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Education MA

Master's Degree , Full-time

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Key Details

  • 1.5 Year
  • Full Time
Doctor of Education

Overview

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. 2×30 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 Loans

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

Autumn Open Days

Start your Newman journey at one of our upcoming Open Days:

Saturday 12th October 2019, 10am-3pm

Friday 8th November 2019, 4pm-8pm

Book Your Place

Contact Details

For Course Specific Enquiries

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 ILET 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.

Course Fees

2019/20*
Home/EU students:
The full time MA education is a course fee payable in the first year. £5,100 (850.00 x 6) £850 per individual 30 credit module.
N.B. A minimum of 180 credits are required to complete the MA Education.

*Fees shown are for 2019/20 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).

Newman alumni are eligible for a 10% discount when enrolling onto a full Masters degree programme if they have completed a full honours degree, full PGCE or full Masters programme at Newman. 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.

Additional Information

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

Timetables: find out when information is available to students

 

Course Modules

Optional Modules: find out how the University deals with changes that may occur in some eventualities

Module Titles and Named Required Modules to Obtain Named Routes

Many modules will continue to be rooted in enhancing professional practice within work-based learning. All assessment will be carried out through the medium of English and there will be no exceptions. However, students will also be able to undertake non-empirical research – see * in the PDF table above for modules which will facilitate non-empirical research.

  1. THE DEVELOPING CHILD (BIRTH TO FIVE)
    (Optional) ecm723
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    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 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.

     

    CONTACT HOURS :

    Scheduled   : 20.00 Independent   : 280.00 Placement   : 0.00 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, apply 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 and ethics with babies and young children.

    •  

    LEARNING OPPORTUNITIES :

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

     

    • Select, use and adapt  a range of  observation techniques to explore complex issues of early development and learning to promote good progress;

    • Select, apply and critically evaluate current research in the field of child development to inform their reflections on child observations;

    • Demonstrate a well-informed and in-depth critical knowledge, understanding and application of child development theories considering implications for practice;

    • Demonstrate a high level of ability to reason clearly, understand and make critical judgments about relevant aspects of child development.

    METHOD OF ASSESSMENT :

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

  2. EFFECTIVE EARLY YEARS PEDAGOGY AND PRACTICE
    (Optional) ecm724
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    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, making links to international comparisons as well as focussing 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.

     

    CONTACT HOURS :

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

    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 effective pedagogy;

    • 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:

     

    • Consider and use models of reflection to demonstrate critical knowledge and understanding of reflection as a key component of effective pedagogy;

    • 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;

    • Evaluate critically current research and theory around the role of the pedagogue and pedagogical practices;

    • Develop a critical understanding of the role of leadership in the development of pedagogy within early childhood contexts;

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

    METHOD OF ASSESSMENT :

    Component 1 - 100% Reflective Portfolio (4000 words)

  3. REFLECTIVE PRACTICE
    (Optional) edm721
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    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   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims 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:

     

    • Express skills in critical reflection and evaluation in relation to key issues in education;
    • Demonstrate the skills needed to undertake a critical evaluation of educational practices and approaches within and outside a school setting;
    • Utilise evidence-based deduction and theoretical/philosophical reflection to explore complex issues associated with education in relevant contexts;
    • Demonstrate critical self-reflection, self-direction and act autonomously in planning tasks and solving complex problems;
    • Show facility and awareness of interdisciplinary approaches to education;
    • Exhibit initiative and originality in the analysis, synthesise and appraisal of issues;

    Plan independent learning opportunities required for continuous professional development;

    • Display IT skills through the communication of ideas and research findings;
    • access a blended learning approach;
    • access support from their peers and tutor;
    • undertake independent study;
    • use IT and e-learning facilities;
    • critically engage with relevant research.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Critical Reflective Commentary and Patchwork (4000 words)

  4. INTERNATIONAL EDUCATION
    (Optional) edm728
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    MODULE SUMMARY :

    The International Education module will provide students with the opportunity to develop a systematic understanding of comparative and international education (CIE). The module will explore theoretical strands that have characterised the interdisciplinary field of comparative and international education and explore research on the role and influence of international league tables; the nature and impact of globally influential policy agendas; differing conceptions of pedagogy; accountability and the quality of education; relationships between educational success, culture and identity and the implications of the internationalisation of higher education.

     

    The module 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 local professional practice. 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 be encouraged to stimulate and support collaborative learning culture among colleagues and other students.

    CONTACT HOURS :

    Scheduled   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Develop a systematic and critical understanding of international education;

    • Demonstrate self-direction and originality in tackling and solving problems in relation to  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:

    • Demonstrate the skills needed to undertake a critical evaluation of worldwide educational practices and approaches;
    • Express skills in critical reflection and evaluation in relation to key issues associated with education globally;
    • Utilise evidence-based deduction and theoretical reflection to explore complex issues associated with education in relevant contexts worldwide;
    • Demonstrate critical self-reflection, self-direction and act autonomously in planning tasks and solving complex problems;
    • Show facility and awareness of interdisciplinary approaches to the study of international education
    • Exhibit initiative and originality in the analysis, synthesise and appraisal of issues associated with the international study of education.

    METHOD OF ASSESSMENT :

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

  5. AN INTRODUCTION TO MENTORING AND COACHING
    (Optional) edm730
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    MODULE SUMMARY :

    The focus of this module is to offer students the opportunity to explore the basic definitions of coaching and mentoring within an educational setting. Students will critically reflect on and evaluate the impact of some of the approaches to coaching and mentoring have on the workforce in their own work setting. Students will be expected to reflect on their personal experiences and develop their critical stance which is underpinned by a theoretical debate. The module will assist teachers and others working in schools in the task of providing professional development on various levels. 

    CONTACT HOURS :

    Scheduled   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • From a range of contemporary research and appropriate literature;

    • Demonstrate an understanding of current research and/ or policy in relation to school settings, as appropriate to the chosen focus area;

    • Critically reflect on and evaluate the impact of different approaches to coaching and mentoring within their own work environment;

    • 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: 

    • Express skills in critical reflection and evaluation in relation to key issues in the chosen area of mentoring and coaching;
    • Demonstrate the skills needed to undertake critical evaluation within mentoring and coaching.
    • Demonstrate critical self-reflection, self-direction and act autonomously in planning tasks and solving complex problems;
    • Exhibit initiative and originality in the analysis, synthesise and appraisal of issues;
    • Plan independent learning opportunities required for continuous professional development;
    • Display enhanced IT skills through the communication of ideas and research findings.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (3000 words) and Patches (1000 words), supported by Evidence and Literature

  6. ADVANCED MENTORING AND COACHING
    (Optional) edm731
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    MODULE SUMMARY :

    The focus of this module is to offer students the opportunity to compare definitions of coaching and mentoring within an educational setting. Students will show evidence of developing their critical reflection on professional practice and the impact of educational theory and research on professional development. Students will be expected to demonstrate in their assignment, evidence of skills development in relation to educational research and professional development. This module will guide students to reflect, consolidate and enhance their coaching and mentoring skills further. Students will be expected to offer critical reflection on their personal experiences and develop their critical stance which is underpinned by a theoretical debate. The module requires students to reflect critically on theory and practice from an ethical and professional standpoint, explore the implications for professional practice, and ultimately provide opportunities for applied learning and continuous professional development.

    CONTACT HOURS :

    Scheduled   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims 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 deeper 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 setting.

    • 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:

     

    • Consider and use models of reflection to demonstrate critical knowledge and understanding of reflection as a key component of effective coaching and mentoring;

    • Demonstrate an in-depth, systematic knowledge and critical understanding of pedagogical approaches relating to effective coaching and mentoring;

    • Demonstrate a comprehensive and critical understanding of the importance of effective coaching and mentoring;

    • Evaluate critically current research and theory around the role of effective coaches and mentors;

    • Demonstrate a high level ability to reason clearly, understand and make critical judgements about pedagogical approaches to effective coaching and mentoring.

    METHOD OF ASSESSMENT :

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

  7. EDUCATIONAL LEADERSHIP
    (Optional) edm732
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    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: 

    • 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 area;

    • 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 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: 

    • Express skills in critical reflection and evaluation in relation to key issues in education and professional leadership;

    • Demonstrate the skills needed to undertake a critical evaluation of educational leadership practices and approaches within and outside an educational setting;

    • Utilise evidence-based deduction and theoretical/philosophical reflection to explore complex issues associated with educational leadership in relevant contexts;

    • Demonstrate critical self-reflection, self-direction and act autonomously in planning tasks and solving complex problems;

    • Show facility and awareness of interdisciplinary approaches to education and professional leadership;

    • Exhibit initiative and originality in the analysis, synthesis and appraisal of issues;

    • Critically engage with relevant and original research, including pre-seminar tasks, and, communicate ideas gleaned constructively, contributing to discussions with peers and tutor/s;

    • Plan and present work at level 7, including in the assignment set, with a deep understanding of the criteria needed, taking initiative in extending research beyond the one specified in the module to match with the negotiated topic that needs investigating;

    • Undertake independent study for each session and for the assessment, critically engaging with further relevant and original research, using as a minimum, the university library resources, IT and e-learning facilities.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4000 words)

  8. CHANGE MANAGEMENT
    (Optional) edm733
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    MODULE SUMMARY :

    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.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • identify aspects of change and its effects in educational settings

    • demonstrate knowledge and understanding of the theory of change management

    • develop insight into change processes through the consideration of case studies and change management research

    • know how organisational change is best effected. 

    • critically reflect on ways in which change takes place and how this can be  effectively accommodated, initiated and managed

    • evalute intended change agency in educational setiings

    • demonstrate an emerging ability to make appropriate proposals for proactive and effective management of change.

    • 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 :

    By the end of the module students will have had the opportunity to: 

    • Review the research and literature relating to the processes of change management in organizational change
    • Critically engage with key principles and concepts of change management
    • Examine case studies of change management drawn from their own experience and other reported research
    • Understand the inter-relationship between organizational change, participant learning, leadership and professional learning
    • Explore and share collective observations on effective and ineffective change management
    • Evaluate key moments and critical incidents in change management initiatives

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4000 words)

  9. LEARNING, TEACHING AND ASSESSMENT
    (Optional) edm734
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    MODULE SUMMARY :

    This module encourages Students to make use of specialist information, texts, research and/ or practice relating to learning, teaching and assessment, and to critically analyse and reflect on theory in relation to their own practice and context.

    CONTACT HOURS :

    Scheduled   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Make use of specialist knowledge, research and/ or practice relating to the chosen issue and inform their learning and teaching role with relevant policy, theory and quality considerations

    • Design appropriate teaching sessions or student learning opportunities and critically evaluate their effectiveness

    •  Evaluate a range of learning and teaching methods and apply them appropriately

    • Apply assessment techniques to promote learning and provide feedback to students and reflect on the outcomes of the use of these assessment strategies

    • 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.

    LEARNING OPPORTUNITIES :

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

    • Demonstrate the skills needed to make use of specialist knowledge and undertake a critical evaluation of research and/ or practice relating to their chosen issue and inform their learning and teaching role with relevant Education policy, Education theories with clear evidence of learning quality and teaching effectiveness considerations

    • Critically engage with relevant research on Education, specifically Learning, Teaching and Educational Assessment, to design appropriate teaching sessions or student learning opportunities and critically evaluate their effectiveness

    • Demonstrate critical self-reflection, self-direction and act autonomously in planning tasks, evaluating a range of learning, teaching and assessment methods and approaches applying them appropriately in solving complex learning problems

    • Critically reflect on and demonstrate initiative and originality in the analysis, synthesise and appraisal of issues regarding application of assessment techniques to promote learning and provide feedback to students and reflect on the outcomes of the use of these assessment strategies

    • Display enhanced IT skills through the communication of ideas and research findings particularly to 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

    • Access a blended learning approach by using Newman IT and e-learning facilities to demonstrate independent learning, undertake independent study, self-direction and originality in tackling and solving problems, and acting autonomously in planning and implementing tasks at a professional or equivalent level; as well as taking a balanced approached to accessing appropriate support from their peers and tutor.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Critical Reflective Commentary (2000 words) and Patchwork (2000 words)

  10. LEARNING VIA NEW TECHNOLOGIES
    (Optional) edm735
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    MODULE SUMMARY :

    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.

    CONTACT HOURS :

    Scheduled   : 18.00 Independent   : 282.00 Placement   : 0.00 Total   : 300.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • analyse and critically evaluate the impact of the new technologies on cultural experience, personal development and upon education processes

    • contextualise their own professional practice within ethical and e-safety discourses

    • analyse and critically evaluate the potential impact of new technologies and digital media on learning theory and learning styles

    • contextualise understanding of education, digital media and technology in relation to critical questions about the transformative effects of technology

    • critically apply their understanding of technological developments to philosophies of education

    • design an appropriate web publication that critically evaluates the effectiveness of technological practice in learning environments

    • synoptically relate new ideas about digital media and technology to 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 the ability to design a dynamic web publication that communicates effectively to its audience
    • demonstrate the ability to select and author material through a range of media formats
    • demonstrate the use of initiative to develop independent learning

    LEARNING OPPORTUNITIES :

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

    • Develop technological skills and competences through the practical application and usage of new technologies, relating theoretical issues to their own practice.

    • Explore and critique the relations between education and technologies / digital media, in terms of socialization, learning and culture.

    • Take a critical position on whether traditional education models can adapt to digital worlds or whether digital experiences transform education.

    • Take a critical position on the potential changes that new technologies may bring, with particular regard to power, access, online identity, safety and ethics.

    • Students will be encouraged to relate the issues addressed in this module to their professional experience and current roles.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Design and Construction of an Original Website Publication (4000 word equivalent)

  11. CONTEMPORARY ISSUES IN SAFEGUARDING AND VULNERABILITY
    (Optional) edm738
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    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   : 0.00 Independent   : 0.00 Placement   : 0.00 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)professionalization

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

    METHOD OF ASSESSMENT :

    Component 1 - 40% Personal Reflection on a Critical Incident (1500 words)

    Component 2 - 60% Essay (2500 words)

  12. VOICES, RIGHTS AND REPRESENTATIONS
    (Optional) edm739
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    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   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • 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 (1500 word equivalent)

    Component 2 - 60% Essay (2500 words)

  13. SUPPORTING STUDENT LEARNING IN HIGHER EDUCATION
    (Optional) edm740
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    MODULE SUMMARY :

    This module provides an introduction to the issues and practicalities of supporting student learning in Higher Education.  It will examine the purposes of Higher Education, relevant adult learning theories and encourage students to critically reflect on how these interact with their values to shape their HE teaching practices.  The practices explored will include session design, support for informal learning, assessment and feedback, evaluation and enhancement of own teaching practice.  As such the module addresses the UK professional Standards Framework (UKPSF) for teaching and supporting learning in HE at descriptor 1.

    CONTACT HOURS :

    Scheduled   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to support students, operating at the level of individual teaching sessions and learning encounters, as follows

    K. Core Knowledge

    On successful completion of the module students should be able to demonstrate:

    1. Scholarly and research-based knowledge of their own subject discipline to the level to be able to teach it in HE

    2. Knowledge of appropriate methods for teaching and learning in their subject area and at the level of their academic programmes

    3. An understanding of models of student learning and how they can inform situated teaching practices

    4. The use and value of appropriate learning technologies

    5. Appropriate methods for critically evaluating learning and the effectiveness of teaching

    6. Knowledge of quality assurance and enhancement approaches for academic and professional practice with a particular focus on teaching

    7. Knowledge of the wider context in which HE operates, recognising the implications for their own professional practice

       

      A: Areas of Activity

      On successful completion of the module students will have the ability to:

    1. Design and plan learning activities and sessions 

    2. Develop and deploy effective learning materials and objects

    3. Teach and support learning at HE level

    4. Deploy appropriate formative and summative assessment techniques and give feedback to support learning

    5. Develop effective student support and guidance

    6. Engage in CPD in their subject and pedagogic practices using evidence informed approaches and incorporating evaluation of professional practices

       

      V: Values

      All students on the module are expected to be able to discuss and show how, in their professional practice, they value and promote:

    1. Respectful dialogue, as a means of living and learning together, seeking to ensure all members have a voice in our community;  

    2. Individual integrity, honesty and professionalism;

    3. Inclusivity and the diversity of our community

    4. Social justice and equality;

    5. Reflection and contemplation as a means of personal growth;

    6. Active participation in developing and transforming our learning community;

    7. A mission of service through which the University seeks to benefit the wider community

    LEARNING OPPORTUNITIES :

    Students will therefore, by the end of the module, be explicitly expected to: 

    • Explore the nature and purpose of Higher Education and Newman University’s particular ethos of formation

    • Critically reflect on their own professional values, learning experiences and disciplinary setting as they inform their support of student learning

    • Design appropriate teaching sessions or student learning opportunities and critically evaluate their effectiveness  

    • Evaluate a range of teaching and learning methods and materials and apply them appropriately

    • Apply assessment techniques to promote learning and provide feedback to students

    • Monitor, evaluate and enhance their own teaching and support of learning

    • Inform their learning and teaching through consideration of the wider context and purposes of HE, policy, strategy and quality considerations

    • Undertake personal and professional development planning to audit, reflect upon, plan and record your personal and professional development 

    These will be achieved and demonstrated with reference to the programme values and informed by individual disciplinary knowledge and professional setting. There will intentionally be interplay between more generic educational ideas introduced at the study days, through group discussion of varying disciplinary practices and cultures, through to individual situated practices as highlighted by the examples of practice collected for assessment and the teaching observations.

    As the programme is at Masters level a great deal of independent study is also expected, particularly in reading and reviewing relevant literature and planning and developing professional practice.  There is a strong emphasis on developing professional practices in teaching and supporting learning as the programme progresses and students will take the opportunities provided by their own work setting and activities to undertake learning directly related to the programme.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Patchwork Assignments (2500 words) with Reflective Commentary (1500 words)

  14. INTRODUCTION TO HIGHER EDUCATION PRACTICE
    (Optional) edm741
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    MODULE SUMMARY :

    This module provides an introduction to higher education practice; seeking to relate, professional expertise, subject knowledge, research and scholarship to course design.  It encourages students to critically reflect on their own professional identity(ies) as academic, practitioner and HE teacher. This is then related to in-depth examination of values-based curriculum design and the scholarship of teaching in HE.  The module addresses descriptor 2 of the UKPSF.

    CONTACT HOURS :

    Scheduled   : 40.00 Independent   : 110.00 Placement   : 150.00 Total   : 300.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to support students, operating at the level of programmes, courses and modules, as follows:

     

    K: Core knowledge

    On successful completion of the module students should be able to demonstrate, at a programme design level:

    • Scholarly and research-based knowledge of their own subject discipline to the level to be able to teach it in HE
    • Knowledge of appropriate methods for teaching and learning in their subject area and at the level of their academic programmes
    • An understanding of models of student learning and how they can inform situated teaching practices
    • The use and value of appropriate learning technologies
    • Appropriate methods for critically evaluating learning and the effectiveness of teaching
    • Knowledge of quality assurance and enhancement approaches for academic and professional practice with a particular focus on teaching
    • Knowledge of the wider context in which HE operates, recognising the implications for their own professional practice

     

    A: Areas of Activity

    On successful completion of the module students will have the ability to:

    • Design and plan programmes of study
    • Develop and deploy effective learning materials and objects
    • Teach and support learning at HE level
    • Design and deploy appropriate formative and summative assessment structures and techniques to give feedback to support learning
    • Develop effective learning environments and approaches to student support and guidance
    • Engage in CPD in their subject and pedagogic practices using evidence informed approaches and incorporating research, scholarship and evaluation of professional practices

     

    V: Values

    All students on the module are expected to be able to discuss and show how, in their professional practice, they value and promote:

    • Respectful dialogue, as a means of living and learning together, seeking to ensure all members have a voice in our community;     
    • Individual integrity, honesty and professionalism;
    • Inclusivity and the diversity of our community
    • Social justice and equality;
    • Reflection and contemplation as a means of personal growth;
    • Active participation in developing and transforming our learning community;
    • A mission of service through which the University seeks to benefit the wider community

    LEARNING OPPORTUNITIES :

    Students will therefore, by the end of the module, be explicitly expected to: 

    • Explore your conceptions of what it means to be and become an academic and to engage in scholarship and scholarly practices
    • Critically reflect on your own professional values, learning experiences and disciplinary setting as they inform your pedagogy, programme and curriculum design
    • Design appropriate programmes of study and critically evaluate their effectiveness 
    • Evaluate a wide range of teaching and learning methods and materials and apply them appropriately
    • Develop appropriate assessment strategies and techniques to promote learning and provide feedback to students
    • Monitor, evaluate and enhance your own programmes
    • Inform your curriculum design work through consideration of the wider context and purposes of HE, policy, strategy and quality considerations
    • Conduct scholarly practitioner research into situated learning, teaching and assessment
    • Undertake personal and professional development planning to audit, reflect upon, plan and record your personal and professional development 

    These will be achieved and demonstrated with reference to the programme values and informed by your own disciplinary knowledge and professional setting. There will intentionally be interplay between more generic educational ideas introduced at the study days, through group discussion of varying disciplinary practices and cultures, through to individual situated practices as highlighted by the examples of practice collected for assessment and the teaching observations. 

    As the programme is at Masters level a great deal of independent study is also expected, particularly in reading and reviewing relevant literature and planning and developing professional practice.  There is a strong emphasis on developing professional practices in teaching and supporting learning as the programme progresses and students will take the opportunities provided by their own work setting and activities to undertake learning directly related to the programme.

    METHOD OF ASSESSMENT :

    Component 1 - 50% Assignment (2000 word equivalent)

    Component 2 - 50% Research Report (2000 words)

  15. EDUCATIONAL LEADERSHIP WITHIN CATHOLIC SCHOOLS
    (Optional) edm742
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    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 :

    Scheduled   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims 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: 

    • Express skills in critical reflection and evaluation in relation to key issues in Catholic leadership;

    • Demonstrate the skills needed to undertake a critical evaluation of Catholic leadership in a school setting;

    • Utilise evidence-based deduction to explore complex issues associated Catholic leadership in a school setting;

    • Demonstrate critical self-reflection, self-direction and act autonomously in planning tasks and solving complex problems;

    • Exhibit initiative and originality in the analysis, synthesise and appraisal of issues;

    • Plan independent learning opportunities required for continuous professional development;

    • Display enhanced IT skills through the communication of ideas and research findings.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4000 words)

  16. CHANGE MANAGEMENT WITHIN CATHOLIC SCHOOLS
    (Optional) edm743
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    MODULE SUMMARY :

    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.

    CONTACT HOURS :

    Scheduled   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Demonstrate knowledge and understanding of the theory of change management and its application within Catholic school settings.

    • Evidence an understanding of the importance of establishing good professional relationships and professional learning communities to enhance the possibility of successful change within Catholic school settings;

    • Critically reflect on ways in which change can be effectively managed; and

    • Demonstrate an emerging ability to make appropriate proposals for proactive ways forward towards the effective management of change and resources within Catholic schools.

    • 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:

     

    • Demonstrate systematic knowledge and understanding, much of which is at, or informed by, the forefront of change management;

    • Express skills in critical reflection and evaluation in relation to change management in a Catholic setting;

    • Develop a comprehensive critical, theoretical and research-informed perspective towards practices in change management;

    • Evaluate critically the development and operation of working practices within heritage and public history settings;

    • Appraise and select appropriate policies, practices and strategies within changing heritage and public history environments;

    • Demonstrate the skills needed to undertake a critical evaluation of change management in a Catholic school;

    • Demonstrate critical self-reflection, self-direction and act autonomously in planning tasks and solving complex problems;

    • Exhibit initiative and originality in the analysis, synthesise and appraisal of issues.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Critical Reflection (4000 words)

  17. PROFESSIONAL ENQUIRY
    (Optional) edm744
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    MODULE SUMMARY :

    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.

    CONTACT HOURS :

    Scheduled   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or perspectives, on professional enquiry;
    • critically engage in a range of debates on the roles of teacher as researcher in the design of professional enquiry;
    • review the ethical dimensions of professional enquiry and their implications for research design;
    • evaluate the implications of their knowledge and understanding of professional enquiry for their own personal professional development;
    • develop and review capabilities in information search and literature review;
    • evaluate theory and practice in chosen areas of work by reviewing a range of primary and secondary literature sources on professionalism;
    • 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
    • demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks;
    • exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations.

    LEARNING OPPORTUNITIES :

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

    • articulate why a chosen research issue is relevant to their professional practice;
    • critically engage with relevant research by critically reviewing and comparing and contrasting perspectives on the chosen issue;
    • review how the issues analysed in this module enable critical engagement with professional experiences and current roles.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Written Assignment (4000 words)

  18. INCLUSION AND SPECIAL EDUCATIONAL NEEDS AND DISABILITY
    (Optional) edm746
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    MODULE SUMMARY :

    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.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Demonstrate a critical insight into the field of inclusion and SEND;
    • 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 and exclusion;
    • Critically reflect on how children’s development and learning is affected by SEND including mental health needs, and the quality of teaching they receive;
    • Have a critical understanding of best practice in teaching and learning to improve outcomes for children and young people with SEND.

    LEARNING OPPORTUNITIES :

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

    • Engage in critical 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 SEND;
    • Understand the statutory and regulatory context for SEND and the implications for practice in the workplace;
    • Investigate the breadth and complexity of the causes of underachievement and exclusion and barriers to learning for pupils with SEND;
    • Draw upon relevant research and inspection evidence about teaching and learning in relation to pupils with SEND to improve practice;
    • Identify, develop and rigorously evaluate effective practice in teaching pupils with SEND.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4000 words)

  19. THE ROLE OF THE SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR
    (Optional) edm747
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    MODULE SUMMARY :

    This module is designed to provide students with the opportunity to appreciate and develop 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 SEND 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 SEND and their families.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Understand and critically evaluate the role of the SENCO;
    • Develop and critically evaluate systems to support pupils with a range of SEND;
    • Critically reflect on the principles and practice of leadership in different contexts and reflect on and develop their own leadership skills;
    • Extend their critical understanding of working with key external agencies, families and children to provide effectively for pupils with SEND;
    • Develop the confidence and knowledge 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 and the statutory responsibilities of the 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 minutes, 3000 word equivalent), with Written Rationale (1000 words)

  20. PROFESSIONAL PORTFOLIO: NATIONAL AWARD FOR SPECIAL EDUCATIONAL NEEDS CO-ORDINATION
    (Optional) edm748
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    MODULE SUMMARY :

    This level 7 module is designed to provide students with the opportunity to achieve the National Award for Special Educational Needs Coordination. Students will be expected to evidence all the learning outcomes for the National Award by completing an electronic portfolio. The evidence will be drawn from school based activities, policies, procedures and systems that SENCOs have put in place, used, developed or reviewed. The evidence will be accompanied by a series of critical reflections on the student’s professional practice informed by recent research and reading.

    CONTACT HOURS :

    Scheduled   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to assist students to meet the current learning outcomes of the National Award for SEN Coordination as specified by the National College for Teaching and Leadership. These are available on the government’s website.

    https://www.gov.uk/government/publications/national-award-for-sen-co-ordination-learning-outcomes

     

    Achieving the learning outcomes should enable new SENCOs to fulfill the leadership role set out in the Code of Practice.
    https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

    LEARNING OPPORTUNITIES :

    This module aims to assist students to meet the current learning outcomes of the National Award for SEN Coordination as specified by the National College for Teaching and Leadership. These are available on the government’s website.

    https://www.gov.uk/government/publications/national-award-for-sen-co-ordination-learning-outcomes

     

    Achieving the learning outcomes should enable new SENCOs to fulfill the leadership role set out in the Code of Practice.
    https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

    METHOD OF ASSESSMENT :

    Component 1 - 100% Professional Development Portfolio (6000 word equivalent)

  21. EDUCATIONAL ALTERNATIVES
    (Optional) edm749
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    MODULE SUMMARY :

    The focus of this module is to explore international approaches to educational alternatives in the manner of democratic and autonomous education. How these styles. philosophies and forms of education work in practical and theoretical terms will be covered. How they relate to mainstream education with regard to policy, practices, the law and politics will also be discussed. Current research and policy about alternative education will be drawn from and what exactly we might mean by the word ‘alternative’ considered, through an interdisciplinary lens. Pupil referral units and other mainstream alternative provision will be looked at but the core focus is on the wide variety – the world of - schools and pathways such as Summerhill School, Sudbury Valley schooling, Steiner, home education and the many other alternatives around the world available and thriving. We will consider, in part, the history of alternative education and the technological and political future. The module will assist teachers and others working in any kind of school or education in the task of integrating open principles and concepts of freedom for children into their professional responsibilities as pedagogues. 

    CONTACT HOURS :

    Scheduled   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Demonstrate an awareness of the wide variety of educational possibilities beyond mainstream schooling;

    • Demonstrate an understanding of current research and/ or policy and law in relation to alternative education, in international context;

    • Appreciate the need for interdisciplinary enquiry in the appreciation of alternative approaches to education;

    • Critically reflect on the need to develop inter- and intra-personal skills in themselves and others as well as the fostering of an open approach to educational pathways;

    • Critically reflect on and evaluate the impact of different approaches to education in 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;

    • Continue to advance their knowledge and understanding, as appropriate.

    LEARNING OPPORTUNITIES :

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

    • Express skills in critical reflection and evaluation in relation to key issues in alternative education;
    • Demonstrate the skills needed to undertake a critical evaluation of alternative practices and approaches within and outside a school setting;
    • Utilise evidence-based deduction and theoretical/philosophical reflection to explore complex issues associated with alternative education in international context;
    • Demonstrate critical self-reflection, self-direction and act autonomously in planning tasks and solving complex problems;
    • Show facility and awareness of interdisciplinary approaches to education, especially alternative education;
    • Exhibit initiative and originality in the analysis, synthesise and appraisal of issues;
    • Plan independent learning opportunities required for continuous professional development;
    • Display enhanced IT skills through the communication of ideas and research findings.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4000 words)

  22. CONTEMPORARY ISSUES IN PASTORAL WELFARE AND CARE: POLICY, HISTORY AND PRACTICE
    (Optional) edm751
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    MODULE SUMMARY :

    This module is designed to consider the historical and contemporary landscape of Pastoral Welfare and Care in the UK and other international contexts. In particular, it will focus on the ways in which pastoral welfare and care has been shaped by the changing needs of children and young people in a range of education and school settings. The module will include a critical discussion of emerging and dominant perspectives that affect the lives of children and young people and critical evaluation of the practices and interventions that have been offered in response. 

    CONTACT HOURS :

    Scheduled   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    •   Critically consider how the contours of pastoral welfare and care in the UK have been shaped by the changing needs of children and young people, social forces and education policy;

    •   Analyse and critically evaluate dominant conceptions of childhood and adolescence and the ways in which responses to the needs of children and young people have been framed and constructed;

    •   Examine comparative approaches to forms of pastoral welfare and care in other countries and how these have evolved in different international contexts;

    •   Critically reflect on how methodologies of pastoral welfare and care might address contemporary issues of attachment, emotional well-being, mental health, bereavement, life course transitions, cultural difference.

    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 - 100% Written Paper (4000 words)

  23. LEADING PASTORAL WELFARE AND CARE IN EDUCATIONAL SETTINGS
    (Optional) edm752
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    MODULE SUMMARY :

    This module is intended to give practitioner-students insight into the key characteristics of effective leadership and management in the domain of pastoral welfare and care in education. The module considers common and defining features of pastoral practices and the pastoral curriculum in relation to research and best practice in leadership and change management in educational settings. The module explores conceptions of pastoral pedagogy and the how leadership of pastoral welfare and care can be effectively implemented, sustained and dispersed in a diversity of educational settings. Ultimately, the module aims to support participants in undertaking and evaluating leadership of pastoral welfare and care at a range levels in educational organisations.

    CONTACT HOURS :

    Scheduled   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Articulate the defining attributes and practices of pastoral welfare and care in UK and other international educational contexts;

    • Examine the epistemic field of leadership and change management in education; 

    • Critically consider how the principles Pastoral Welfare and Care can inform models of leadership and change management in educational settings and organisations and vice-versa;

    • Analyse and critically evaluate leadership practices and change management strategies with regard to pastoral welfare and care through exemplar case studies;

    • Reflect on personal dispositions to organisational change, leadership and pastoral welfare in action.

    LEARNING OPPORTUNITIES :

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

    • Critically evaluate approaches to leadership and change management in educational settings with regard to pastoral welfare and care;
    • Analyse the range of forces that shape the contours of pastoral welfare and care, organisational leadership and change management in educational settings;
    • Advance a personal and informed epistemology of leadership in pastoral welfare and care;
    • Critically construct and analyse the trajectories and process of change leadership in pastoral welfare and care in educational contexts

    METHOD OF ASSESSMENT :

    Component 1 - 50% Critical Essay (2500 words)

    Component 2 - 50% Individual Presentation (15 minutes, plus 10 minute viva)

  24. SPECIALIST STUDY (NEGOTIATED MODULE)
    (Optional) edm753
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    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 :

    Scheduled   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • make use of specialist information, texts, research and/ or practice to substantiate arguments relating to the specialist area; and
    • critically analyse and reflect on theory and research within the specialist area; and
    • undertake a self-directed study within the specialist area.
    • 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.

    LEARNING OPPORTUNITIES :

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

    • Express skills in critical reflection and evaluation in relation to key issues in their chosen area of interest;
    • Demonstrate the skills needed to undertake critical evaluation;
    • Demonstrate critical self-reflection, self-direction and act autonomously in planning tasks and solving complex problems;
    • Exhibit initiative and originality in the analysis, synthesise and appraisal of issues;
    • Plan independent learning opportunities required for continuous professional development;
    • Display enhanced IT skills through the communication of ideas and research findings.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Written Assignment (1500 words)

  25. RESEARCH DESIGN: METHODOLOGY AND METHODS
    (Compulsory) edm720
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    MODULE SUMMARY :

    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.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • clearly state the chosen research issue and formulate appropriate research questions;

    • relate their chosen issue critically to current literature;

    • discuss their own ontological and epistemological positioning in relation to both their research design and established research paradigms;

    • select and justify their research design, methodology and data collection instruments, substantiating their design by reference to relevant research literature;

    • critically analyse the validity, reliability and appropriateness of their research design;

    • articulate and critically discuss how ethical considerations have impacted on their research decisions;

    • present a framework for the collection and analysis/interpretation of data;

    • 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: 

    • explore the suitability of a range of methodologies and methods in relation to both the research design and their own ontological and epistemological positioning;

    • critically engage with relevant literature in designing and reflecting on research processes and methodologies;

    • act autonomously in designing a research project within an educational context;

    • articulate on a chosen research issue relevant to their professional practice;

    • critically discuss how ethical considerations have been embedded throughout the research design process.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Written Assignmen (4000 words)

  26. DISSERTATION
    (Compulsory) edm750
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    MODULE SUMMARY :

    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.

    CONTACT HOURS :

    Scheduled   : 30.00 Independent   : 570.00 Placement   : 0.00 Total   : 600.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • state their chosen research issue and problem by formulating appropriate research questions;

    • select and justify their chosen research design, methodology and methods;

    • develop an understanding of ethical considerations issues as being integral to research

    • critically review relevant literature;

    • critically analyse the validity, reliability or trustworthiness and appropriateness of their research design;

    • reflect on how to collect and analyse data and evidence depending on methodology and methods chosen;

    • demonstrate independent learning, self-direction and originality in tackling and solving problems and act autonomously in designing research;

    • exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations when conducting research.

     

    LEARNING OPPORTUNITIES :

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

    • Students will, by the end of the module, have the opportunity to:
    • critically engage with relevant literature in designing, undertaking and reflecting on research
    • act autonomously in designing a small scale study within an educational context;
    • critically review how ethical considerations have been embedded throughout the research design and processes of research;
    • justify the suitability of a range of methodologies and methods in relation to both the research design and their own ontological and epistemological positioning;
    • critically discuss how their chosen issue and findings relate to literature reviewed;
    • evaluate the implications of findings and conclusions for specialist and non-specialist audiences;
    • evaluate the implications of their research for advancing their own personal and professional knowledge and understanding.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Dissertation (15000 words)