MA Education – Pathway

Required Credits/Units: 180

Core Modules


Module Credits/Units: 30

Module Aims

To support students in planning and conducting and reporting on primary or secondary research of personal and professional relevance to the standards of postgraduate research requirements.

To support students in developing the ability to critically on this process.

To develop students as ethical researchers who are able to fully engage with the ethical dimension of carrying out research.

To support students in developing realistic and realisable plans for disseminating their research findings to the wider academic and/or professional community.

To support students in extending and deepening their understanding of the chosen area of investigation.

To provide a vehicle for the demonstration of originality and initiative.

To provide an opportunity for student to design and carry out projects that are useful to their professional development and employability.


Module Credits/Units: 30

Module Aims

To support students to critically examine the theoretical perspectives and methodological approaches which underpin the process of qualitative, quantitative and blended research.
To support the critical evaluation by students of the research process, drawing on relevant research findings to impact positively on their professional practice.
To support the deepening of students’ understanding and skills to enable them to carry out extended professional research.
To critically evaluate research methodologies and their application to research in students’ own professional context.


Module Credits/Units: 30

Module Aims:

To introduce students to key ideas and processes that enable them to engage with current issues related to improving their professional practice.

To enable students to analyse and evaluate educational research in order to reflect on practice.


Module Credits/Units: 30

Module Aims:

To enable critical reflection on the nature and characteristics of the relationship between digital technology, learning and teaching and the pedagogies associated with technology enhanced learning.

To enable students to evaluate current research, literature and theoretical frameworks relating to the acquisition of digital competence by teachers and learners.

To deepen students’ understanding of the ways in which digital competence can be developed and applied in the six areas of learning and experience:

To enable students to critically reflect on and evaluate the development of digital competence within their own practice and/or their institution and plan for improvement.


Module Credits/Units: 30

Module Aims

To enable critical reflection on the nature and characteristics of the relationship between digital technology, learning and teaching and the pedagogies associated with technology enhanced learning.

To enable students to evaluate current research, literature and theoretical frameworks relating to the acquisition of digital competence by teachers and learners.

To deepen students’ understanding of the ways in which digital competence can be developed and applied in the six areas of learning and experience:

To enable students to critically reflect on and evaluate the development of digital competence within their own practice and/or their institution and plan for improvement.


Module Credits/Units: 30

Module Aims

To support students to critically analyse and evaluate theory, policy, processes and practice in relation to effective learning and teaching.

To support students to critically analyse and evaluate theory, policy, processes and practice in relation to effective assessment.

To support students to critically analyse classroom models that ensure effective differentiation and diversification needs are met.

To support students to critically examine the respective roles and strategies employed by senior management teams and others in securing effective learning, teaching and assessment within the classroom.


Module Credits/Units: 30

Module Aims

To critically engage with and evaluate national and international research and literature in relation to theories, policies and contexts for SEN/ALN and learning disabilities.

To raise students’ capability to adopt a holistic approach to meeting the needs of individuals with SEN/ALN and learning disabilities across the life-span.

To examine practice in SEN/ALN, learning disabilities and inclusive education and critically reflect upon the tension between identification of need and the philosophy of inclusion.

To develop in-depth knowledge and understanding of the range of SEN/ALN and learning disabilities which is informed by current multi-disciplinary scholarship and research.

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