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, four named routes give a
specialist focus to the award as follows:
in Education: Leadership and Management.
in Education: Childhood and Youth Studies
in Education: Higher Education
The MA programme has a compulsory research based 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 (4 modules)
- Researching Education, Childhood and Language (1 module)
- Dissertation (3 modules).
You need to select a further 5 modules from the list
below or from the module offer for the related course pathways in TESOL
and Childhood and Youth Studies (please see the links to these pathways
- Learning, Pedagogy and Technology aims to develop
awareness and critical reflection on the role of technology within
education particularly in relation to pedagogical and curriculum
design. The extent to which new technologies can enrich learning
experiences, increase learner choice and support achievement will
be examined. The potential for technology to 'transform' learning
has been questioned and a key theme of this module will be to
analyse factors that enhance learning and explore ways in which
learning can be effectively measured.
- 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
- Leading and Managing People in Education 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 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.
- Philosophy and Policy of Higher Education 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.
- Investigating Practice provides an opportunity for
students to develop an inquiry related to their own practice which
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
- Action Research (2 module 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 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
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.
Credit towards an MA award can also be made up of
appropriate work completed outside the course, for example by M level
credit achieved in your PGCE and Postgraduate Certificate courses.
Learn more about our MA
Education students and what they liked about studying the
Teaching and learning
Learning methods include lectures, directed reading, workshops, 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 module-credit basis, each module involving blended learning (face-to-face and online) equivalent to approximately 24 hours of staff contact as follows:
- part-time on campus: eight weekly teaching blocks. Modules are usually taught on Tuesdays, Wednesdays or Thursdays (depending on choice of module), from 5pm to 8pm
- full-time on campus: students join part-time students in some evening modules, and complete the rest of the course through daytime sessions (currently on Thursday)
- distance learning - an MA qualification can be achieved by online learning but the full module offer is not available in this format (please check availability for individual modules).
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