Education MA

Taught Higher Degree, Full-time

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Key Details

  • 1.5 Years
  • Full Time
Doctor of Education

Overview

Overview

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

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

Course content

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

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

Attendance

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

Part-time students have a maximum period of study of 5 years to complete an MA. However, an MA is typically completed over 2-3 years and we recommend that part-time students take 60 credits per year (i.e. 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 Certificate in Early Childhood Education and Care

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

Postgraduate Certificate in Inclusion and SEN

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

Postgraduate Certificate in Higher Education Practice

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

Postgraduate Certificate in Safeguarding

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

Postgraduate Loans

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

Entry Requirements

For the MA Education and named routes: a relevant honours degree.

Contact details

Contact: Contact for admissions enquiries Admissions Tel: 0121 476 1181 (Ext. 2386) Email: admissions@newman.ac.uk

ContactDawn Picken (Faculty of Education Administrator) Tel: 0121 476 1181 (Ext. 2650) Email: d.picken@newman.ac.uk

Directions

Course Fees

2018/19* Home/EU students: £825 N.B. The above fees are per individual 30 credit module. A minimum of 180 credits are required to complete the MA Education.

*Fees shown are for 2018/19 academic year. 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.

Modules

As a full-time postgraduate student, you will study a total of 180 credits. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Please note, not all optional modules run every year.  All modules are listed below and you may not be required to complete all of these modules. Most modules are 30 credits and the dissertation is 60 credits.

 

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

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

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

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

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

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

       

    LEARNING OPPORTUNITIES :

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

     

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

       

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

       

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

     

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

    METHOD OF ASSESSMENT :

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

  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 as well as the role of leadership in developing practice. This module will also include reference to theory and practice with specific emphasis on aspects of child development including; early reading and phonics, and early mathematical development. Personal reflection on the experiences of co- constructed learning and practice will be an integral part of this module. 

     

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

     

    CONTACT HOURS :

    Scheduled : Independent : Placement : Total :  0.00

    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 early reading, early maths and the role of the pedagogue.

    • Enable students to have a high-level ability to reason clearly, understand the role of evidence and make critical judgements about arguments relating to pedagogy.

    • Enable students to have a high-level ability to analyse and constructively critique theories, policies and research in the area of children’s learning and development

    • Enable students to have a high-level knowledge and awareness of the skills needed for different relational pedagogical approaches.

    • Embed personal reflection as an integral part of their learning and professional role.

       

    LEARNING OPPORTUNITIES :

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

     

    • Demonstrate an in-depth, systematic knowledge and critical understanding of pedagogical approaches relating to early years practice

    • Demonstrate a comprehensive and critical understanding of the importance of play based and developmentally appropriate practice in early childhood to support early reading and early maths.

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

       

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

       

    METHOD OF ASSESSMENT :

    Component 1 - 100% Patchwork assessment (4000 words)

  3. RESEARCH METHODS
    (Optional) mt720
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    MODULE SUMMARY :

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

    CONTACT HOURS :

    Scheduled : 20.00 Independent : 180.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to support students to:

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

    Component 1 - 100% Written Assignment (4000 words)

  4. REFLECTIVE PRACTICE
    (Optional) mt721
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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 : 12.00 Independent : Placement : Total :  12.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to support Students to:

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

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

  5. INDEPENDENT STUDY
    (Optional) mt727
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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. Students will demonstrate an appropriate understanding of research, will undertake a self-directed study within the chosen specialist area and be encouraged to engage in professional discussion and collaborative dissemination of information. Following gaining ethical approval, Students will undertake a small-scale, research project, which will normally include the collection and analysis of primary data. However, Students may undertake a non-empirical study in close consultation with their tutor.

    CONTACT HOURS :

    Scheduled : 5.00 Independent : 295.00 Placement : Total :  300.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to support Students to:

     

    A Knowledge and Understanding

     

    • critically review knowledge and understanding in relation to a chosen specialist focus area; and

    • make use of specialist information, texts, research and/ or practice to substantiate arguments relating to the chosen issue.

       

      B Subject specific skills, including practical and professional skills

       

    • demonstrate an appropriate understanding of systematic professional research and ethical issues; and

    • undertake a self-directed study within the chosen specialist area.

       

      C Advanced Skills and Experience

       

    • clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system;

    • demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;

    • exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate; and

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

    LEARNING OPPORTUNITIES :

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

     

    • access a blended learning approach;

    • access support from their peers and tutor;      

    • undertake independent study;

    • use Newman IT and e-learning facilities; and

    • critically engage with relevant research.

       

    METHOD OF ASSESSMENT :

    Component 1 - 100% Written Assignment/Essay (4000 words)

  6. INTERNATIONAL EDUCATION
    (Optional) mt728
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    MODULE SUMMARY :

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

    CONTACT HOURS :

    Scheduled : 12.00 Independent : Placement : Total :  12.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to ensure that students:

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

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

  7. SPECIALIST STUDY
    (Optional) mt729
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    MODULE SUMMARY :

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

    CONTACT HOURS :

    Scheduled : 5.00 Independent : 295.00 Placement : Total :  300.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to support Students to:

     

    A Knowledge and Understanding

     

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

     

    B Subject specific skills, including practical and professional skills

     

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

     

    C Advanced Skills and Experience

     

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

    LEARNING OPPORTUNITIES :

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

     

    • access a blended learning approach;

    • access support from their peers and tutor;      

    • undertake independent study;

    • use Newman IT and e-learning facilities; and

    • critically engage with relevant research.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Written Assignment/Essay (4000 words)

  8. AN INTRODUCTION TO MENTORING AND COACHING
    (Optional) mt730
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    MODULE SUMMARY :

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

    CONTACT HOURS :

    Scheduled : Independent : Placement : Total :  0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to support Students to:

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

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

  9. ADVANCED MENTORING AND COACHING
    (Optional) mt731
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    MODULE SUMMARY :

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

    CONTACT HOURS :

    Scheduled : 12.00 Independent : Placement : Total :  12.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to support Students to:

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

    LEARNING OPPORTUNITIES :

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

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

     

    METHOD OF ASSESSMENT :

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

  10. EDUCATIONAL LEADERSHIP
    (Optional) mt732
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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 support Students to:

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4000 words)

  11. CHANGE MANAGEMENT
    (Optional) mt733
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    MODULE SUMMARY :

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

     

     

    CONTACT HOURS :

    Scheduled : 12.00 Independent : Placement : Total :  12.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to support Students to:

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

     

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4000 words)

  12. LEARNING, TEACHING AND ASSESSMENT
    (Optional) mt734
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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 : 12.00 Independent : Placement : Total :  12.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to support Students to: 

    • Make use of specialist knowledge, research and/ or practice relating to the chosen issue
    • 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
    • Monitor and evaluate their own teaching and support of learning
    • Clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system
    • Demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level
    • Exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate
    • Continue to advance their knowledge and understanding, as appropriate.

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

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

  13. LEARNING VIA NEW TECHNOLOGIES
    (Optional) mt735
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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 : 20.00 Independent : 280.00 Placement : 0.00 Total :  300.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to ensure that students: 

    • 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 website 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 site 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 review the following: 

    • Web design approaches
    • The characteristics of new technologies and associated cultural issues
    • Issues of online identity
    • Ethical and safety considerations of internet and social media use
    • Access: The Digital Divide
    • Debates around computer games and learning
    • New technology and the curriculum
    • New technology and learning environments
    • New technology and learning styles
    • Critical reflection on technology and learning 

    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, Construction and Publication of an Original Website (4000 word equivalent)

  14. CONTEMPORARY ISSUES IN SAFEGUARDING AND VULNERABILITY
    (Optional) mt738
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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 : Independent : Placement : Total :  0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

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

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

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

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

       

    LEARNING OPPORTUNITIES :

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

     

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

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

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

    METHOD OF ASSESSMENT :

    Component 1 - 40% Personal Reflection (1500 words)

    Component 2 - 60% Essay (2500 words)

  15. VOICES, RIGHTS AND REPRESENTATIONS
    (Optional) mt739
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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 : 24.00 Independent : Placement : Total :  24.00

    MODULE CURRICULUM LED OUTCOMES :

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

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

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

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

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

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

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

    LEARNING OPPORTUNITIES :

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

     

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

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

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

    METHOD OF ASSESSMENT :

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

    Component 2 - 60% Essay (2500 words)

  16. SUPPORTING STUDENT LEARNING IN HIGHER EDUCATION
    (Optional) mt740
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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 for teaching and supporting learning in HE at descriptor 1.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 114.00 Placement : 150.00 Total :  300.00

    MODULE CURRICULUM LED OUTCOMES :

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

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

    • 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

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

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

    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 the nature and purpose of Higher Education and Newman University’s particular ethos of formation
    • Critically reflect on your own professional values, learning experiences and disciplinary setting as they inform your 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 your own teaching and support of learning
    • Inform your 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 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 - 100% Patchwork Text (2500 words in total), plus Critically Reflective Commentary (1500 words)

  17. INTRODUCTION TO HIGHER EDUCATION PRACTICE
    (Optional) mt741
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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 : 36.00 Independent : 114.00 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:

     

    A Knowledge and Understanding: [Core knowledge]

     

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

    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

       

      B Subject specific skills, including practical and professional skills [Areas of Activity]

       

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

    1. Design and plan programmes of study

    2. Develop and deploy effective learning materials and objects

    3. Teach and support learning at HE level

    4. Design and deploy appropriate formative and summative assessment structures and techniques to give feedback to support learning

    5. Develop effective learning environments and approaches to student support and guidance

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

      C Advanced Skills and Experience [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 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% Reflective Portfolio or Essay or Evaluative Report (2000 word equivalent), plus Appendices

    Component 2 - 50% Research Report (2000 word equivalent)

  18. EDUCATIONAL LEADERSHIP IN CATHOLIC SCHOOLS
    (Optional) mt742
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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: 12 Module Curriculum Led Outcomes: This module aims to support Students to: • demonstrate a systematic knowledge and understanding of educational leadership within Catholic schools, drawn from a range of contemporary research and appropriate literature; and • demonstrate an understanding of current research and/ or policy in relation to Catholic school settings, as appropriate to the chosen focus area. • critically reflect on the need to develop inter- and intra-personal skills in themselves and others; and • critically reflect on and evaluate the impact of different approaches to leadership and models of leadership, in Catholic school settings. • clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system; • demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; • exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate; and • continue to advance their knowledge and understanding, as appropriate. Learning Opportunities: Students will, by the end of the module, have the opportunity to: • access a blended learning approach; • access support from their peers and tutor; • undertake independent study; • use Newman IT and e-learning facilities; and • critically engage with relevant research. Method of Assessment: Component 1: 100% Submission of a 4,000 word essay regarding an aspect of Catholic school leadership, to be negotiated with the module tutor according to student developmental needs. (A maximum of 4,000 words and no less than 3600 words, excluding appendices and list of references) This will assess all intended learning outcomes.
  19. CHANGE MANAGEMENT IN CATHOLIC SCHOOLS
    (Optional) mt743
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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 educational settings. There will be a focus on: the processes of institutional change, theories of change management, professional capital, developing professional relationships, professional learning communities, and change strategies to support effective meaningful learning contexts. Contact Hours: 12 Module Curriculum Led Outcomes: This module aims to support Students to: • Demonstrate knowledge and understanding of the theory of change management in relation to Catholic teachings. • Demonstrate an understanding of the relationship between change management and international and national drivers of educational policy • Evidence an understanding of the importance of establishing good professional relationships and professional learning communities to enhance the possibility of successful change • Critically reflect on ways in which change can be effectively managed in Catholic settings • Demonstrate an emerging ability to make appropriate proposals for proactive ways forward towards the effective management of change and resources. • Clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system • Demonstrate independent learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level • Exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate • Continue to advance their knowledge and understanding, as appropriate. Learning Opportunities: Students will, by the end of the module, have the opportunity to: • access a blended learning approach; • access support from their peers and tutor; • undertake independent study; • use Newman IT and e-learning facilities; and • critically engage with relevant research. Assessment: Component 1: 100% Submission of a 4,000 word essay focusing on an aspect of managing change within a Catholic school setting, to be negotiated with the module tutor according to student developmental needs. (A maximum of 4,000 words and no less than 3600 words, excluding appendices and list of references.) This will assess all intended learning outcomes. It is also essential that students search for literature within their chosen specialist area.
  20. PROFESSIONAL ENQUIRY
    (Optional) mt744
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    MODULE SUMMARY :

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

    CONTACT HOURS :

    Scheduled : Independent : Placement : Total :  0.00

    MODULE CURRICULUM LED OUTCOMES :

    1. A.            Knowledge and Understanding

     

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

     

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

     

    B.         Subject Specific Skills, including practical and professional skills

     

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

     

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

     

     

    C.         Advanced Skills and Experience

     

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

     

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

     

     

     

    LEARNING OPPORTUNITIES :

    METHOD OF ASSESSMENT :

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

  21. SPECIAL EDUCATIONAL NEEDS AND INCLUSION
    (Optional) mt746
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    MODULE SUMMARY :

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

    CONTACT HOURS :

    Scheduled : Independent : Placement : Total :  0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to support Students to: 

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4000 words)

  22. THE ROLE OF THE SENCO
    (Optional) mt747
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    MODULE SUMMARY :

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

    CONTACT HOURS :

    Scheduled : 12.00 Independent : 200.00 Placement : Total :  212.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to assist students to:

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

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

  23. INDEPENDENT STUDY (NEGOTIATED MODULE)
    (Optional) ng710
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    MODULE SUMMARY :

    No information provided. Please inform the Quality Office of the text to be included within this section.

    CONTACT HOURS :

    Scheduled : Independent : Placement : Total :  0.00

    MODULE CURRICULUM LED OUTCOMES :

    No information provided. Please inform the Quality Office of the text to be included within this section.

    LEARNING OPPORTUNITIES :

    No information provided. Please inform the Quality Office of the text to be included within this section.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Written Assignment/Essay (Maximum 2000 words, minimum 1800 words)

  24. DISSERTATION
    (Compulsory) mt750
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    MODULE SUMMARY :

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to support Students to:

     

    A Knowledge and understanding

     

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

     

    B Subject specific skills, including practical and professional skills

     

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

     

    C Advanced Skills and Experience

     

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

    LEARNING OPPORTUNITIES :

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

     

    • access a blended learning approach

    • access support from their peers and tutor       

    • undertake independent study

    • use Newman IT and e-learning facilities; and

    • critically engage with relevant research

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

    METHOD OF ASSESSMENT :

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