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This challenging postgraduate course will give you the opportunity to continue your professional development while focusing upon a key aspect of the education system which you will be able to tailor to your own practice.

Taught by qualified practitioners, and with the opportunity to collaborate with peers from the sector, you will be able to create a body of new and emerging knowledge. This will inform and develop a wide range of educational sectors, such as further and higher education as well as schools. Research supported by critical enquiry and discourse will extend, develop and enhance your ability to evaluate and judge the underlying assumptions surrounding educational policy and practice.

You will graduate with the knowledge and confidence to initiate and sustain change, both in your own practice and within your professional context.

This challenging postgraduate course will give you the opportunity to continue your professional development while focusing upon a key aspect of the education system which you will be able to tailor to your own practice.

Taught by qualified practitioners, and with the opportunity to collaborate with peers from the sector, you will be able to create a body of new and emerging knowledge. This will inform and develop a wide range of educational sectors, such as further and higher education as well as schools. Research supported by critical enquiry and discourse will extend, develop and enhance your ability to evaluate and judge the underlying assumptions surrounding educational policy and practice.

You will graduate with the knowledge and confidence to initiate and sustain change, both in your own practice and within your professional context.

Course Information

Level of Study
Postgraduate

Mode of Study
3 years part-time
1 other options available

Department
Social Work, Education & Community Wellbeing

Location
Coach Lane Campus

City
Newcastle

Start
September 2019

Book an Open Day / Experience Education

Visit an Open Day to really get an inside view of what it's like to study Education at Northumbria. Speak to staff and students from the course and discover your funding options.

You will study current educational issues and examine key features of practices in educational systems, with particular reference to major current policy initiatives, and will be encouraged to become an independent learner, critically reflecting on your own experience and applying what you have learnt to your own organisation.

Through lectures, seminars, and group discussion you will develop a critical understanding of the inter-relationships between research, policy and practice and their applications to different settings and will use work-based learning to tailor the course to suit your own specialist area of practice.

You will be assessed by assignments, presentations, portfolios and reports, which will show evidence of achieving the learning outcomes.

Book an Open Day / Experience Education

Visit an Open Day to really get an inside view of what it's like to study Education at Northumbria. Speak to staff and students from the course and discover your funding options.

Our staff are passionate about their subject and are practiced in the design and implementation of CPD programmes both in the UK and abroad. As well as this, our Education courses have been continually rated as ‘outstanding’ in Ofsted inspections.

You will be taught by qualified practitioners and lecturers who can reflect on their own practice-based knowledge and understanding of the sector. You will work closely with your course leader and guidance tutor on your dissertation project and can draw on their knowledge and expertise. The education team are dedicated to developing their own learning and are often published in education journals.

Staff Profiles / Education MA

Book an Open Day / Experience Education

Visit an Open Day to really get an inside view of what it's like to study Education at Northumbria. Speak to staff and students from the course and discover your funding options.

From our base at Coach Lane Campus you will benefit from modern teaching facilities and from being immersed in an environment dedicated to the study of education. This gives you the opportunity to reflect on your learning and discuss your findings with your peers, many of whom are from similar work backgrounds and working towards the same career goals.

Technology enhanced learning will enable you to share learning materials and give you the means to discuss and develop ideas with members of your teaching group whilst online. Our lecture capture software will enable you to revisit lectures in your own time, giving you more flexibility in your learning.

International students will be able to access English language support sessions from experts in our English Language Centre.

Book an Open Day / Experience Education

Visit an Open Day to really get an inside view of what it's like to study Education at Northumbria. Speak to staff and students from the course and discover your funding options.

Research-rich learning is embedded into every aspect of the MA in Education. The course is designed to encourage continued critical and independent enquiry.

You will develop skills in collaborative working, discipline-specific creativity and project management. You will examine key education theories and concepts and develop your understanding of these through critical discussion with peers, colleagues and teaching staff.

Throughout the course, you will be encouraged to examine, compare and contrast different world views. Your new knowledge will be cemented through the investigation and production of a dissertation focusing on an area of specific interest to your practice.

Research / Current Departmental Research Themes

Book an Open Day / Experience Education

Visit an Open Day to really get an inside view of what it's like to study Education at Northumbria. Speak to staff and students from the course and discover your funding options.

This course will enable you to become a skilled and reflexive practitioner, able to apply what you have learnt to your own organisation.

By examining and evaluating your practice in relation to a wide variety of theoretical concepts and ideas, you will be able to critically reflect on many work-related issues and be able to devise and implement workable solutions.

The course places great emphasis on employability and you will develop the key skills respected by employers, such as independent learning, communication, collaborative working, problem-solving and enhance your project management abilities.

You will be equipped with the ability to challenge your personal and professional development, applying planning tools and career advice through the UseMYAbility website.

Book an Open Day / Experience Education

Visit an Open Day to really get an inside view of what it's like to study Education at Northumbria. Speak to staff and students from the course and discover your funding options.

The students on this course are all existing education and training practitioners working in further or higher education and training organisations.

The MA provides the further qualification needed to support you in your career development as a leader or manager within your organisation, with many graduates moving up into enhanced roles thanks to the new opportunities this postgraduate qualification provides.

Designed to appeal to a wide range of professionals in education, you will leave the course confident in your knowledge and abilities, empowered to make change in your own organisation and ready to take the next step in your career.

Book an Open Day / Experience Education

Visit an Open Day to really get an inside view of what it's like to study Education at Northumbria. Speak to staff and students from the course and discover your funding options.

Entry Requirements 2019/20

Standard Entry

Applicants should normally have:

A minimum of a 2:2 honours degree or an equivalent qualification such as a Certificate in Education (Cert Ed).
Other professional qualifications and relevant professional experience will also be considered.

International qualifications
 
If you have studied a non UK qualification, you can see how your qualifications compare to the standard entry criteria, by selecting the country that you received the qualification in, from our country pages. Visit www.northumbria.ac.uk/yourcountry 
 
English Language requirements
 
International applicants are required to have a minimum overall IELTS (Academic) score of 6.5 with 6 in each component (or approved equivalent*).
 
*The university accepts a large number of UK and International Qualifications in place of IELTS.  You can find details of acceptable tests and the required grades you will need in our English Language section. Visit www.northumbria.ac.uk/englishqualifications

Fees and Funding 2019/20 Entry

Full UK Fee: £6,990

Full EU Fee: £6,990

Full International Fee: £15,000

ADDITIONAL COSTS

There are no Additional Costs

FUNDING INFORMATION

Click here for UK and EU Masters funding and scholarships information.

Click here for International Masters funding and scholarships information.

Click here for UK/EU Masters tuition fee information.

Click here for International Masters tuition fee information.

Click here for additional costs which may be involved while studying.

Click here for information on fee liability.

 

 

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* By submitting your information you are consenting to your data being processed by Northumbria University (as Data Controller) and Campus Management Corp. (acting as Data Processor). To see the University's privacy policy please click here

Modules Overview

Modules

Module information is indicative and is reviewed annually therefore may be subject to change. Applicants will be informed if there are any changes.

TE7033 -

Teaching Pupils with SpLD Dyslexia: Theory into Practice (Optional, 30 Credits)

This module will enable you to design, deliver and evaluate individualised teaching programmes to meet the specific needs of pupils with dyslexia that you assessed in the first module.

More information

TE7034 -

The Theory and Practice of Identification and Assessment (Optional, 30 Credits)

In this module you will develop learn about:
• the main causal theories of dyslexia
• how to identify and assess individual pupils with SpLD (dyslexia) using a variety of formal and informal assessment techniques e.g. observation, standardised tests, criterion referenced tests
• how to write reports for other professionals

More information

TE7040 -

Inclusive Practice/SEN - School Practitioner Perspective (Optional, 30 Credits)

This module gives you the opportunity to explore issues, understandings and knowledge of Inclusive practice in the school setting to include that of children with special educational needs. You will partake in critical discourse with regard to pertinent issues of the inclusive practice /SEN agenda.

Curricula and continuum of provision:
- Legislation and its impact;
- Notions of Education (Pedagogy) )or children with special educational needs;
-The potential of new technologies to support communication, teaching and learning for children with SEN and disability
- Notions of SEN/models of disability
-Professional Frameworks
- Key principles of inclusion, families, inter-professional working, collaboration, self-advocacy;
Appraisal of Recent Research
-Implications for Classroom/School Practice
- Key features of teaching and learning;
- A variety of approaches to delivery
–Developing an emerging philosophy

More information

TE7041 -

Educational Leadership and Management (Optional, 30 Credits)

This module considers what constitutes effective management and leadership within the national and cultural context of the UK educational system with reference to the cultural contexts of other educational systems. Students will explore theories and models of educational management and leadership and will apply these to critiques of examples of educational practice re management and leadership drawn from their own experiences and from current research.

More information

TE7042 -

Leading Learning (Optional, 30 Credits)

This module will provide you with an opportunity to analyse in depth what is meant by the concept of leading learning. This includes reflection on your role as a leader who creates a vision and climate in the school/ college/other educational establishment or setting, in which there is a strong focus on learning. It will involve you exploring new ideas about teaching, the curriculum and continuing staff development, together with a commitment to monitoring, evaluation and review of practice.

The module will provide you with a framework to examine your role as an educational leader and the influence and impact you have on institutional culture and climate. There will also be an opportunity to examine in detail how effectively you and other educational leaders engage the learning community in a rigorous process of monitoring, evaluation and review, linked to internal and external evaluation procedures. The module will also enable you to examine ways in which the role of parents and other stakeholders contributes to effective outcomes for learners, as well as enabling you to develop their personal knowledge, understanding and skills in these key areas of leadership.

More information

TE7043 -

Teaching and Learning (Optional, 30 Credits)

This module is intended to give students who are either professionals working within education or those who are intending to work in education an opportunity to develop their knowledge of both pedagogy and andragogy. The module will take the learner on a journey through the ideology that shapes the way in which education is both defined and organised and the theoretical dissonance between theories of learning and formal education. The focus is broad as you are encouraged to consider all aspects of teaching and learning in the statutory, further/higher and lifelong learning sectors.

More information

TE7044 -

Curriculum Development (Optional, 30 Credits)

In this module you will have the opportunity to analyse, in–depth, what is meant by the concept of curriculum development. This includes reflection on the curriculum leader’s role in creating a vision and climate in the school or other educational establishment, on which there is a strong focus on learning, where new ideas about teaching, the curriculum and continuing staff development are taken seriously, together with a commitment to monitoring, evaluation and review of practice.

The module will also provide you with a framework for examining the influence and impact on institutional culture and climate on curriculum development. You will have the opportunity for detailed consideration and examination of how an effective curriculum engages the learning community in a rigorous process of monitoring, evaluation and review, linked to internal and external procedures. You will also explore and examine ways in which the role of parents and other stakeholders contribute to effective curriculum development.

More information

TE7045 -

Coordinating Specialist Support (Optional, 30 Credits)

The syllabus is designed to provide you with an overview of the role of the SENCo and related teaching and learning and school leadership theory. Particular attention is paid to exploring the key characteristics, needs and strategies that might be used to support children who present with a range of common physical, sensory, social and learning difficulties.

This module will explore the following topics

• The role of the SENCo as a leader in different contexts
• The responsibilities of the SENCo within the statutory and regulatory context for SEN and disability equality
• The use of practitioner research, theories and practical issues in curriculum planning for a diverse group of learners.
• Co-ordinating a team and including all stakeholders
• An overview of the key characteristics of common impairments that children who are identified as having Special/additional learning needs might present with.

More information

TE7046 -

Understanding Autism (Optional, 30 Credits)

This module aims to engage students in a critical appreciation of the complexities of autism. Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder, one of a number of early onset, overlapping lifelong disorders often with some degree of accompanying general or specific cognitive impairment.. It can have a major impact on how people learn, interact and behave There is a genetic component, as well as environmental influences.
You will analyse professional or familial practice including your own and will evaluate the effect of differing perceptions, particularly the perceptions of people with a label of autism. You will learn that autistic people (term preferred by people on the spectrum) continue to grow and develop throughout life, and education in its broadest sense is the key to helping children and adults aim for a rich and rewarding life. You will learn about and evaluate concepts used to diagnose autism spectrum disorders and their impact, including how this has changed over time. You will develop an understanding of the psychological and cognitive theories of the causes of autism, including educational, social and medical factors and their impact. You will critically explore the impact of autism on the individual and her/his family and learning environment. In the teaching group you will articulate and evaluate the application of your learning and new understanding to the context in which you work or interact with autistic people.
You will be able to disseminate your knowledge gained through enquiry to an academic and professional audience

More information

TE7047 -

Autism: Social Behaviour and Promoting Learning (Optional, 30 Credits)

This module aims to promote learning and apply theory and best practices in behaviour self-management with individuals with autism. The module will help you to explore approaches to changing and developing new behaviour and the barriers to such implementation. In addition it will enable you to identify and promote more independent and competent behaviour and address appropriate forms of practice towards individuals with autism. You will be encouraged to find ways to support people with autism to manage their behaviour increase their social repertoires and decrease behaviours which prevent them from maximising learning and achieving full participation in society. You will examine critically the reasons for behaviours which challenge those working with individuals with autism. You will analyse the relationships which exist between communication and behaviour including social-emotional issues. You will develop an increased understanding of sensory issues and the relationship with behaviour and learning.

CONCEPTS: what is behaviour for, barriers to learning, structuring the environment, ASD as a behavioural diagnosis, social inclusion and the impact of autism spectrum disorders?
THEORY: analysis of behaviour,
PRACTICAL APPLICATION: functional analysis, early warning signs, triggers, antecedent conditions, self-regulation and consequences observation, audit, crisis management, sexuality, recognition and development of effective provision for people with ASD.
STUDY SKILLS: formulating ideas, collating and presenting information
ACTION PLAN: formulation and presentation of an action plan, including aims, goals strategies for change and procedures for evaluation.

More information

TE7048 -

Autism - Analysing Issues in Teaching & Learning (Optional, 30 Credits)

You will take part in a critical exploration of the issues involved in ensuring effective teaching and learning for children and adults on the autism spectrum. It will involve examining pertinent issues around teaching and learning, environments, assessment, curricula and collaborative practice. You will be encouraged to participate in the process of reflective practice, analysis of learning and social constructions of learning;
• assessment and planning;
• communication and the impact on teaching and learning – PECS, Social Stories etc.
• analysis of the variety of approaches to teaching across the spectrum
• specialist curricula
• psychological mechanisms implicated in cognition autism –e.g. the self, sensory sensitivity, binary thinking, short term auditory memory, visuo-motor skills etc.
• Government guidelines and policy

You will consider the value of the different approaches in relation to the organisation in which you work, whether specialist or mainstream, though there will be consideration of issues in other contexts and in adulthood. These approaches will be compared and evaluated critically in terms of their theoretical underpinnings, ethical issues, practicality and effectiveness across a range of settings. This may encompass an overview of national and international provision including pre-school initiatives, adult learning and parental involvement. You will be expected to study in detail one specialist approach to teaching/learning and present your findings to the group to enable you to disseminate your knowledge gained through enquiry to an academic and professional audience.

More information

TE7050 -

Negotiated Study (Optional, 30 Credits)

In this module you will have the opportunity to articulate and negotiate a Master’s level enquiry. You will learn how to interrogate electronic databases efficiently and effectively. The module will also provide you will have the opportunity to systematically conduct the study and analyse qualitative data thematically and disseminate findings to an academic audiences.

More information

TE7051 -

Independent Study in School Leadership (Optional, 30 Credits)

In this module you will have the opportunity to analyse, in–depth an aspect of leadership in your context. This includes reflection on the leader’s role in relation to a particular area of leadership. You will conduct a small-scale development project on leadership.

The module will also provide you with a framework for examining and analysing secondary data. You will have the opportunity for detailed consideration and examination how effective leadership can identify and implement change. You will also explore and reflect on your own developing leadership skills.

More information

TE7052 -

Mentoring and Coaching in Education and Training Settings (Optional, 30 Credits)

In this module you will have the opportunity to analyse and critically explore what is meant by the concept of mentoring and coaching in and education and training setting.

You will be required to develop a critical theory –practice interface in your own role as a mentor/coach and to explore key features of that role in promoting and enabling learning.

The module will also provide you with the opportunity to critically reflect on your own practice as a mentor/coach and develop your mentorship skills and knowledge, based upon sound evidenced based practice. You will also be expected to critically appraise relevant theory, literature and policy which will enable you to critically evaluate your own skills an knowledge and to subsequently act upon findings to advance knowledge, understanding and skills to a higher level.

More information

TE7033 -

Teaching Pupils with SpLD Dyslexia: Theory into Practice (Optional, 30 Credits)

This module will enable you to design, deliver and evaluate individualised teaching programmes to meet the specific needs of pupils with dyslexia that you assessed in the first module.

More information

TE7034 -

The Theory and Practice of Identification and Assessment (Optional, 30 Credits)

In this module you will develop learn about:
• the main causal theories of dyslexia
• how to identify and assess individual pupils with SpLD (dyslexia) using a variety of formal and informal assessment techniques e.g. observation, standardised tests, criterion referenced tests
• how to write reports for other professionals

More information

TE7038 -

Research Methods in Education and Training (Optional, 30 Credits)

This module provides the underpinning skills and knowledge necessary to undertake independent research in education and training at Level 7. It will give you the opportunity to develop practical and theoretical skills in the use and understanding of different research paradigms, methodological approaches and their associated research methods. You will also develop an in-depth understanding of related issues, including but not restricted to, ethical concerns, data management and analysis, the use conceptual frameworks and how to engage critically with the literature. The module has a strong focus on practice, and you will be encouraged to take this as your starting point, to question and problematize professional concerns, and to develop those as research problems and questions.

This will provide you with a framework to critique and question research, policy and practice and their impact on Education and Training. Drawing on this, you will be able to develop a research proposal which addresses a professional concern, drawing on contemporary and relevant research literature in order to analyse and justify your methodological approach. You will also be supported to explore subject based literature in order to support your identification and exploration of a research problem.

More information

TE7040 -

Inclusive Practice/SEN - School Practitioner Perspective (Optional, 30 Credits)

This module gives you the opportunity to explore issues, understandings and knowledge of Inclusive practice in the school setting to include that of children with special educational needs. You will partake in critical discourse with regard to pertinent issues of the inclusive practice /SEN agenda.

Curricula and continuum of provision:
- Legislation and its impact;
- Notions of Education (Pedagogy) )or children with special educational needs;
-The potential of new technologies to support communication, teaching and learning for children with SEN and disability
- Notions of SEN/models of disability
-Professional Frameworks
- Key principles of inclusion, families, inter-professional working, collaboration, self-advocacy;
Appraisal of Recent Research
-Implications for Classroom/School Practice
- Key features of teaching and learning;
- A variety of approaches to delivery
–Developing an emerging philosophy

More information

TE7041 -

Educational Leadership and Management (Optional, 30 Credits)

This module considers what constitutes effective management and leadership within the national and cultural context of the UK educational system with reference to the cultural contexts of other educational systems. Students will explore theories and models of educational management and leadership and will apply these to critiques of examples of educational practice re management and leadership drawn from their own experiences and from current research.

More information

TE7042 -

Leading Learning (Optional, 30 Credits)

This module will provide you with an opportunity to analyse in depth what is meant by the concept of leading learning. This includes reflection on your role as a leader who creates a vision and climate in the school/ college/other educational establishment or setting, in which there is a strong focus on learning. It will involve you exploring new ideas about teaching, the curriculum and continuing staff development, together with a commitment to monitoring, evaluation and review of practice.

The module will provide you with a framework to examine your role as an educational leader and the influence and impact you have on institutional culture and climate. There will also be an opportunity to examine in detail how effectively you and other educational leaders engage the learning community in a rigorous process of monitoring, evaluation and review, linked to internal and external evaluation procedures. The module will also enable you to examine ways in which the role of parents and other stakeholders contributes to effective outcomes for learners, as well as enabling you to develop their personal knowledge, understanding and skills in these key areas of leadership.

More information

TE7043 -

Teaching and Learning (Optional, 30 Credits)

This module is intended to give students who are either professionals working within education or those who are intending to work in education an opportunity to develop their knowledge of both pedagogy and andragogy. The module will take the learner on a journey through the ideology that shapes the way in which education is both defined and organised and the theoretical dissonance between theories of learning and formal education. The focus is broad as you are encouraged to consider all aspects of teaching and learning in the statutory, further/higher and lifelong learning sectors.

More information

TE7044 -

Curriculum Development (Optional, 30 Credits)

In this module you will have the opportunity to analyse, in–depth, what is meant by the concept of curriculum development. This includes reflection on the curriculum leader’s role in creating a vision and climate in the school or other educational establishment, on which there is a strong focus on learning, where new ideas about teaching, the curriculum and continuing staff development are taken seriously, together with a commitment to monitoring, evaluation and review of practice.

The module will also provide you with a framework for examining the influence and impact on institutional culture and climate on curriculum development. You will have the opportunity for detailed consideration and examination of how an effective curriculum engages the learning community in a rigorous process of monitoring, evaluation and review, linked to internal and external procedures. You will also explore and examine ways in which the role of parents and other stakeholders contribute to effective curriculum development.

More information

TE7045 -

Coordinating Specialist Support (Optional, 30 Credits)

The syllabus is designed to provide you with an overview of the role of the SENCo and related teaching and learning and school leadership theory. Particular attention is paid to exploring the key characteristics, needs and strategies that might be used to support children who present with a range of common physical, sensory, social and learning difficulties.

This module will explore the following topics

• The role of the SENCo as a leader in different contexts
• The responsibilities of the SENCo within the statutory and regulatory context for SEN and disability equality
• The use of practitioner research, theories and practical issues in curriculum planning for a diverse group of learners.
• Co-ordinating a team and including all stakeholders
• An overview of the key characteristics of common impairments that children who are identified as having Special/additional learning needs might present with.

More information

TE7046 -

Understanding Autism (Optional, 30 Credits)

This module aims to engage students in a critical appreciation of the complexities of autism. Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder, one of a number of early onset, overlapping lifelong disorders often with some degree of accompanying general or specific cognitive impairment.. It can have a major impact on how people learn, interact and behave There is a genetic component, as well as environmental influences.
You will analyse professional or familial practice including your own and will evaluate the effect of differing perceptions, particularly the perceptions of people with a label of autism. You will learn that autistic people (term preferred by people on the spectrum) continue to grow and develop throughout life, and education in its broadest sense is the key to helping children and adults aim for a rich and rewarding life. You will learn about and evaluate concepts used to diagnose autism spectrum disorders and their impact, including how this has changed over time. You will develop an understanding of the psychological and cognitive theories of the causes of autism, including educational, social and medical factors and their impact. You will critically explore the impact of autism on the individual and her/his family and learning environment. In the teaching group you will articulate and evaluate the application of your learning and new understanding to the context in which you work or interact with autistic people.
You will be able to disseminate your knowledge gained through enquiry to an academic and professional audience

More information

TE7047 -

Autism: Social Behaviour and Promoting Learning (Optional, 30 Credits)

This module aims to promote learning and apply theory and best practices in behaviour self-management with individuals with autism. The module will help you to explore approaches to changing and developing new behaviour and the barriers to such implementation. In addition it will enable you to identify and promote more independent and competent behaviour and address appropriate forms of practice towards individuals with autism. You will be encouraged to find ways to support people with autism to manage their behaviour increase their social repertoires and decrease behaviours which prevent them from maximising learning and achieving full participation in society. You will examine critically the reasons for behaviours which challenge those working with individuals with autism. You will analyse the relationships which exist between communication and behaviour including social-emotional issues. You will develop an increased understanding of sensory issues and the relationship with behaviour and learning.

CONCEPTS: what is behaviour for, barriers to learning, structuring the environment, ASD as a behavioural diagnosis, social inclusion and the impact of autism spectrum disorders?
THEORY: analysis of behaviour,
PRACTICAL APPLICATION: functional analysis, early warning signs, triggers, antecedent conditions, self-regulation and consequences observation, audit, crisis management, sexuality, recognition and development of effective provision for people with ASD.
STUDY SKILLS: formulating ideas, collating and presenting information
ACTION PLAN: formulation and presentation of an action plan, including aims, goals strategies for change and procedures for evaluation.

More information

TE7048 -

Autism - Analysing Issues in Teaching & Learning (Optional, 30 Credits)

You will take part in a critical exploration of the issues involved in ensuring effective teaching and learning for children and adults on the autism spectrum. It will involve examining pertinent issues around teaching and learning, environments, assessment, curricula and collaborative practice. You will be encouraged to participate in the process of reflective practice, analysis of learning and social constructions of learning;
• assessment and planning;
• communication and the impact on teaching and learning – PECS, Social Stories etc.
• analysis of the variety of approaches to teaching across the spectrum
• specialist curricula
• psychological mechanisms implicated in cognition autism –e.g. the self, sensory sensitivity, binary thinking, short term auditory memory, visuo-motor skills etc.
• Government guidelines and policy

You will consider the value of the different approaches in relation to the organisation in which you work, whether specialist or mainstream, though there will be consideration of issues in other contexts and in adulthood. These approaches will be compared and evaluated critically in terms of their theoretical underpinnings, ethical issues, practicality and effectiveness across a range of settings. This may encompass an overview of national and international provision including pre-school initiatives, adult learning and parental involvement. You will be expected to study in detail one specialist approach to teaching/learning and present your findings to the group to enable you to disseminate your knowledge gained through enquiry to an academic and professional audience.

More information

TE7050 -

Negotiated Study (Optional, 30 Credits)

In this module you will have the opportunity to articulate and negotiate a Master’s level enquiry. You will learn how to interrogate electronic databases efficiently and effectively. The module will also provide you will have the opportunity to systematically conduct the study and analyse qualitative data thematically and disseminate findings to an academic audiences.

More information

TE7051 -

Independent Study in School Leadership (Optional, 30 Credits)

In this module you will have the opportunity to analyse, in–depth an aspect of leadership in your context. This includes reflection on the leader’s role in relation to a particular area of leadership. You will conduct a small-scale development project on leadership.

The module will also provide you with a framework for examining and analysing secondary data. You will have the opportunity for detailed consideration and examination how effective leadership can identify and implement change. You will also explore and reflect on your own developing leadership skills.

More information

TE7052 -

Mentoring and Coaching in Education and Training Settings (Optional, 30 Credits)

In this module you will have the opportunity to analyse and critically explore what is meant by the concept of mentoring and coaching in and education and training setting.

You will be required to develop a critical theory –practice interface in your own role as a mentor/coach and to explore key features of that role in promoting and enabling learning.

The module will also provide you with the opportunity to critically reflect on your own practice as a mentor/coach and develop your mentorship skills and knowledge, based upon sound evidenced based practice. You will also be expected to critically appraise relevant theory, literature and policy which will enable you to critically evaluate your own skills an knowledge and to subsequently act upon findings to advance knowledge, understanding and skills to a higher level.

More information

WB0715 -

Preparation for Project Management (Optional, 30 Credits)

This module is designed to develop a comprehensive understanding of a range of ideas, concepts and theories that will help you to become engaged in a well informed and meaningful work-based enquiry and project management. Through a combination of seminar and inter-session activities the module will help you to develop a critical awareness of a range of appropriate approaches to project planning, implementation and evaluation appropriate to your own organisational and professional context.

More information

PP0724 -

The Empirical Project (Optional, 60 Credits)

You will be encouraged to critically explore a range of approaches to research however emphaisis will be placed on your understanding of the world view, design and meaning system that will drive your own research study. It is assumed that prior to the undertaking of this dissertation module you will have undertaken study that prepares you for engagement with a Masters dissertation process and that you will have constructed a robust research proposal that has gained or is in the process of gaining ethical approval from both the University and (if applicable) your employing organisation. In the module you will revisit and deepen your understandings of a range of key topic areas linked to the empirical research process, this will include discussion of world views and research paradigms, the research question, aim or hypothesis, research design, working with literature and theory, developing ethical codes, constructing the research sample, collecting robust research evidence, ensuring quality assurance within your research work, analysing both qualitative and quantitative evidence and writing and disseminating the research dissertation work. You will be invited to attend a series of research seminars during the module and you will have access to a named Higher Education supervisor for one to one tutorial work. Both the seminars and tutorials will encourage you to apply the key areas of learning within this module to your own professional context and field of expertise. This will enable you to critically examine how the empirical research process will work best for your research goals and design.

More information

TE7039 -

Systematic Appraisal in Education and Training (Optional, 60 Credits)

In this module you will focus on the role of the practitioner as a research user. You will have the opportunity to make effective and systematic use of published research to inform education practice and/or policy. Through the process of the systematic appraisal, you will develop enhanced critical appraisal skills. The systematic appraisal project will address research questions which arise from your specific practice/field of expertise. These questions may address:
• Effectiveness of single/definable interventions in order to state and recommend best practice/provide evidence based guidelines for practice.
• Evaluation of appropriateness/acceptability/process/outcomes of educational provision in order to improve/develop/inform practice.
• The service user experience of education services.
• Relationships between practitioners and service users.
• Theoretical and ideological issues of relevance to education practice and/or policy.
Published work to be included in the appraisal may be either entirely quantitative, entirely qualitative or mixed method. The philosophical perspective of both the research question and the appraisal methodology must be examined.
The focus of this module is a small scale systematic review which students undertake with the support of an experienced academic research supervisor. Peer support is also encouraged through student led seminars.

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WB0716 -

Work Based Dissertation (Optional, 60 Credits)

This module is designed to promote your personal development and a range of inter-personal, intellectual and practical (functional) skills based on and demonstrated through an individually negotiated real-time work-based dissertation that will be of benefit to your employing organisation. It seeks to raise your awareness of the workplace as a learning environment, extend your capability and enhance your individual effectiveness, employability and business competitiveness. It will focus on organisational-based issues and seek to develop your skills in the diagnosis of problems, research and analysis. You will develop strategies to address problems and techniques of presentation. You will demonstrate that appropriate ethical, commercial, confidentiality and data protection issues are taken into consideration. You will be expected to reflect on the learning derived from carrying out the dissertation.

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Study Options

The following alternative study options are available for this course:

Any Questions?

Our admissions team will be happy to help. They can be contacted on 0191 406 0901.

Applicants Contact Details:

bc.applicantservices@northumbria.ac.uk

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We continuously review and improve course content in consultation with our students and employers. To make sure we can inform you of any changes to your course register for updates on the course page.

Your Learning Experience find out about our distinctive approach at 
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Fees and Funding - northumbria.ac.uk/fees
Admissions Policy - northumbria.ac.uk/adpolicy

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