Education

Entry requirements

Applicants will normally have an honours degree at 2:2 or above, from a UK institution or equivalent. Applicants with other qualifications, in particular those with recent professional experience, will also be considered if they demonstrate appropriate academic attainment. Some modules require applicants to have Qualified Teacher Status (QTS), Early Years Professional Status (EYPS) or equivalent. Applicants who have recent professional experience of three years or more will be positively considered. In this case the applicant will be interviewed and must demonstrate suitability for the course by providing: evidence of significant professional engagement in children's services at graduate level or equivalent. The evidence will be in the form of a compendium or portfolio which sets out details of their specific responsibilities relating to their work with children and young people.

Months of entry

January, May, October

Course content

The MA comprises of modules that can be studied one by one. A key element of many modules is the provision for ‘shared enquiry’, enabling participants to engage with other professional colleagues and researchers in developing critical approaches to enquiry within practical education (and education-related) contexts.

Assessment procedures are flexible and sensitive to existing professional workloads, and are usually based on aspects of work currently ongoing in the participant’s own school or setting.

There is a full time pathway through this MA. This is particularly targeted at international students and has a strong international and comparative flavour, although UK students are very welcome to apply. It consists of four compulsory modules and a thesis.

The four modules that must be taken on the full-time pathway are:

• School and Classroom Cultures
• Educational Leadership
• International Perspectives on Education
• Research methods

In addition to this the University now has pathways within the course which reflect two specific areas of professional and theoretical interest:

• MA Education (Mathematics)
• MA Education (Early Years)

There is also an MA Education Special Educational Needs and Inclusion which is run on a full and part-time basis.

There are also a range of modules which enable teachers to engage with reflective, teacher-led research.

Fees and funding