
  • Research Thesis (60 Credits)
    Module code: EDUM100

    Status: Designate
    This module provides an opportunity for students to engage in completing an original research project supported by structured research training under the guidance of a supervisor. When the student is studying on a named pathway or programme this research thesis will be aligned to that field of study.
  • English Language Teaching in Practice (30 Credits)
    Module code: EDUM135

    Status: Designate
    The purpose of this module is to:This module will help students develop those key skills required for the effective teaching of the four language skills: speaking listening reading writing. Enhancing these skills will involve a focus on phonetics/phonology; the grammar of spoken discourse; different reading strategies and on developing an awareness of different discourse genres.
  • Historical Themes in Education (30 Credits)
    Module code: EDUM142

    Status: Designate
    This module provides opportunities for students to explore key issues related to Historical Themes in Education. Students develop knowledge and understanding of philosophies and pedagogies of education across time. Students are guided to explicitly link historical constructs with recent and contemporary concepts. They critically evaluate these constructs and concepts with relation to the ideological, faith-based and political motivations of the different periods and reflect on how past practices and beliefs influence present systems and values.
  • Supporting Parents and Developing Communities (30 Credits)
    Module code: EDUM073

    Status: Designate
    The purpose of this module is to develop secure knowledge critical understanding and skills in relation to the theory and practice of:parent support in the context of services for young children and their families;the promotion of anti-discriminatory practice and self-sustaining communities.
  • Organisational Based Project (30 Credits)
    Module code: EDUM075

    Status: Designate
    This module provides a structured framework for students to engage in a critical examination of work-based / institutional development and to plan and undertake a small scale project that addresses an identified area for innovation. Students will have the opportunity to explore key concepts related to managing and facilitating change and critically reflect on the factors that impact on successful implementation. This module is based on the individual needs of professionals working with children or adults across a range of settings.
  • Subject and Pedagogical Knowledge in the Teaching of Algebra and Geometry within the National Curriculum for Mathematics (30 Credits)
    Module code: EDUM096

    Status: Designate
    This module provides Masters level professional development for teachers in the curriculum area of mathematics. It will seek to extend and deepen their existing subject knowledge and pedagogic skills in the teaching of algebra and geometry. This module will be relevant for both primary and secondary practitioners and reflects national government agendas. In particular it supports one recommendation of the final report of the Williams Review of Mathematics Teaching in Early Years Settings and Primary (June 2008) that 'There should be at least one Mathematics Specialist in each primary school in post within 10 years with deep mathematical subject and pedagogical knowledge' (Williams 2008). This module is the third in a suite of three that will provide the necessary professional development to support this specialism.
  • Subject & Pedagogical Knowledge in the Teaching of Number, Calculation, Measures & Data Handling within the National Curriculum for Mathematics (30 Credits)
    Module code: EDUM097

    Status: Designate
    This module provides Masters level professional development for teachers in the curriculum area of mathematics. It will seek to extend and deepen their existing subject knowledge and pedagogic skills in the teaching of number calculation measures and data handling. This module will be relevant for both primary and secondary practitioners and reflects national government agendas. In particular it supports one recommendation of the final report of the Williams Review of Mathematics Teaching in Early Years Settings and Primary (June 2008) that 'There should be at least one Mathematics Specialist in each primary school in post within 10 years with deep mathematical subject and pedagogical knowledge' (Williams 2008). This module combines modules EDUM094 and EDUM095 and will provide a faster route to acquire the mathematics specialism.
  • Young Children's Rights and Participation
    Module code: EDUM103

    Status: Designate
  • Leading for Change (30 Credits)
    Module code: EDUM118

    Status: Designate
    The purpose of this module is to enable students to analyse and critique changes and improvements in learning and teaching teams applicable to their professional contexts, through the process of leading change, and to critically reflect on theoretical and practical concepts of leadership and management.
  • Approaches to Leadership and Management (30 Credits)
    Module code: EDUM123

    Status: Designate
    The purpose of this module is to provide opportunities to explore key issues related to the leadership and management of schools and other educational settings. Students will explore these ideas within the context of their own and others professional and cultural background and in the context of differing educational settings.
  • Professional Recognition and Scholarship (30 Credits)
    Module code: EDUM127

    Status: Designate
    This module enables staff who hold professional recognition at FHEA or SFHEA to build on this achievement with further Learning and Teaching scholarship acting as Changemakers within their personal teaching contexts identifiying key problems or challenges faced drawing on literature to identify implement and evaluate strategies to enhance student learning.
  • Research and Enterprise for Enhanced Academic Practice (30 Credits)
    Module code: EDUM128

    Status: Designate
    The module enables participants to employ insights from enquiry-based learning and scholarship so as to inform and develop teaching and learning practice and to involve participants in processes of collaborative enquiry so as to deepen understanding of both own context and the practice of other HE professionals.
  • Designing for the 21st Century Learning (30 Credits)
    Module code: EDUM129

    Status: Designate
    The purpose of this module is to evaluate how different pedagogical approaches can be supported and promoted by the affordances of learning technologies in different learning contexts and to enable learners to evaluate and apply a range of approaches to the design of effective interventions across different modes of study.
  • Young Children's Literature, Media and Culture (30 Credits)
    Module code: EDUM101

    Status: Designate
    The purpose of this module is:To critically reflect on the educational and social impact that digital media and popular literature has on children?s lives personally and globally.To engage with contemporary debates relating to multimodality in terms of young children?s experiences and their use of contemporary literacies.
  • School and Classroom Cultures (30 Credits)
    Module code: EDUM116

    Status: Designate
    The purpose of this module is: to enable students to explore and critically reflect on what is meant by school culture and classroom culture in a contemporary context. To generate a critical understanding of classroom cultures informed by educational values and beliefs and personal experience linked to research and theory-building.
  • Perspectives on Leadership and Management (30 Credits)
    Module code: EDUM122

    Status: Designate
    This module provides opportunities for students to explore significant theoretical perspectives related to the leadership and management of schools and other educational settings, including current academic research at the forefront of the discipline. Different perspectives are explored and these are placed within their historical, cultural, philosophical and sociological context.
  • Understanding Language in Use: Approaches to the Analysis of Discourse (30 Credits)
    Module code: EDUM133

    Status: Designate
    The purpose of this module is ?To critically analyse the role of theories employed in the analysis of spoken and written discourse; including Systemic Functional Linguistics Critical Discourse Analysis Multi-Modal analysis Pragmatics/ Speech Act Theory Sociolinguistics and Genre Studies.
  • Classroom Language Assessment and Test Construction (30 Credits)
    Module code: EDUM136

    Status: Designate
    The purpose of this module is ?To introduce students to the key concepts issues and methods of language testing drawing attention to the principles that underpin different testing/evaluation systems and the way these impact on students and educational institutions.

  Throughout our MA Education course, we encourage you to engage with other students and professional colleagues in order to develop critical approaches to your study of education and your practical teaching.

  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 you to engage with other professional colleagues and researchers in developing critical approaches to enquiry within practical education (and education-related) contexts.

  Close
• Frequently Asked Questions (FAQs)

  How will I learn?

  All of the teaching for the campus-based course is in small group format, such as seminars and workshops, enabling you to engage in discussion and debate. You will also be able to attend research seminars, day courses and other educational activities. Underpinning all of what we teach is the linking of theory and practice, allowing you to critically reflect on work-based issues, concerns and developments.

  This course is taught as interactive sessions, with a focus on active engagement and discussion. There are 140 contact hours for the entire MA, which means you will typically have six hours of classes per week for full-time attendance and you will be expected to undertake a further 24 hours of self-directed study and research each week.

  If you are studying part-time, the course will take between two and five years to complete, and you will typically have two hours of classes per week and should undertake eight hours of self-directed study per week. However, the workload is not consistently spread over the year and so there may be times when you are working more hours in a given week.

  As well as your usual sessions, you can also attend workshops and presentations associated with research that the Faculty of Health, Education and Society is involved in.

  The Online MA Education also focuses on engagement and discussion through an innovative model of active distance learning. Our online learning environment includes a virtual classroom for regular online conferencing in small groups or 1-1 with a personal tutor, and an online community space for ongoing discussions with fellow education professionals. There are structured links to course materials and resources that are designed to enable you to learn in different ways and through different media. Our online library gives you access to a vast collection of electronic books and journals to support your independent study.

  You may choose to mix and match online learning with some campus-based modules.

  How will I be assessed?

  The way we assess is flexible and sensitive to your existing professional workloads, linking your studies with aspects of work on-going in your own school or setting.

  There are no exams for this course. Instead, assessment is in the form of essays, portfolios, presentations and small scale research projects. You will complete the MA with a final project or dissertation.

  How long is a master’s degree in education?

  Within the UK, the time spent studying a postgraduate degree is highly dependent on whether you decide to study full-time, part-time or through distance learning.

  For those on this masters program you will study for 1 year if you are full-time and for part-time students, it will be between 2-5 years. The Online MA Education is 1 year full time or part time over 2 or 3 years.

  Close
• Entry Requirements

  To study this course, you will need an honours degree, usually at 2:2 or above, from a UK institution or equivalent.

  If you have other qualifications and have recent professional experience of three years or more, you will also be considered. In this case you will be interviewed and asked to demonstrate that you have engaged with children’s services at graduate level or equivalent, by presenting a portfolio of your responsibilities in your work with children and young people.

  If you have master’s (level 7) credits from another course, including the PGCE, NPQH, or programmes run by University of Northampton, then it may be possible to credit these towards this degree.

  For information on how to apply to study with us, please see our How to Apply page.

  English Language Requirements

  All International and EU students applying for a course with us must meet the following minimum English language requirements:

  • Minimum standard – IELTS 6.5 (or equivalent)
    for study at postgraduate level.

  For information regarding English language requirements at the University, please see our IELTS page.

  Close
• Fees and Funding

  UK & EU

  20/21 Tuition Fees

  Fees quoted relate to study in the Academic Year 20/21 only and may be subject to inflationary increases in future years.

  Full Time: £7,425
  Part Time:£1,235 per 30 credits
  Online: £1,100 per 30 credits

  Additional Costs

  There are no additional costs for this course for students beginning their studies in September 2020. Should this change, applicants and students will be contacted by the university with details of the costs.

  Postgraduate Loans

  If you are starting a postgraduate Master’s course in 2020/21 either full-time or part-time* you may be able to apply for a postgraduate loan through Student Finance England**.

  *Please note that the maximum period of study allowed for part-time courses is two years.

  **If you have exemptions from studying a PGCE you will not e eligible for Post graduate funding as you must be studying the full 180 Credits.

  19/20 Tuition Fees

  Fees quoted relate to study in the Academic Year 19/20 only and may be subject to inflationary increases in future years.

  Full Time: £6,750
  Part Time:£1125 per 30 credits

  Additional Costs

  There are no additional costs for this course for students beginning their studies in September 2019. Should this change, applicants and students will be contacted by the university with details of the costs.

  Postgraduate Loans

  If you are starting a postgraduate Master’s course in 2019/20 either full-time or part-time* you may be able to apply for a postgraduate loan through Student Finance England**.

  *Please note that the maximum period of study allowed for part-time courses is two years.

  **If you have exemptions from studying a PGCE you will not e eligible for Post graduate funding as you must be studying the full 180 Credits.

  International

  20/21 Tuition Fees

  Fees quoted relate to study in the Academic Year 20/21 only and may be subject to inflationary increases in future years.

  International: £13,750
  Online: £1,100 per 30 credits

  Additional Costs

  There are no additional costs for this course for students beginning their studies in September 2019. Should this change, applicants and students will be contacted by the university with details of the costs.

  19/20 Tuition Fees

  Fees quoted relate to study in the Academic Year 19/20 only and may be subject to inflationary increases in future years.

  International: £12,750

  Additional Costs

  There are no additional costs for this course for students beginning their studies in September 2019. Should this change, applicants and students will be contacted by the university with details of the costs.

  Close
• MA Education options

  For a more detailed subject focus, we also offer pathways in: Early Years, English Language Teaching, and an MA in SEN and Inclusion.

  Close