Education MA

Course length: 18 months full-time, 2-3 years part-time

Overview

Newman has expanded its masters level provision aimed specifically at educational professionals teachers, lecturers and others working in educational settings in support roles in recognition of the importance of sustained professional development.

We offer a generic MA Education and also specialist routes:
MA Education (Leadership and Management),
MA Education (Learning and Teaching),
MA Education (Mentoring and Coaching),
MA Education (PG Cert Inclusion and SEN),
MA Education (PG Cert Catholic School Leadership),

MA Education (PG Cert Early Childhood Education and Care)
MA Education (PG Cert Safeguarding) 
MA Education (PG Cert Higher Education Practice)
 

Course content

Newman offers you the opportunity to enhance your professional knowledge, understanding and skills by developing and implementing systematic professional enquiry and research.

You can also expect to further develop your knowledge, understanding, and skills in curriculum development. The course promotes critical engagement in a range of contemporary issues pertinent to specific interests and needs and you are encouraged to explore your own personal and professional interests and expertise. If you wish to progress your studies even further then the course provides an appropriate academic platform for progression to PhD/EdD study.

Attendance

Modules are based at Newman, usually delivered one evening per week. However, if there are significant numbers of staff in one institution wishing to undertake the programme we can deliver the programme on your site at times convenient to you.

Part-time students have a maximum period of study of 5 years to complete an MA. However, an MA is typically completed over 2-3 years and we recommend that part-time students take 60 credits per year (i.e. 2x30 credit modules across the year). Full-time students have a maximum period of study of 3 years to complete an MA, but typically complete an MA in 18 months.

Assessment

You will experience a range of work-based assessment formats including portfolios, presentations, written reports and essays, work-based studies and practical tasks. The course will recognise your needs as a learner and develop independent study skills that are transferable to a range of learning situations and assessment tasks.

Special features

You will have access to all facilities at Newman including the library, which stocks a wide range of books, journals and e-books. Previous level 7 masters credits may be transferred (free-of-charge) through the accreditation of prior certificated learning (APCL). Also, you can gain credits for other sustained CPD programmes you have undertaken, such as National College Programmes, by writing up your reflections against the assessment criteria for a comparable module via the accreditation of prior experiential learning (APEL). You may also gain national professional recognition through the Teaching and Learning Academy for your masters level work.

 

Postgraduate Certificate in Early Childhood Education and Care

If you choose the following two modules - The Developing Child and Pedagogy in the Early Years - you can gain a Postgraduate Certificate in Early Childhood Education and Care (a stand-alone qualification), in addition to your MA Education.

Postgraduate Certificate in Inclusion and SEN

This certificate is designed for those who wish to develop their knowledge, understanding and practice to improve outcomes for children and young people with SEN and/or disabilities. The Postgraduate Certificate for Special Educational Needs Co-ordinators is a mandatory award for newly-appointed SENCos in the first three years of taking up the post and also comes with an optional National Award for SEN Co-ordination.

Postgraduate Certificate in Higher Education Practice

This Postgraduate Certificate addresses the early career development needs of academics and HE professionals who have a role in supporting HE student learning. Its key aim is to grow course members as purposeful and effective HE practitioners who will make a positive difference to Higher Education, their students and wider society over the course of their working lives. It comprises two year-long modules; Supporting Student Learning in HE and an Introduction to Academic Practice.

Postgraduate Certificate in Safeguarding

Newman offers you the opportunity to enhance your professional knowledge, understanding and skills of professional practice by developing and implementing systematic professional enquiry and reflective practice around a range of concepts and theories relevant to working with children, young people and families. Completion of the Postgraduate Certificate in Safeguarding will enable you to continue onto a full MA via undertaking a further 30 credit module of your choice (from the MA Education (Safeguarding)   module choices) and the compulsory Research Methods module, followed by the final dissertation. The PG cert comprises of 2 modules with one module being taught each semester on one evening per week with approximately 10 sessions per module, Contemporary Issues in Safeguarding and Vulnerability  and Children’s Voices, Rights and Representations.

 

Postgraduate Loans

For further information regarding a Postgraduate Loan (PGL) for Master's study click here

RELATED DOCUMENTS

pdf  Graduate Profile
Last updated: 21 November 2016

pdf  MA Education Course Overview
Last updated: 22 September 2017

pdf  PG Certificate Catholic School Leadership
Last updated: 26 October 2016

pdf  PG Certificate Early Childhood Education and Care
Last updated: 26 October 2016

pdf  PG Certificate in Higher Education Practice
Last updated: 26 October 2016

pdf  Teaching and Learning Academy
Last updated: 20 June 2016


Newman University would like to draw your attention to our Academic Regulations. These regulations are your Terms of Reference and should be considered when making a decision to study with our institution.

Entry requirements

Honours degree

Fees

Fees per 30 credit module
2017/18*

Home/EU students:  £800 

N.B. The above fees are per individual 30 credit module. A minimum of 180 credits are required to complete the MA Education. 

Please note for 2018/19 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Newman alumni are eligible for a 10% discount when enrolling onto a full masters degree programme. Staff employed in partner schools and colleges (which take our trainees on placement) are also eligible for a 10% discount on the MA Education programme. The 10% discount cannot be used in conjunction with each other.

Postgraduate Loans

For information regarding a Postgraduate Loan (PGL) for Master's study click here

 

 

As a full time student, you will study a total of 180 credits each year. The credits are made up of mandatory modules and you may have a list of optional modules to choose from. Not every programme offers optional modules and when an optional module is available it will be clearly marked. All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits or 30 credits and dissertations are 60 credits. Please note that not all optional modules run every year. For further information please email admissions@newman.ac.uk.

THE DEVELOPING CHILD (BIRTH TO FIVE) - optional module


MODULE TITLE : THE DEVELOPING CHILD (BIRTH TO FIVE)

MODULE CODE : ECM723


MODULE SUMMARY :

This module aims to allow students to focus on the child development subject area in greater depth than they encountered in their previous courses or experiences. It will enable students to become more specialised in child development such as within the 0 -5 age range and allow them to apply their knowledge in practice. This module will allow students to advance their skills in observation and assessment of child development, supporting their planning of children’s next steps. Students will undertake observations within a setting, and this will be negotiated with the student, tutor and setting. The concept of ethics, consent, and continual assent will be focussed on within the module and the University Ethics approval process will be adhered to in order to prepare students for undertaking observations in practice. Students will be encouraged to use the Statutory Framework (EYFS) in a critical way.  Although the module will cover areas of development such as Language, Cognition, Physical and Personal, Social and Emotional, and attachment, a holistic approach will be prominent throughout. The importance of safeguarding, particularly around safeguarding babies and young children will also be included within the module. Theories and current research around child development will be critically explored and applied to practical situations.

CONTACT HOURS :

Scheduled : 24.00
Independent : 261.00
Placement : 15.00
Total :  300.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Enable students to demonstrate in-depth knowledge and critical understanding of child development

  • Enable students to demonstrate a critical working knowledge and understanding of pedagogical approaches in observation and assessment of child development

  • Enable students to explore implications of issues relating to child development and have a high-level ability to reason, understand the role of evidence and make critical judgements about these in relation to child development

  • Enable students to critically reflect, analyse and constructively critique theory, practice and research around child development.

  • Enable students to demonstrate in-depth knowledge and critical understanding of the importance of and processes around safeguarding babies and young children.

     

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Demonstrate a systematic understanding and a critical awareness of observation, assessment and planning to address complex issues of early development and learning to promote good progress

     

  • Demonstrate a conceptual understanding that enables them to evaluate critically current research to inform their reflections on practice

     

  • Demonstrate a comprehensive understanding and critical awareness of child development theories and research informed through academic study and professional practice

 

  • Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional level

METHOD OF ASSESSMENT :

Component 1 - 100% Critical analysis of observations of the developing child (4000 Words)

EFFECTIVE EARLY YEARS PEDAGOGY AND PRACTICE - optional module


Effective Early Years Pedagogy and Practice


Module Title: Effective Early Years Pedagogy and Practice

Module Code: ECM724

Module Summary:
This module will enable students to develop a critical understanding of children’s learning and development in relation to the role of the pedagogue. It will facilitate a critical awareness and understanding of what promotes effective practice and pedagogy in early childhood as well as the role of leadership in developing practice. This module will also include reference to theory and practice with specific emphasis on aspects of child development including; early reading and phonics, and early mathematical development. Personal reflection on the experiences of co- constructed learning and practice will be an integral part of this module.

There will be opportunities to examine current thinking and research in early childhood, encouraging students to analyse and critically evaluate links between personal principles, early childhood theory, observed evidence and their developing practice. Students will embark on a process of critical analysis and evaluation to enhance the quality of provision for young children and their families.

CATS Value: 30

ECTS Value: 15

Contact Hours: 24

Lectures: 21 hours - to include small group work and seminars
Individual tutorials: 3 hours

Independent Study Hours: 256 hours
Blended Learning: 20 hours - to include engagement in specific tasks set, using Moodle

Total hours for module: 300

Module Curriculum Led Outcomes:
This module aims to:

• Develop an in-depth and critical working knowledge and understanding of pedagogical approaches for working with young children and families.
• Develop a critical understanding of the role of leadership in the development of pedagogy within early childhood contexts.
• Develop a critical understanding of children’s learning and development in relation to early reading, early maths and the role of the pedagogue.
• Enable students to have a high-level ability to reason clearly, understand the role of evidence and make critical judgements about arguments relating to pedagogy.
• Enable students to have a high-level ability to analyse and constructively critique theories, policies and research in the area of children’s learning and development
• Enable students to have a high-level knowledge and awareness of the skills needed for different relational pedagogical approaches.
• Embed personal reflection as an integral part of their learning and professional role.

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• Demonstrate an in-depth, systematic knowledge and critical understanding of pedagogical approaches relating to early years practice
• Demonstrate a comprehensive and critical understanding of the importance of play based and developmentally appropriate practice in early childhood to support early reading and early maths.
• Evaluate critically current research and theory around the role of the pedagogue and pedagogical practices

• Demonstrate a high level ability to reason clearly, understand and make critical judgements about pedagogical approaches to early years practice

Assessment:

Component 1: 100% Patchwork assessment (4000 words)

RESEARCH METHODS


MODULE TITLE : RESEARCH METHODS

MODULE CODE : MT720


MODULE SUMMARY :

This module will provide Students with the opportunity to demonstrate a systematic and critical understanding of research, research methodology, ethics and effective knowledge and understanding in relation to a chosen field, to enhance and impact on professional and/ or academic practice. Students will be expected to use self-direction and act autonomously in implementing and evaluating the research. Following gaining ethical approval, Students will undertake a small-scale, research project, which will normally include the collection and analysis of primary data. However, students may undertake a non-empirical study in close consultation with their tutor.

CONTACT HOURS :

Scheduled :
Independent :
Placement :
Total :  0.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to support students to:

  • Clearly state the chosen research issue and formulate appropriate research questions
  • Select and justify their research approach, methodology and data collection instruments, substantiating their design by reference to relevant research literature 
  • Critically analyse the validity, reliability and appropriateness of their research processes
  • Relate their chosen issue and findings critically to current literature
  • Present and analyse data appropriately 
  • Clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system
  • Demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level
  • Exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate
  • Continue to advance their knowledge and understanding, as appropriate.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Access a blended learning approach
  • Access support from their peers and tutor
  • Undertake independent study
  • Use Newman IT and e-learning facilities
  • Critically engage with relevant research
  • Act autonomously in undertaking a small-scale, research project within an educational context, which will normally include the collection and analysis of primary data, although Students may undertake a non-empirical study in close consultation with their tutor.

METHOD OF ASSESSMENT :

Component 1 - 100% Written Assignment (4000 words)

REFLECTIVE PRACTICE - optional module


MODULE TITLE : REFLECTIVE PRACTICE

MODULE CODE : MT721


MODULE SUMMARY :

The focus of this module is to explore aspects of the Student’s professional practice and individual needs. Students will be encouraged to critically reflect on an appropriate area of their professional practice, after identifying their professional and academic learning needs and in negotiation with their tutor. Students will also be introduced to Appreciative Inquiry as a potential organizational development method to support reflective practice.

CONTACT HOURS :

Scheduled : 12.00
Independent :
Placement :
Total :  12.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to support Students to:

  • Demonstrate a systematic knowledge and understanding of reflective practice and the chosen focus area, drawn from a range of contemporary research and appropriate literature
  • Critically reflect on and take active responsibility for their own professional practice
  • Clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system
  • Demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level
  • Exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate
  • Continue to advance their knowledge and understanding, as appropriate.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Access a blended learning approach
  • Access support from their peers and tutor
  • Undertake independent study
  • Use Newman IT and e-learning facilities
  • Critically engage with relevant research.

METHOD OF ASSESSMENT :

Component 1 - 100% Critical Commentary (2000 words) & Patches (2000 words)

PERSONALISATION AND ASSESSMENT FOR LEARNING - optional module


Personalisation and Assessment for Learning


Module Title: Personalisation and Assessment for Learning

Module Code: MT723

Module Summary:
The module focuses on learning, teaching and assessment and the inter-relationship between these, in order to ensure children and young people’s progress and achievement. Learning and teaching definitions and theories will be considered alongside teaching skills, pedagogies and the craft of teaching. National Strategies, frameworks and research will be reviewed. A range of teaching and learning strategies, including pedagogies of personalisation and intervention; and specific approaches to personalisation of teaching and learning will be investigated. This will enable Students to review suitable learning challenges for all children/young people and respond to their diverse backgrounds, abilities and learning needs.

Contact Hours: 10

Module Curriculum Led Outcomes:
This module aims to support Students to:

A Knowledge and Understanding

• develop a systematic understanding of research, national frameworks and practical knowledge in teaching, learning and assessment, and to draw on this to develop and enhance professional practice

B Subject specific skills, including practical and professional skills

• critically reflect on and analyse the impact of their knowledge of teaching, learning, personalisation and assessment for learning, on outcomes for children and young people;
• critically reflect on and analyse the impact of different teaching, learning, personalisation and assessment for learning strategies on different groups of children and young people, will be reviewed and developed through professional practice.

C Advanced Skills and Experience

• clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system;
• demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
• exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate; and
• continue to advance their knowledge and understanding, as appropriate.

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• access a blended learning approach;
• access support from their peers and tutor;
• undertake independent study;
• use Newman IT and e-learning facilities; and
• critically engage with relevant research.

Method of Assessment:
Component 1: 100% Critical incident reflection report (3000 words)

Evaluation and analysis of a critical incident in relation to an individual’s or a group’s progress and achievement. (A maximum of 3000 words and no less than 2700 words, excluding appendices and list of references).




CREATIVITY IN THE CURRICULUM - optional module


Creativity in the Curriculum


Module Title: Creativity in the Curriculum

Module Code: MT725

Module Summary:
The module focuses on the development of knowledge and understanding of the creative approach and its impact on children and young people’s learning progress and achievement. Students will be expected to show a critical awareness of current legislation, guidance, research, professional practice and initiatives. Students will investigate a range of published case studies and examples from personal experience. Students will reflect upon and evaluate work in this area pre-National Curriculum changes and post-National Curriculum changes. This will provide a flexible module that can reflect current thinking and contemporary practice
against a backdrop of both established and challenged development. We will not be seeking a definitive definition of creativity but identifying what makes up the creative approach to different educators.

Contact Hours: 10

Module Curriculum Led Outcomes:
This module aims to support Students to:

A Knowledge and Understanding

• develop a systematic understanding of what creativity means in the widest sense; how creativity can impact within a subject, specialism or curriculum area; the opportunities and challenges of statutory requirements and frameworks; trends and initiatives and to draw on this to develop and enhance professional practice; and
• critically reflect on and analyse the impact of a creative approach within a subject, specialism or curriculum area, on curriculum design, development, implementation and evaluation; and on the personalised learning, progression, achievement and outcomes for children and young people.

B Subject specific skills, including practical and professional skills

• develop and extend the ability to critically analyse the impact of creativity on classroom practice and other professional roles in and beyond the classroom, and school (leadership and management issues);
• develop an open, questioning and positive mindset in developing professional practice.

C Advanced Skills and Experience

• clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system;
• demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
• exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate; and
• continue to advance their knowledge and understanding, as appropriate.

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• access a blended learning approach
• access support from their peers and tutor
• undertake independent study
• use Newman IT and e-learning facilities; and
• critically engage with relevant research

Method of Assessment:
Component 1: 100% Individual Presentation of a maximum of 10 minutes (3000 word equivalent) An individual, ‘creative’ presentation based on creativity in the curriculum, allowing robust critical reflection of the opportunities and challenges provided in the 21st century classroom, making explicit reference to theory and the synthesis of theory with practice.

CHILDREN’S LITERATURE - optional module


Children’s Literature


Module Title: Children’s Literature

Module Code: MT726

Module Summary:
This module aims to provide a foundation of knowledge and understanding about children’s literature which will support those working with literature and young people. Approaches to teaching literacy effectively focus heavily on analysis of literature and exploration of narrative texts. In addition, the close links between reading and writing require children to have studied how narrative fiction is constructed in order to be able to both read more effectively and to develop their writing of narrative. Close analysis of a range of texts will enable participants to understand the semiotic codes on which the reader draws in creating meaning from text, and to have explored the social contexts in which literature is sited.

Contact Hours: 10

Module Curriculum Led Outcomes:
This module aims to support Students to:

A Knowledge and understanding

• a systematic understanding of the history and development of children’s literature and the impact of culture and context on concepts of literature for children; and
• critical awareness of issues impacting on children’s literature and ability to evaluate critical current research and methodologies within the field.

B Subject specific skills, including practical and professional skills

• ability to draw on appropriate knowledge and research methodologies in devising their own independent enquiry on an aspect of their practice to improve children’s engagement with literature; and
• the impact on their practice of their advancement in knowledge and understanding of children’s literature.

C Advanced Skills and Experience

• clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system;
• demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
• exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate; and
• continue to advance their knowledge and understanding, as appropriate.

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• access a blended learning approach;
• access support from their peers and tutor;
• undertake independent study;
• use Newman IT and e-learning facilities; and
• critically engage with relevant research.



Method of Assessment:
Component 1: 100% Analytical report (3000 word equivalent). An analysis and discussion of an enquiry into one aspect of participants’ practice in supporting children’s engagement with children’s literature, placed within a wider theoretical framework. (A maximum of 3000 words and no less than 2700 words, excluding appendices and list of references)


INDEPENDENT STUDY - optional module


Independent Study


Module Title: Independent Study

Module Code: MT727

Module Summary:
This module encourages Students to make use of specialist information, texts, research and/ or practice to substantiate arguments relating to the chosen issue and to critically analyse and reflect on theory within the area. Students will demonstrate an appropriate understanding of research, will undertake a self-directed study within the chosen specialist area and be encouraged to engage in professional discussion and collaborative dissemination of information. Following gaining ethical approval, Students will undertake a small-scale, research project, which will normally include the collection and analysis of primary data. However, Students may undertake a non-empirical study in close consultation with their tutor.

Contact Hours: 5

Module Curriculum Led Outcomes:
This module aims to support Students to:

A Knowledge and Understanding

• critically review knowledge and understanding in relation to a chosen specialist focus area; and
• make use of specialist information, texts, research and/ or practice to substantiate arguments relating to the chosen issue.

B Subject specific skills, including practical and professional skills

• demonstrate an appropriate understanding of systematic professional research and ethical issues; and
• undertake a self-directed study within the chosen specialist area.

C Advanced Skills and Experience

• clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system;
• demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
• exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate; and
• continue to advance their knowledge and understanding, as appropriate.

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• access a blended learning approach;
• access support from their peers and tutor;
• undertake independent study;
• use Newman IT and e-learning facilities; and
• critically engage with relevant research.

Method of Assessment:
Component 1: 100% Written assignment/ essay regarding a chosen focus area (a maximum of 4000 words and no less than 3600 words).

INTERNATIONAL EDUCATION - optional module


MODULE TITLE : INTERNATIONAL EDUCATION

MODULE CODE : MT728


MODULE SUMMARY :

The International Education module will provide Students with the opportunity to develop a systematic understanding of international education. Students will be encouraged to use self-direction and originality in the investigation of education in chosen international contexts. The module will provide Students with opportunities to explore and critically analyse comparative international educational policy and practice, and to disseminate knowledge and understanding to colleagues and/ or peers. Students will investigate the value of knowledge and understanding of comparative educational ideologies, systems and practices, and consider the potential impact of this knowledge and understanding on their own professional practice. Students will be encouraged to stimulate andsupporta collaborative learning culture among colleagues and other Students. Students will be offered the opportunity to participate in a self-financed group visit to an international setting.

CONTACT HOURS :

Scheduled : 12.00
Independent :
Placement :
Total :  12.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to ensure that students:

  • Develop a systematic and critical understanding of international education
  • Demonstrate self-direction and originality in tackling and solving problems in relation to the investigation of international education
  • Critically review the concept of comparative study and investigation
  • Critically analyse the value of international comparative study and investigation
  • Clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system
  • Demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level
  • Exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate
  • Continue to advance their knowledge and understanding, as appropriate.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:       

  • Access a blended learning approach
  • Access support from their peers and tutor 
  • Undertake independent study
  • Use Newman IT and e-learning facilities
  • Critically engage with relevant research.

METHOD OF ASSESSMENT :

Component 1 - 100% Comparative Report (4000 word equivalent)

SPECIALIST STUDY - optional module


Specialist Study


Module Title: Specialist Study

Module Code: MT729

Module Summary:
The module encourages Students to make use of specialist information, texts, research and/ or practice to substantiate arguments and to critically analyse and reflect on theory within the chosen area. Students will also demonstrate an appropriate understanding of professional research and ethical issues. Students will undertake a self-directed study within the chosen specialist area and be encouraged to engage in professional discussion and collaborative dissemination of information. Following gaining ethical approval, Students will undertake a small-scale, research project, which will normally include the collection and analysis of primary data. However, Students may undertake a non-empirical study in close consultation with their tutor.

Contact Hours: 5

Module Curriculum Led Outcomes:
This module aims to support Students to:

A Knowledge and Understanding

• make use of specialist information, texts, research and/ or practice to substantiate arguments relating to the specialist area; and
• demonstrate an appropriate understanding of systematic research and ethical issues.

B Subject specific skills, including practical and professional skills

• critically analyse and reflect on theory and research within the specialist area; and
• undertake a self-directed study within the specialist area.

C Advanced Skills and Experience

• clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system;
• demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
• exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate; and
• continue to advance their knowledge and understanding, as appropriate.

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• access a blended learning approach;
• access support from their peers and tutor;
• undertake independent study;
• use Newman IT and e-learning facilities; and
• critically engage with relevant research.


Method of Assessment:
Component 1: 100% Written assignment/ essay (a maximum of 4000 words and no less than 3600 words, excluding appendices and list of references]).


AN INTRODUCTION TO MENTORING AND COACHING - optional module


MODULE TITLE : AN INTRODUCTION TO MENTORING AND COACHING

MODULE CODE : MT730


MODULE SUMMARY :

This masters level module provides Students with the opportunity to gain a knowledge and understanding of mentoring and coaching in professional settings. Students will critically analyse current issues; initiatives and developments in mentoring and coaching in order to extend contextual understanding and professional practice. They will develop a practical understanding of how established mentoring and coaching techniques can be used to develop and enhance knowledge and professional practice. Students will develop conceptual understanding in order to support, advise, motivate, monitor and evaluate the academic and professional development of others. The ability to communicate positively and effectively as a mentor and a coach will be investigated. Students will be encouraged to engage academic and professional discussion, and collaborative dissemination of information based on undertaking a mentoring and coaching role, and critically reflecting on their own and others academic and professional development. This module is not suitable for those in the first year of professional practice eg school teachers who are undertaking their NQT year.

CONTACT HOURS :

Scheduled :
Independent :
Placement :
Total :  0.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to support Students to:

  • Demonstrate an understanding of mentoring and coaching in professional settings
  • Understand techniques applicable to their own mentoring and coaching skills
  • Understand how established techniques of mentoring and coaching can be used to enhance professional practice
  • Develop the conceptual knowledge and understanding of mentoring and coaching, to be able to support,  guide,  encourage,  monitor and evaluate the academic and professional development of others working in professional settings
  • Deal with issues in relation to mentoring and coaching, to make sound judgments and to articulate intentions in terms of enhancing the academic and professional development of others
  • Demonstrate self-direction and originality in tackling and solving problems, and in developing mentoring and coaching practice
  • Enable the advancement of knowledge and understanding, and professional development in themselves and others
  • Clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system
  • Demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level
  • Exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate
  • Continue to advance their knowledge and understanding, as appropriate.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Access a blended learning approach
  • Access support from their peers and tutor
  • Undertake independent study
  • Use Newman IT and e-learning facilities
  • Critically engage with relevant research.

METHOD OF ASSESSMENT :

Component 1 - 100% Critical Reflective Commentary (3000 words) & Patches (1000 words)

ADVANCED MENTORING AND COACHING - optional module


MODULE TITLE : ADVANCED MENTORING AND COACHING

MODULE CODE : MT731


MODULE SUMMARY :

This module provides Students with the opportunity to gain a detailed knowledge and understanding of coaching and mentoring in professional settings. Students will critically analyse current issues; initiatives and developments in mentoring and coaching in order to extend contextual understanding and professional practice. They will investigate and develop a practical understanding of how established mentoring and coaching techniques can be used to develop and enhance knowledge and professional practice. Students will develop conceptual understanding in order to support, advise, motivate, monitor and evaluate the academic and professional development of others. The analysis of issues in mentoring and coaching and the need to systematically make appropriate comments, suggestions and judgements will be reviewed. The ability to communicate positively and effectively as a mentor and a coach will be investigated. Students will be encouraged to engage in academic and professional discussion, and collaborative dissemination of information based on undertaking a mentoring and coaching role, and critically reflecting on their own and others’ academic and professional development.This module is not suitable for those in the first year of professional practice eg school teachers who are undertaking their NQT year.

CONTACT HOURS :

Scheduled : 12.00
Independent :
Placement :
Total :  12.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to support Students to:

  • Demonstrate systematic understanding of mentoring and coaching in professional settings
  • Comprehensively understand techniques applicable to their own mentoring and coaching skills
  • Critically understand how established techniques of mentoring and coaching can be used to enhance professional practice
  • Develop the conceptual knowledge and understanding of mentoring and coaching, to be able to support,  guide,  encourage,  monitor and evaluate the academic and professional development of others working in professional settings
  • Clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system
  • Demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level
  • Exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate;
  • Continue to advance their knowledge and understanding, as appropriate.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Access a blended learning approach
  • Access support from their peers and tutor
  • Undertake independent study
  • Use Newman IT and e-learning facilities
  • Critically engage with relevant research.

 

METHOD OF ASSESSMENT :

Component 1 - 100% Case Study Critique (4000 word equivalent)

EDUCATIONAL LEADERSHIP - optional module


MODULE TITLE : EDUCATIONAL LEADERSHIP

MODULE CODE : MT732


MODULE SUMMARY :

The focus of this module is to explore approaches to leadership and management, and the skills and qualities required to lead and manage a range of individual and professional groups within an educational setting. Current research, statutory requirements, legislation and policy will be drawn from in relation to leadership and management. Students will critically reflect on and evaluate the impact of different approaches to leadership and management, and models of leadership. Students will also be introduced to Appreciative Inquiry as a potential organizational development method to support leadership and management practice.

CONTACT HOURS :

Scheduled : 20.00
Independent : 280.00
Placement : 0.00
Total :  300.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to support Students to:

  • Demonstrate a systematic knowledge and understanding of leadership and management, drawn from a range of contemporary research and appropriate literature
  • Demonstrate an understanding of current statutory requirements, legislation and/ or policy in relation to leadership and management, as appropriate to the chosen focus are
  • Critically reflect on the need to develop inter- and intra-personal skills in themselves and others
  • Critically reflect on and evaluate the impact of different approaches to leadership and management, and models of leadership, in educational settings.
  • Clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully andreferenced appropriately using the Harvard system
  • Demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level
  • Exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate
  • Continue to advance their knowledge and understanding, as appropriate.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Access a blended learning approach
  • Access support from their peers and tutor
  • Undertake independent study
  • Use Newman IT and e-learning facilities
  • Critically engage with relevant research.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (4000 words)

CHANGE MANAGEMENT - optional module


MODULE TITLE : CHANGE MANAGEMENT

MODULE CODE : MT733


MODULE SUMMARY :

This module offers students the opportunity to develop their knowledge and understanding of the theoretical underpinnings of change management within educational settings. There will be a focus on: the processes of institutional change, theories of change management, professional capital, developing professional relationships, professional learning communities, and change strategies to support effective meaningful learning contexts.

 

 

CONTACT HOURS :

Scheduled : 12.00
Independent :
Placement :
Total :  12.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to support Students to:

  • Demonstrate knowledge and understanding of the theory of change management
  • Evidence an understanding of the importance of establishing good professional relationships and professional learning communities to enhance the possibility of successful change
  • Critically reflect on ways in which change can be effectively managed
  • Demonstrate an emerging ability to make appropriate proposals for proactive ways forward towards the effective management of change and resources.
  • Clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system
  • Demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level
  • Exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate
  • Continue to advance their knowledge and understanding, as appropriate.

 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Access a blended learning approach
  • Access support from their peers and tutor  
  • Undertake independent study
  • Use Newman IT and e-learning facilities
  • Critically engage with relevant research.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (4000 words)

CONTEMPORARY ISSUES IN SAFEGUARDING AND VULNERABILITY - optional module


MODULE TITLE : CONTEMPORARY ISSUES IN SAFEGUARDING AND VULNERABILITY

MODULE CODE : MT738


MODULE SUMMARY :

This module seeks to develop students understanding of the context in which safeguarding takes place and links this to debates around the appropriateness and effectiveness of policy and practice. In doing this students will explore concepts of vulnerability and risk and how they affect working practices as well as critically evaluating the current policy context.

CONTACT HOURS :

Scheduled :
Independent :
Placement :
Total :  0.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Explore how children, young people or families can become constructed as ‘risky’ or as ‘at risk’

  • Critically evaluate how policy and practice in the UK and elsewhere have responded to changing constructions of vulnerability and risk

  • Identify how individuals and agencies with Safeguarding responsibilities both manage and discharge these responsibilities

  • Critically reflect on their own role as practitioners/ potential practitioners

     

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Critically analyse, the legal, policy and practice framework for safeguarding in the UK.   

  • Relate this to changing discourses around safeguarding, protection and (de)professionalisation

  • Critically reflect on factors which might enhance or inhibit effective responses in particular contexts

METHOD OF ASSESSMENT :

Component 1 - 40% Personal Reflection (1500 words)

Component 2 - 60% Essay (2500 words)

VOICES, RIGHTS AND REPRESENTATIONS - optional module


MODULE TITLE : VOICES, RIGHTS AND REPRESENTATIONS

MODULE CODE : MT739


MODULE SUMMARY :

This module seeks to develop student understandings of the historical, philosophical, sociological, legal and political perspectives surrounding vulnerable adults, youth and children. It will include an overview and critique of dominant perspectives both domestically and internationally, around Voices, Rights and Representations and use this as a basis for the evaluation of policy and practice issues.

CONTACT HOURS :

Scheduled : 24.00
Independent :
Placement :
Total :  24.00

MODULE CURRICULUM LED OUTCOMES :

  • Analyse dominant theories of childhoods and vulnerability and the ways in which these link to current social, legal, and political constructions of childhood and vulnerability in policy and practice.  

  • Critically evaluate key conventions such as; the United Nations Convention on the Rights of the Child, The Universal Declaration of Human Rights, the African Children’s Charter and accompanying legislation, identifying strengths and shortcomings.

  • Recognise specific legislation, case law and policies that seek to challenge discriminatory practices against vulnerable adults, young people and children in the context of evolving safeguarding agendas.

  • Explore the notion of listening to vulnerable adults, young people and children with reference to ethics, values and practices.

  • Develop an understanding of the concept of advocacy in respect of vulnerable adults, young people and children; analysing principles, policy and practice issues.

  • Critically investigate how charities, both in the UK and internationally, defend and support human rights as regards Safeguarding. 

  • Examine research that has sought to highlight issues in respect of voices, rights and representations.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Critically analyse, the legal, policy and practice frameworks for vulnerable adults, young people and children’s voices, rights and representations. 

  • Relate this to changing discourses around safeguarding, protection and the rights of vulnerable adults, young people and children.

  • Critically reflect on factors which might enhance or inhibit effective responses in particular contexts

METHOD OF ASSESSMENT :

Component 1 - 40% Individual Presentation (equivalent to 1500 words)

Component 2 - 60% Essay (2500 words)

EDUCATIONAL LEADERSHIP IN CATHOLIC SCHOOLS - optional module


Educational Leadership in Catholic Schools


Module Title: Educational Leadership in Catholic Schools

Module Code: MT742

Module Summary:
The focus of this module is to explore approaches to educational leadership in Catholic school settings, and the skills and qualities required to lead a range of individual and professional groups within this setting. Current research and policy will be drawn from in relation to leadership within Catholic schools. Students will critically reflect on and evaluate the impact of different approaches to leadership and models of leadership, considering spiritual and ethical leadership in particular. The module will assist teachers and others working in church schools in the task of integrating Christian principles and concepts into their professional responsibilities as leaders.

Contact Hours: 12

Module Curriculum Led Outcomes:
This module aims to support Students to:

• demonstrate a systematic knowledge and understanding of educational leadership within Catholic schools, drawn from a range of contemporary research and appropriate literature; and
• demonstrate an understanding of current research and/ or policy in relation to Catholic school settings, as appropriate to the chosen focus area.
• critically reflect on the need to develop inter- and intra-personal skills in themselves and others; and
• critically reflect on and evaluate the impact of different approaches to leadership and models of leadership, in Catholic school settings.
• clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system;
• demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
• exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate; and
• continue to advance their knowledge and understanding, as appropriate.

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• access a blended learning approach;
• access support from their peers and tutor;
• undertake independent study;
• use Newman IT and e-learning facilities; and
• critically engage with relevant research.

Method of Assessment:

Component 1: 100% Submission of a 4,000 word essay regarding an aspect of Catholic school leadership, to be negotiated with the module tutor according to student developmental needs. (A maximum of 4,000 words and no less than 3600 words, excluding appendices and list of references) This will assess all intended learning outcomes.




CHANGE MANAGEMENT IN CATHOLIC SCHOOLS - optional module


Change Management in Catholic Schools


Module Title: Change Management in Catholic Schools

Module Code: MT743

Module Summary:
The module offers students the opportunity to develop their knowledge and understanding of the theoretical underpinnings of change management within Catholic educational settings. There will be a focus on: the processes of institutional change, theories of change management, professional capital, developing professional relationships, professional learning communities, and change strategies to support effective meaningful learning contexts.

Contact Hours: 12

Module Curriculum Led Outcomes:
This module aims to support Students to:

• Demonstrate knowledge and understanding of the theory of change management in relation to Catholic teachings.
• Demonstrate an understanding of the relationship between change management and international and national drivers of educational policy
• Evidence an understanding of the importance of establishing good professional relationships and professional learning communities to enhance the possibility of successful change
• Critically reflect on ways in which change can be effectively managed in Catholic settings
• Demonstrate an emerging ability to make appropriate proposals for proactive ways forward towards the effective management of change and resources.
• Clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system
• Demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level
• Exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate
• Continue to advance their knowledge and understanding, as appropriate.

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• access a blended learning approach;
• access support from their peers and tutor;
• undertake independent study;
• use Newman IT and e-learning facilities; and
• critically engage with relevant research.

Assessment:

Component 1: 100% Submission of a 4,000 word essay focusing on an aspect of managing change within a Catholic school setting, to be negotiated with the module tutor according to student developmental needs. (A maximum of 4,000 words and no less than 3600 words, excluding appendices and list of references.) This will assess all intended learning outcomes.

It is also essential that students search for literature within their chosen specialist area.


PROFESSIONAL ENQUIRY - optional module


MODULE TITLE : PROFESSIONAL ENQUIRY

MODULE CODE : MT744


MODULE SUMMARY :

The module has been designed to enable students to reflect on research on professional practice, knowledge and skills. Students access, analyse and review different forms of academic research on professional enquiry. Students are also encouraged to relate research to their professional experience and current roles. Experience provides the context for the development of professional enquiry and this, in turn, enables critical reflection and analysis related to working contexts and areas of interest. During the module students develop a rationale for a small-scale research project with reference to a particular area of interest as a basis for the following module on Research Methods and preparation for their Dissertation.

CONTACT HOURS :

Scheduled :
Independent :
Placement :
Total :  0.00

MODULE CURRICULUM LED OUTCOMES :

  1. A.            Knowledge and Understanding

 

On successful completion of this module students should be able to: 

 

  1. demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or perspectives, on professional enquiry;
  2. critically engage in a range of debates on the roles of research and the researcher in the design of professional enquiry;
  3. review the ethical dimensions of professional enquiry and their implications for research design; and
  4. evaluate the implications of their knowledge and understanding of professional enquiry for their own personal professional development.

 

B.         Subject Specific Skills, including practical and professional skills

 

On successful completion of this module students should be able to:

 

  1. develop and review capabilities in information search and literature review;
  2. evaluate theory and practice in chosen areas of work by reviewing a range of primary and secondary literature sources on professionalism and professional identities

 

 

C.         Advanced Skills and Experience

 

On successful completion of this module, students should be able to:

 

  1. communicate their conclusions to specialist and non-specialist audiences, clearly and accurately , ensuring that the work has been proofread and referenced appropriately using the Harvard system;
  2. demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks
  3. exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations.

 

 

 

LEARNING OPPORTUNITIES :

METHOD OF ASSESSMENT :

Component 1 - 100% 4000 WORD ASSIGNMENT OUTLINING RATIONALE FOR A SMALL-SCALE RESEARCH PROJECT

SPECIAL EDUCATIONAL NEEDS AND INCLUSION - optional module


MODULE TITLE : SPECIAL EDUCATIONAL NEEDS AND INCLUSION

MODULE CODE : MT746


MODULE SUMMARY :

This module offers students the opportunity to explore the concepts of inclusion and special educational needs and to critically engage with the debates surrounding the inclusion ‘agenda.’ They will gain a critical understanding of how SEN and disabilities can affect pupils’ participation and learning and can cause barriers to learning that can lead to underachievement. They will explore strategies to promote a whole school culture of high expectations and best practice in teaching and learning to improve outcomes for children and young people with SEN and/or disabilities.

CONTACT HOURS :

Scheduled :
Independent :
Placement :
Total :  0.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to support Students to: 

  • Demonstrate a critical insight into the field of special educational needs and inclusion
  • Demonstrate a critical appreciation of the philosophy, principles and practice of inclusion
  • Compare and contrast a range of research evidence offered in explanation of a broad range of special educational needs and provision
  • Have a critical understanding of the breadth and complexity of the causes of under achievement
  • Critically reflect on how children’s development is affected by SEN and/or disabilities, including mental health needs, and the quality of teaching they receive
  • Promote a whole organisation culture of high expectations and best practice in teaching and learning to improve outcomes for children and young people with SEN and/or disabilities

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Engage in debate to gain an appreciation of the philosophy, principles and practice of inclusion
  • Explore how to promote a whole organization culture of high expectations and best practice in teaching and learning to improve outcomes for children and young people with SEN and/or disabilities
  • Investigate the breadth and complexity of the causes of underachievement and barriers to learning for pupils with SEN and/or disabilities
  • draw upon relevant research and inspection evidence about teaching and learning in relation to pupils with SEN and/or disabilities to improve practice
  • undertake small-scale practitioner enquiry to identify, develop and rigorously evaluate effective practice in teaching pupils with SEN and/or disabilities.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (4000 words)

THE ROLE OF THE SENCO - optional module


MODULE TITLE : THE ROLE OF THE SENCO

MODULE CODE : MT747


MODULE SUMMARY :

This module is designed to provide students with the opportunity to develop and demonstrate the personal and professional qualities and leadership skills they need to promote inclusive practice and support the interests and needs of children, young people and pupils with SEN and disabilities. Students will be encouraged to critically reflect on the role of the SENCO and to critically evaluate their practice in the aspects of multi-agency working, meeting statutory responsibilities and deploying resources and systems to improve outcomes for pupils with a range of SEN and disabilities and their families.

CONTACT HOURS :

Scheduled : 12.00
Independent : 200.00
Placement :
Total :  212.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to assist students to:

  • Understand the statutory and regulatory context for SEN and disability and the implications for practice in their school or work setting
  • Develop, implement, monitor and critically evaluate systems to support pupils with a range of SEN and disability.
  • Critically reflect on the principles and practice of leadership in different contexts and reflect on and develop their own leadership skills.
  • Extended understanding of best practice based on working outside their own setting, developing relationships with key external agencies and stakeholders as well as researching their own practice
  • Develop confidence to influence the practice of others

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • engage in critical reflection of the role of SENCO.
  • critically evaluate approaches, strategies and resources designed to meet the needs of pupils with SEN and/or disabilities
  • understand and meet their statutory responsibilities towards children and young people with SEN and/or disabilities
  • develop and demonstrate the personal and professional qualities and leadership skills needed to carry out the role of SENCO effectively
  • draw upon relevant research and inspection evidence about teaching and learning in relation to pupils with SEN and/or disabilities to improve practice
  • undertake small-scale practitioner enquiry to identify, develop and rigorously evaluate effective practice in teaching pupils with SEN and/or disabilities.

METHOD OF ASSESSMENT :

Component 1 - 100% INDIVIDUAL PRESENTATION, 15 MINS (3000 WORDS EQUIVALENT) AND 1000 WORD WRITTEN RATIONALE.

DISSERTATION


MODULE TITLE : DISSERTATION

MODULE CODE : MT750


MODULE SUMMARY :

The Dissertation module will provide Students with the opportunity to demonstrate a systematic and critical understanding of research, research methodology, ethics and effective knowledge and understanding in relation to a chosen field, to enhance and impact on professional and/ or academic practice. Students will be expected to use self-direction and act autonomously in implementing and evaluating the research. Following gaining ethical approval, Students will undertake a small-scale, research project, which will normally include the collection and analysis of primary data. However, Students may undertake a non-empirical study in close consultation with their supervisor.

CONTACT HOURS :

Scheduled : 20.00
Independent : 580.00
Placement : 0.00
Total :  600.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to support Students to:

 

A Knowledge and understanding

 

  • clearly state the chosen research issue and formulate appropriate research questions; and
  • select and justify their research approach, methodology and data collection instruments, substantiating their design by reference to relevant research literature.

 

B Subject specific skills, including practical and professional skills

 

  • critically analyse the validity, reliability and appropriateness of their research processes;
  • relate their chosen issue and findings critically to current literature; and
  • present and analyse data appropriately.

 

C Advanced Skills and Experience

 

  • clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system;
  • demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
  • exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate; and
  • continue to advance their knowledge and understanding, as appropriate.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • access a blended learning approach

  • access support from their peers and tutor       

  • undertake independent study

  • use Newman IT and e-learning facilities; and

  • critically engage with relevant research

  • act autonomously in undertaking a small-scale, research project within an educational context of an issue of personal and/ or professional interest, which will normally include the collection and analysis of primary data, although Students may undertake a non-empirical study in close consultation with their supervisor.

METHOD OF ASSESSMENT :

Component 1 - 100% Dissertation (15,000 words)

INDEPENDENT STUDY (NEGOTIATED MODULE) - optional module


Independent Study (Negotiated Module)


Module Title: Independent Study (Negotiated Module)
Module Code: NG710
Module Summary:
This module encourages Students to make use of specialist information, texts, research and/ or practice to substantiate arguments relating to the chosen issue and to critically analyse and reflect on theory within the area.
Contact Hours: 2
Module Curriculum Led Outcomes:
This module aims to support Students to:
A Knowledge and Understanding
• critically review knowledge and understanding in relation to a chosen specialist focus area; and
• make use of specialist information, texts, research and/ or practice to substantiate arguments relating to the chosen issue.
B Subject specific skills, including practical and professional skills
• demonstrate an appropriate understanding of systematic professional research and ethical issues.
C Advanced Skills and Experience
• clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system;
• exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate; and
• continue to advance their knowledge and understanding, as appropriate.
Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
• access a blended learning approach;
• access support from their peers and tutor;
• undertake independent study;
• use Newman IT and e-learning facilities; and
• critically engage with relevant research.
Method of Assessment:
Component 1: 100% Written assignment/ essay regarding a chosen focus area [a maximum of 1,500 words and no less than 1,350 words]. You may structure the assessment in whatever way best suits you.


Course code


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Applications are made direct to Newman University.

For all enquiries relating to admissions or entry requirements, email us at admissions@newman.ac.uk

 Humza asks: Hi, I am currently a university undergraduate who is looking into postgraduate study. I was wondering whether the Education MA degree is aimed at undergraduates and gives a Qualified Teacher Status (QTS) after completing the course?

Answer: The MA Education is aimed at teachers, lecturers and others working in educational settings, so it does not provide QTS itself. For postgraduate courses providing QTS, please visit our PGCE course pages.

Ask us a question about this course