Our Education MA course will help you develop the knowledge and skills you need to progress within, or begin, a career in education. You’ll be taught an academic framework that will help you analyse educational issues and develop your own professional practice.
In the most recent Destinations of Leavers from Higher Education (DLHE) survey, 100% of all 2017 graduates from this course were in work or further study within six months.
This master’s course has been specially designed to introduce you to the academic debates associated with education. Successful completion of the course will help you progress within your current education role or start a new career in the sector.
Your own experience of different UK and international contexts will be used to enrich your learning in class. You’ll study the key influences on education in the twentieth and twenty-first centuries in order to develop the intellectual tools you need to engage with current educational policy and provision.
We’ll teach you how the school curriculum is led and managed. This will help you understand the purposes of the curriculum and how it influences pupils’ learning.
Specialist option modules will allow you to explore subjects that are of particular interest to you. These include Web-based Learning and Teaching, Understanding the Language Classroom and the Specialist Study Module, which allows you to explore an education-focused topic of your own choice (in agreement with your supervisor) in greater depth.
You can complete this course as a postgraduate diploma by taking four core modules and two option modules. You could also choose to study for a postgraduate certificate in education by studying three core modules that include the Critical Theory and Education module and either the Curriculum Leadership or Curriculum, Pedagogy and Assessment module.
You’re assessed via coursework including one essay of 6,000 words or two essays of 3,000 words. There are also presentations and a dissertation.
You will be required to have:
All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
The modules listed below are for the academic year 2018/19 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.
Year 1 modules include:
The module aims to:
• familiarise students with a wide range of previous academic experience and backgrounds with key moments in the Western intellectual history;
• analyse the European Enlightenment and its impact on our understanding of the world, the emergence of social sciences and the modern school;
• encourage students to develop a holistic understanding of the Scientific Revolution, the European Enlightenment, and the rise of capitalism and how these intersected with one another in creating the modern world and how these continue to shape and influence the contemporary world;
• introduce students to multiple perspectives on the social world and their implications for understanding the processes of schooling and education;
• introduce the students to the so called ‘linguistic turn’ in the social sciences and its implications for understanding the social reality, including school curricula and educational processes;
The module aims to:
critically analyse how decisions on the content, organisation, delivery and assessment of the curriculum are located within historical, social, cultural, economic, political and ideological contexts.
develop a critical understanding of what characterises and enables effective learning and teaching in a school setting.
develop a critical understanding of the way different approaches to leadership influence curriculum planning, delivery, development and pupil learning.
To reflect on the strengths and limitations of the research methodology used in the context of designing and conducting a dissertation.
To further develop academic study and enquiry skills.
The module aims to:
• familiarise students with different dimensions of a curriculum;
• encourage students to appreciate the interrelatedness of learning, pedagogy, assessment, curricular statements and educational policies;
• introduce students to the historical, spatial, political, cultural and ideological locatedness of educational policies and how these influence and shape educational provision;
• equip students with the understanding to critically analyse curricular provisions and educational processes;
• enable students to contribute to the review and development of educational provision within their own professional context.
This module aims to support students carrying out and writing up a small-scale independent investigation focused on an aspect of education of their choice. Through the course of their work for the dissertation students should:
• develop a critical understanding of research methodology and methods in education
• deploy and critically evaluate theoretical perspectives in relation to their chosen topic
• gain skills in identifying and selecting appropriate source material including data from primary sources
• evaluate the strengths and limitations of research carried out by themselves and by other people
• produce an extended piece of writing with a clear structure and conceptual organisation which shows stylistic competence, and uses a conventional system of full and accurate referencing
• develop an in-depth understanding of their chosen aspect of education such that they can make an original contribution to existing knowledge in that area.
The module aims to:
• enable students to understand what is meant social and educational research and its function in creating and interpreting new knowledge;
• encourage students to engage with the philosophical bases of educational research;
• help students understand the difference between the two main traditions of social research – the positivist and interpretivist paradigms;
• enable students to develop familiarity with a range of methods used in educational research like case study, action research etc.;
• introduce students to some key instruments of data collection like interviews, observations etc.;
• sensitise students to ethical issues relevant to educational research;
• enable students to write a qualitative educational research proposal which will form a basis of their MA dissertations.
This module is designed for Master’s students to advance their academic English language. The module focuses on improving students’ English language skills in academic writing and reading as well as oral presentation. There is also a focus on enhancing their English language accuracy.
Applying Learning Technologies focuses on the wider issues of educational technology with specific reference to the use of information and communications technologies (ICT) for teaching learning and assessment, including the use of social media and other open educational resources.
This module focusses on key issues in language learning and teaching that are relevant to contemporary global classroom practice. It explores how pedagogical thinking has developed in different cultural contexts and how this influences teaching, and language teaching in particular.
The module will extend students’ knowledge of cultural differences in the creation of methodologies, and approaches; of the different cultural status of teachers, and the role of the learner globally and the more specific considerations of curriculum, syllabus and teaching materials in world ELT classrooms. It introduces key concepts such as ‘culture’, ‘knowledge’, ‘learning’ and students will be encouraged to reflect on their own experiences as learners or teachers to evaluate their own knowledge and expertise and develop the analytical, critical and global perspective that is essential for their professional development.
The module provides opportunity for students to reflect on their professional practice, to take a critical stance with the aim to:
• Relate theoretical knowledge and policy understanding to particular practice;
• Recognise practice as being framed by context;
• Analyse and evaluate conflicted situations of practice;
• Consider how reflective processes might enhance their personal learning and professional development.
• Support teachers in developing an aspect of practice.
This module will focus on forms of sexual violence in child and adulthood. We will address: incidence, prevalence and reporting; theoretical and explanatory frameworks; impacts and meaning for victims/survivors; persistence and change with respect to legal frameworks, the justice system and support services; perpetrators and approaches to prevention.
This module will:
- explore the extent and forms of sexual violence in child and adulthood;
- critically examine theoretical, conceptual and explanatory frameworks;
- locate legal reform, support services and policy development in historical and comparative contexts;
- examine the impacts and consequences for individuals and for gender and generational relations;
- explore prevention and work with perpetrators in context of contemporary sexual norms and cultures.
The module aims to:
• introduce students to multiple perspectives on theories of social justice;
• encourage students to develop and articulate a standpoint with respect to theories and models of social justice education;
• provide knowledges with which students can consider socio-political and professional contexts for social justice;
• explore conflicts within curricula, pedagogy and practice with respect to concerns for social justice in education
The module aims:
• to offer an expanded range of possible topics for study;
• to support early-career teachers desiring to expand and develop their knowledge base in a particular area.
This module is an investigation into the language classroom and into learner and teacher roles and interactions. It develops themes relating to how languages are learned, what motivates people to learn other languages and how best to support and develop learning in the classroom. It draws on students' own experiences of language learning or teaching and encourages them to reflect on the implications in developing their own practice as language teachers.
Through language classroom observations students can become familiar with common practices in language teaching and learning and have the opportunity to develop a teacher-researcher’s perspective. The module introduces the participants to a range of theoretical consideration and practical implications of the recent developments in language teaching: theoretical debates that stretch their critical analysis of language learning and teaching processes; investigate what practical implications these debates have on classroom teaching and learning; provide them with an opportunity to evaluate and analyse learners' needs and find classroom solutions.
Students are required to find an institution where they can observe 4 hours of English language tuition at any level.
This module introduces students to the range of forms of violence against women, their prevalence and consequences: intimate partner violence, domestic abuse, rape and sexual assault, sexual harassment, sexual exploitation, FGM and crimes in the name of honour. We will address explanatory frameworks and perspectives, including human rights, and critically assess current policy approaches. Within an intersectional framework we will:
- introduce students to the range of forms of violence against women
- familiarise students with the current knowledge base on prevalence of, relationships and contexts for violence and its short and long term consequences
- locate the emergence of the issues within social movement and social problem analysis
- critically assess explanatory frameworks and contemporary policy responses
Web-based Learning & Teaching focuses specifically on the design and implementation of teaching, learning and assessment within managed learning environments (MLE). It is intended for education professionals who wish to investigate and critically examine the professional context for implementing and applying learning technologies for 21st Century learners. The module focuses specifically on the design and implementation of teaching, learning and assessment within managed learning environments (MLE).
The module is aligned with the requirements of the SEDA award: Supporting Learning with Technology, as well as the award of 20 credits towards the Masters in Learning & Teaching in Higher Education. At the end of the module, successful participants will have:
• Participated in an online event as an e-learner
• Designed, developed and implemented an online teaching module
• Managed and administered learners online
• Designed, delivered and evaluated online assessment
• Integrated open educational resources within a formal learning management system
• Interacted with other online practitioners in a community of practice
“I was stunned by the friendly atmosphere of the classes and the lecturers’ generous support and undivided attention. My lecturers were outstanding role models for me.
The next time I teach in a class I know I will be a more attentive and dedicated teacher to my students”.
Parisa Javani, Education MA graduate
The course benefits you whatever your interest in education, be it as a parent, teacher, researcher, community worker or education administrator.
Our recent graduates have gone on to find careers in the education sector as deputy head teachers, special needs teachers and behaviour management coordinators.
Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.
Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.
Use the apply button to begin your application.
Non-EU applicants looking to study part-time should apply direct to the University. If you require a Tier 4 visa and wish to study a postgraduate course on a part-time basis, please read our how to apply information for international students to ensure you have all the details you need about the application process.
You are advised to apply as early as possible as applications will only be considered if there are places available on the course.
Please select when you would like to start: