January 2023

Education MA (Catholic School Leadership)

Master's Degree, Postgraduate, January 2023

lecturer presenting to students

Newman’s masters-level provision is specifically for educational professionals, teachers, lecturers and others working in educational settings in support roles in recognition of the importance of sustained professional development.

Our Masters provision will be run online, with some face to face tutorials where required. The on-campus elements will vary depending on each tutor and will be discussed with students beforehand. 

We offer the generic MA Education and also specialist routes:
Education MA Early Childhood Education and Care
Education MA Higher Education

Education MA Inclusion and Special Educational Needs and Disability
Education MA Leadership and Management
Education MA Learning and Teaching

Education MA Mentoring and Coaching

Education MA Research in Education

Education MA Catholic School Leadership
MA Education Safeguarding

All the above have a separate stand alone PG Cert course:-
PG Cert Early Childhood Education and Care
PG Cert Higher Education
PG Cert Inclusion and Special Educational Needs and Disability
PG Cert National Award for SEN Coordination
PG Cert Leadership and Management in Education
PG Cert Learning and Teaching in Education
PG Cert Mentoring and Coaching in Education
PG Cert Research in Education

PG Cert Catholic School Leadership
PG Cert Safeguarding

The generic PGCert for the MA Education is titled:
PG Cert Professional and Academic Learning in Education

Email ma-education@newman.ac.uk for more information.

The course is undergoing academic revalidation during this academic year.

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 (2-3 years route) 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. 2×30 credit modules across the year). Part-time students (1-1.5 years route) have a maximum period of study of 3 years to complete an MA, but typically complete an MA in 18 months to 2 years.

You will experience a range of work-based assessment formats as indicated below. 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.

MT742

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.

MT743

Submission of a 4,000 word critical reflection focusing on an aspect of managing change within a Catholic school setting, to be negotiated with the module tutor according to student developmental needs. 

Builds on the CCRS for those who have completed this award, but no requirement to have completed the CCRS to undertake the Postgraduate Certificate in Catholic School Leadership

Sessions will be delivered by academics who are recognised nationally and internationally within the field of Leadership and Management, Catholic school leaders and members of staff from the Diocesan Education Service.

Credit rating: 60 credits at masters’ level

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

Newman University is located in Britain’s second city – Birmingham. With one of the youngest city populations in Europe, it is a vibrant and dynamic place to study.

Studying at Newman University, you have the advantage of being near to the city, but living in, or commuting to peaceful and comfortable surroundings on campus.

Dining out

Birmingham has lots of wonderful places to dine out with a range of different cuisines. Places where you can dine out include; Brindley Place, Mailbox and Hagley Road (just 10 minutes’ from Newman).

Entertainment

Whether you like to go to; the theatre, gigs or clubs, or enjoy: sports, shopping visiting art galleries or exhibitions – Birmingham will not disappoint and you will be spoilt for choice!

Location

Getting around Birmingham is easy via train, bus or by car. Birmingham has excellent transport links to the rest of Britain, making it easy for those weekend getaways!

Why not explore the city for yourself by visiting one of our Open Days?

Want to find out more about Birmingham? Then take a look at some Birmingham City Secrets.

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Entry Requirements

An Honours degree in a relevant subject area from a UK university or an overseas university agreed by NARIC as equivalent and subject to IELTS and EU requirements. Consideration will be given to students with lower level qualifications who have a relevant range of professional experience. Professional experience that equates to degree level will be considered by the Course Co-ordinator. If some non-graduates are to be considered pre entry tasks will be considered and used at the co-ordinator’s discretion.

Students may also enter with up to 90 level 7 credits via the Recognition of Prior Learning (RPL). The MA Education is open to graduates who are professionally engaged in an educational setting and/or graduates who have an interest in educational issues.

International Students
Newman University is not licenced by the UK Government to sponsor migrant students under the Student route and is therefore unable to accept applications from international students at present.

Course Fees

2022/2023*

UK students: Part time; £1,000 per 30 credit module

*Fees shown are for 2022/23 academic years. The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).
N.B. A minimum of 180 credits are required to complete the MA Education.

Course fees for 2023/24 are to be confirmed and will be available on publication by the University.

Postgraduate Loans

You can apply for a postgraduate loan of up to £11,222, when enrolling on a full Master’s degree (180 credits), to use as a contribution to the cost of studying and living expenses.

For further information visit the Government postgraduate loans website.

Additional Information

General Academic Regulations: Terms and Conditions for students attending our courses

Modules

Please be aware that, as with any course, there may be changes to the modules delivered, for information view our Changes to Programmes of Module Changes page.

Timetables: find out when information is available to students

  1. 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.
  2. The module offers students the opportunity to develop their knowledge and understanding of the theoretical underpinnings of change management within Catholic school settings. There will be a focus on developing professional relationships, networks and learning contexts which establish an environment in which change can happen and becomes part of the sustainability of Catholic schools.
  3. This module will provide students with the opportunity to demonstrate a critical understanding of the principles underpinning effective research designs in education and the social sciences at master’s level. Beginning with a reflective approach to their own ontological and epistemological positioning in relation to both their research design and established research paradigms, students will explore issues of research methodology, ethics and understanding in relation to a chosen field, to enhance and inform professional and/ or academic practice. Students will relate their chosen issue critically to current literature and need to critically analyse the validity, reliability and appropriateness of their research processes. Students will design a research project, which will include a framework for the collection and analysis/interpretation of primary data.
  4. The Dissertation module provides students with the opportunity to demonstrate a systematic understanding of research, and a critical awareness of current problems in professional practices, by designing and undertaking a small-scale research study.  Following ethical approval and justification of research methodology and methods, students will normally collect, analyse and interpret primary data and reflect on the ethical implications of their research. However, alternatively, students may develop a. systematic understanding of knowledge by undertaking a non-empirical study in consultation with their supervisor.
  5. 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.
  6. 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.
  7. This module offers students the opportunity to explore the concepts of inclusion and special educational needs and disability and to critically engage with the debates surrounding the inclusion ‘agenda.’ They will gain a critical understanding of how SEND 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 SEND.
  8. 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, making links to international comparisons as well as focusing on the role of leadership in developing practice. This module will also include reference to theory, research and, where appropriate, practice. 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, and where appropriate, 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.
  9. 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 self-directed study within the chosen specialist area and be encouraged to engage in professional discussion and collaborative dissemination of information.
  10. 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.
  11. 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 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 be encouraged to use the Statutory Framework (EYFS, DfE 2017) in a critical way.  Although the module will cover areas of development such as Language, Cognition, Physical and Personal, Social and Emotional, 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.
  12. This module examines the key characteristics of change management in educational settings. It considers those factors that affect change at the micro, mezzo and macro level of organisational endeavour, including personal, inter-personal organisational and strategic concerns. The module is underpinned by an analysis of common concepts in the evaluation of change management, including: complexity, capacity building, professional capital, professional learning communities, renewal, sustainability, leadership, and enquiry.
  13. 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.
  14. This module enables students to reflect on research on professional practice by analysing and reviewing different forms of research on professional enquiry. Students are also encouraged to relate research to their professional experiences 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 modules on Research Design and as preparation for their Dissertation.
  15. The thematic and analytical focus of this module is the impact of the digital media and new information and communication technologies upon culture, notions of identity and education / learning. Students will explore how new technologies, particularly web 2.0 tools, have impacted on learning and teaching, and how comfortably digital media sits within education. Students will be introduced to the perspective that the spread of the new IC technologies is the source of some profound cultural changes that have massive implications for both socialisation and educational processes. Students will also be expected to demonstrate that they can use the new technologies in their own creative educative production, in critiquing their use in the learning and teaching process.
  16. This module offers students the opportunity to explore the concepts of inclusion and special educational needs and disability and to critically engage with the debates surrounding the inclusion ‘agenda.’ They will gain a critical understanding of how SEND 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 SEND.