The MA Education follows a flexible modular programme. The 'open route' through the MA enables you to design your course according to your particular areas of interest. Alternatively, six named routes give a specialist focus to the award as follows:
MA Education: Artist Teacher Practice – new for 2019 entry.
MA Education: Childhood and Youth Studies
MA Education: Leadership and Management.
MA Education: Higher Education
MA Education: SEND – new for 2019 entry.
MA Education: TESOL
The MA programme has a compulsory research methods module to support your studies and to prepare you for the dissertation. In addition, you select modules from the optional module programme (overview of choices listed below). You need to achieve 9 modules in total.
Compulsory modules (80 credits)
You need to select a further 5 modules (100 credits) from the list below:
Diversity and achievement (20 credits): This module will analyse the factors that are predictive of educational success and failure for children and young people and exploring the implications of this analysis for school policy and practice. These factors will be considered at the level of the individual child, the family, the school and the neighbourhood using data from case study material drawing in part on students’ individual working contexts. Issues of class, gender, disability and ethnicity will be considered. This analysis at the level of an individual in a particular locality will be compared to educational outcomes from national and international data sources.
Mind and Brain explores previous and present developments within the field of educational neuroscience. The module will begin by exploring developmental changes that occur throughout the lifespan. Current insights from the field of cognitive neuroscience will be explored in relation to a number of specific educational issues which have implications for educational practice. The module will engage with philosophical exploration and deliberation over the relationship between mind, brain, self and body.
The Inclusive Curriculum (20 credits) This module, relevant for primary, secondary, and further and higher education practitioners and students, explores key aspects of curriculum design and delivery in relation to access, equality of learning opportunity and inclusion. There will be a particular focus on the ways in which cultural values influence curriculum content and organization and students will have an opportunity to critically engage with theories of internationalising and decolonising the curriculum.
Leading and Managing People in Education (20 credits) brings together a range of themes and concerns in the management of staff in educational organisations. Drawing on national and international examples, it combines theoretical perspectives with practical concerns about staff management and development.
Leading Change in Education (20 credits) builds on the experience of course members as observers of, and participants in, the management of change in the education sector. Drawing on national and international examples, it combines theoretical perspectives with practical concerns about organisational transformation in education.
Mentoring in Education (20 Credits): This module aims to explore the mentoring roles in educational contexts, including initial teacher education, as well as professional development in schools and further and higher education settings. It will look at the models of mentoring within a professional context and draw upon work in related areas such as nursing. It will look at the experiences of the mentee and the experiences of the mentor and the impact of the relationship on both parties. It will give students an opportunity to share experiences and to deepen their knowledge by focusing on the research evidence in this field.
Policy and Purposes of Higher Education (20 credits) explores higher education as one of the great institutions of society and examines contemporary contextual policy frameworks and their influences on higher education (HE), for example, social constructivism, neoliberalism, transformation, workforce attachment, social capital. It aims to increase your repertoire and confidence in areas of your HE activity and foster engaged, participatory, critical, evidence-based approaches, informed by and contributing to, national and global debates.
Action Research (40 credits) comprises a taught unit on action research methods, including managing change, leading to an action research project. The project will require students to research aspects of their own work-based practice.
Independent Study: Investigating Practice (20 credits) offers the opportunity to engage in independent study of a topic, issue or area that is not available elsewhere within the course. You will, in consultation and negotiation with a tutor, identify a topic, issue or area of personal or professional interest and relevance and then draw up a course of independent study, which may include library and practical research. The project can be assessed through either a report or a portfolio of work. This might include the development of pedagogical approaches or curriculum materials or investigations into the achievement levels, or the opportunities provided, for particular groups of learners. It could also include the development of professional practice through shadowing others or engaging in collaborative work across organisations.
Further module options are available from the pathway programmes above.
Please note: As our courses are reviewed regularly as part of our quality assurance framework, course content and module choices may change from the details given here.
Listen to our MA Education students describe their experience of the course.
Teaching and learning
Learning methods include lectures, directed reading, workshops, discussion forums, student and staff-led seminars and project work. Teaching, learning and assessment draw on the different backgrounds, experience and knowledge of students, and encourages critical reflection.
Teaching is organised on a modular basis, each module involving approximately 24 hours of staff contact as follows:
- Part-time on campus – Modules are usually taught over eight weeks on Tuesdays, Wednesdays or Thursdays at 17:00 – 20:00.
- Full-time on campus – the main study day is Thursdays with students also joining part-time students in evening modules
- Distance learning - an MA Education can be achieved by part-time online learning through the use of our Moodle platform. For each module this usually requires about 12 hours a week plus time spent on assessment. The online route is usually taken part-time over 2 to 3 years.
Approach to assessment
Each course module is assessed
separately and is based on coursework, eg individual essays, seminar
presentations, reports, portfolios, investigative research and group
On rare occasions we may need to make changes to our course programmes after they have been published
on the website. For more information, please visit our
Changes to programmes