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The MA in Education is designed for teachers, lecturers and educational managers in primary, secondary and further and higher education, and for other professionals working in education, both in their early careers and with substantial experience in education. The course is concerned with the development of critical enquiry and reflection in the field of education, and the development of professional knowledge and expertise. You can study the course at either our Harcourt Hill campus or via distance learning.
You can enrol on the full MA Education or take a staged approach by studying one of our Postgraduate Certificates and subsequently bringing this in as credit to the full MA.
Oxford Brookes University, in partnership with the Social Emotional and Behavioural Difficulties Association (SEBDA), now offers a Postgraduate Certificate in the advanced study of social, emotional and mental health difficulties.
This course is for those working in a relevant setting, working with children and/or young people with social emotional and mental health difficulties as part of their practice. The Master's-level course is delivered predominantly online and can be completed as a flexible Distance Learning option.
An overview of individual and contextual factors which may influence children and young people’s behaviour. You will explore challenging behaviour from a variety of perspectives.
We will pay particular attention to ‘causes’ of challenging behaviour, individual and whole school approaches to managing behaviour and to the importance of recognising pupil voice and increasing pupil participation. You will also explore the challenges experienced during adolescence and the contexts in which young people encounter those challenges in contemporary society, including; employment, education and training, risk-taking behaviours, aspects of identity, peer group influences and mental health issues.
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You will develop your understanding of the 2014 national curriculum in respect of Reading for Pleasure. You will focus on understanding how texts are constructed using a range of narrative modes and how this aspect of your subject knowledge can be employed in the primary classroom to develop children’s abilities to read a range of texts for pleasure. You will also explore a variety of texts currently available including classic texts; comics; novels in verse form; literature in translation and interactive texts.
This course is for experienced Early Years teachers and managers. The course covers Learning and Development in Childhood, Children’s Imaginative Worlds or Investigating Early Years Practice and Leadership in the Early Years.
This PGCert is for language teachers wishing to develop their skills of materials design for language learners to a professional level. You will create principled, theorised resources that meet the needs of a specific learner group and the ELT market.
ELT Writing Materials covers the complete writing cycle, from the first concept to piloting, and concludes with an author’s ‘pitch’ to an editorial board that includes members of the ELT publishing industry. You will evaluate the different types and purposes of ELT materials and their match for specific audiences. You will engage with current professional dialogue about the nature and value of materials and their impact on learners, teachers and the learning culture. You will gain the skills of critical and constructive peer review; piloting and editorial processes.
This course is aimed at middle-management level leaders in schools (heads of department, key stage co-ordinators, pastoral managers). It provides an overview of up-to-date research and educational theory to inform the process of leadership and management. It also offers opportunities for the practical application of theory in a school setting.
The PGCert PGCE without QTS is a programme of three modules designed to support and enhance the Qualified Teacher Status training delivered at school training partnerships. Each module focuses on particular aspects of professional practice. Educational pedagogy and research form the focus of the course. Other areas of focus include becoming a reflective practitioner and an enquiring professional.
NB: The PGCert PGCE without QTS does not in itself confer QTS.
The National Award for Special Educational Needs (SEN) Coordination is a mandatory course for new SENCOs and for SENCOs presently working in this role. The course covers policy and practice, teaching and learning and managing issues in SEN.
This course focuses on children in English-speaking schools, whose first language is not English. You will analyse the needs and support of the development of children in second languages settings.
There will be opportunities to discuss theories of bilingualism and to develop an appreciation of the links between first and second language, identity and self-esteem and the emotional experiences of the EAL child. Alternative practices and pedagogies will be evaluated with consideration given to the beliefs, theories and attitudes to language and the EAL learner that underpin teacher choices of approach.
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Oxford Brookes University, in partnership with the Social Emotional and Behavioural Difficulties Association (SEBDA), now offers a Postgraduate Certificate in Understanding and Managing Social, Emotional and Mental Health (SEMH) difficulties.
This course is designed for experienced teachers and graduate teaching assistants working with children and young people with literacy difficulties. You will study alternative perspectives on literacy difficulties, managing literacy difficulties in schools and the assessment and intervention where literacy difficulties are present.
The course is organised by Oxford Brookes in partnership with Oxfordshire Local Authority.
The Artist Teacher Scheme (ATS) is the national programme of continuing professional development courses for artist teachers. If you are working in Art education this scheme provides opportunities for you to review and develop your personal creative practice in relation to the highest levels of contemporary practice.
The programme is based on the central belief that educators of art, design and craft who maintain and develop their own creative practice can be significantly more effective professionally and more likely to be satisfied with their educational work.