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The Practitioner Enquiry MEd offers teachers, school leaders and other educators the means to engage in enquiry and research related to their own practices and contexts. Read more
The Practitioner Enquiry MEd offers teachers, school leaders and other educators the means to engage in enquiry and research related to their own practices and contexts. Practitioner enquiry is associated with school improvement, teachers' professional development and educational innovation.

There is a general pathway and a leadership pathway – the latter requires you to focus on modules and a dissertation related to educational leadership and management.

Course participants come from across educational phases (early years to HE) and between educational sectors (schools, museums, colleges and universities, and educational consultancies). This diversity helps to create a dynamic and supportive learning environment in which you learn considerably from each other as well as from the course leaders.

The courses encourage you to take a practical and informed approach to the 'plan, do, review' cycle, and helps you to become more critically reflective to develop approaches rooted in evidence.

You will complete taught modules, to suit your interests and complement your career progression. There are also specific modules designed to support early career and leadership progression. In each module, appropriate professional learning is based on exploring the links between practice, theory and research.

Modules can be taken in any combination and order, allowing you to create a tailor-made course to suit your professional needs and interests.

The modules develop innovative approaches to meeting the demands of your work, whether just starting out in your career or taking significant responsibilities for educational excellence and actively supporting other professionals.

The knowledge and skills you develop through taught material will be consolidated and extended through completion of a dissertation.

Course tutors are active researchers and all teach and supervise across a range of courses. This provides them with a wide knowledge base and a genuine concern for the challenges of educational contexts, both in the UK and abroad.

The close relationship between the teaching and contemporary research activities based at Newcastle University has been identified as evidence of exemplary practice.

The MEd in Practitioner Enquiry is led by Rachel Lofthouse, and the Leadership pathway by Rene Kolgbauer.

The course draws on the expertise developed in the North Leadership Centre and the Research Centre for Learning and Teaching which are based in the School of Education, Communication and Language Sciences.

Delivery

Most students complete these part time courses over three years, although some enter with PGCE (or other) Masters level credits and can complete more quickly. It is recommended that you complete 60 credits per year.

Modules are selected according to your professional development interests. They are taught in a number of ways to accommodate part-time study. For example some are taught on Saturdays, some during half-term holidays, and some are scheduled for afternoons and evenings.

Teaching is fairly intense, and the learning from the modules extends into practical and reflective engagement with the workplace.

Assessed work requires you to use both reflective and enquiry-based techniques in your own professional context to construct a portfolio.

The final year is the dissertation, which is supported by supervision. It provides an opportunity for you to conduct bespoke research related to your professional and academic interests.

Placements

You are expected to work or volunteer in a professional educational setting. This provides the context for much of your practitioner enquiry.

Pathway

There is a general pathway and a leadership pathway – the latter requires you to focus on modules and a dissertation related to educational leadership and management.

Facilities

You are taught in the King George VI Building. You have access to the Education Resource Centre and associated borrowing rights

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The Master of Education. Critical Enquiry is a three year part-time online programme for professionals working in education settings. Read more
The Master of Education: Critical Enquiry is a three year part-time online programme for professionals working in education settings. Participants build on their skills in reflective practice to critically engage with educational theory, research, policy and complex professional issues.

The programme utilises a collaborative approach to online learning, with learning activities designed to develop teacher agency, support professional dialogue and develop critical enquiry to inform practice. Participants choose the focus of their work on each module to fit with their professional interests and responsibilities. The collaborative learning activities support participants to work together on practice and develop creative responses to professional issues.

Special Features

• Loans for tuition fees are available from the Students Award Agency for Scotland (SAAS) for eligible Scotland domiciled and EU students, and loans for living costs for eligible Scottish students.
• The course is fully online allowing you to fit your studies around your personal and professional commitments
• You will have the opportunity to develop your professional skills
• Specifically you will use theory to reflect on practice; critically reflect and engage with a range of professional issues and develop your collaborative skills and work as an effective member of a team
• You will carry out educational enquiries and research in your workplace
• There is an induction day in June when you will meet fellow students and hear the outcome of education enquiries from students already on the course

Modules

PgCert

Introduction to Critical Enquiry; Policy and Practice; Collaborative Enquiry

PgDip

School based research approaches; Critical reflection and enquiry; Teacher Agency and professional practice

MEd

To achieve the award of MEd you must submit a proposal for and complete an educational enquiry project.

Locations

Inverness College UHI, 1 Inverness Campus, Inverness, IV2 5NA
Lews Castle College UHI, Stornoway, Isle of Lewis, HS2 0XR
Orkney College UHI, East Road, Kirkwall, KW15 1LX

Funding

From 2017, eligible Scotland domiciled students studying full time can access loans up to 10,000 from the Student Awards Agency for Scotland (SAAS).This comprises a tuition fee loan up to £5,500 and a non-income assessed living cost loan of £4,500. EU students studying full time can apply for a tuition fee loan up to £5500.

Part-time students undertaking any taught postgraduate course over two years up to Masters level who meet the residency eligibility can apply for a for a tuition fee loan up to £2,750 per year.

See Scholarships tab below for full details

Top reasons to study at UHI

Do something different: our reputation is built on our innovative approach to learning and our distinctive research and curriculum which often reflects the unique environment and culture of our region and closely links to vocational skills required by a range of sectors.
Choice of campuses – we have campuses across the Highlands and Islands of Scotland. Each campus is different from rich cultural life of the islands; the spectacular coasts and mountains; to the bright lights of our city locations.
Small class sizes mean that you have a more personal experience of university and receive all the support you need from our expert staff
The affordable option - if you already live in the Highlands and Islands of Scotland you don't have to leave home and incur huge debts to go to university; we're right here on your doorstep

How to apply

If you want to apply for this postgraduate programme click on the ‘visit website’ button below which will take you to the relevant course page on our website, from there select the Apply tab to complete our online application.
If you still have any questions please get in touch with our information line by email using the links beow or call on 0845 272 3600.

International Students

If you would like to study in a country of outstanding natural beauty, friendly communities, and cities buzzing with social life and activities, the Highlands and Islands of Scotland should be your first choice. We have campuses across the region each one with its own special characteristics from the rich cultural life of the islands to the bright city lights of Perth and Inverness. Some courses are available in one location only, for others you will have a choice; we also have courses that can be studied online from your own home country. .http://www.uhi.ac.uk/en/studying-at-uhi/international

English Language Requirements

Our programmes are taught and examined in English. To make the most of your studies, you must be able to communicate fluently and accurately in spoken and written English and provide certified proof of your competence before starting your course. Please note that English language tests need to have been taken no more than two years prior to the start date of the course. The standard English Language criteria to study at the University of the Highlands and Islands are detailed on our English language requirements page http://www.uhi.ac.uk/en/studying-at-uhi/international/how-to-apply-to-uhi/english-language-requirements

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This programme in cultural enquiry offers the chance to research a diverse range of objects and themes from multidisciplinary perspectives. Read more
This programme in cultural enquiry offers the chance to research a diverse range of objects and themes from multidisciplinary perspectives. Working at the intersections of cultural studies, humanities and creative practice, the course asks you to consider where and how culture happens. With visits to cultural organisations, lectures from practitioners and a focus on practices of writing, curating and presentation, this MRes is ideal for students interested in taking an active role in cultural production and intellectual enquiry.

The programme is taught by academics from across the School of Arts and is designed to prepare you to undertake MPhil or PhD study in arts and humanities, including practice-led approaches to research and development of approaches to cultural production beyond academia. Helping you to broaden your research methods and interests, whilst supporting you in the development of distinctive projects, this programme aims to foster and support the practice of research and writing in order to challenge divisions between theory and practice, criticality and creativity.

The course aims to:

Encourage multidisciplinary enquiry into, and engagement with, a diverse array of research objects.
Develop your writing and other methods of cultural enquiry that will allow you to participate critically in the development of creative practice in and beyond academia.
Develop curiosity in subjects and objects inside and outside of the traditional boundaries of arts scholarship.
Foster a critical understanding of research practice and disciplinary discourses.
Engage with the current and historic landscape of cultural practice and its institutional formations.

Why study this course at Birkbeck?

Arts and humanities courses at Birkbeck are ranked third best in London and 11th in the UK in the Times Higher Education 2015-16 World University Subject Rankings.
Gain a postgraduate, multidisciplinary research degree in preparation for further independent study within cultural studies, humanities and the arts.
Explore themes and practices relevant to contemporary cultural production, curating and cultural programming.
Be part of an innovative programme of study working with creative practitioners and cultural institutions within and beyond academia.
Develop your own creative practices and skills as a writer and researcher.
Be taught by academics within their current areas of research.
Our School of Arts is among the top 5 in the UK and comprises many academics and subject areas, from English literature and history of art, to digital media, mediated geographies and practice-led research. You will have the opportunity to find out about the breadth of this research and take part in research events at our research centres in areas including film, theatre, media and creative practice, humanities, poetics, photography and digital media.
You will also have access to a programme of events in the School’s exhibition space (the Peltz Gallery) and cinema, as well as the opportunity to work with the Derek Jarman Lab. In addition to academic-led events there are a large number of activities, including a range of reading groups, organised by our thriving postgraduate research community.

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What we offer. -For each module, one day attendance at the University. 0Individual support with school-based enquiry. 0Training for a school based coach to support students on the programme. Read more
What we offer:
-For each module, one day attendance at the University
0Individual support with school-based enquiry
0Training for a school based coach to support students on the programme
0On-line and face-to-face academic tutorial support
0Full access to the University’s Learning Resource Centre and virtual learning environment

The MTL covers four core content areas:
-Teaching and learning
-Subject knowledge
-How children and young people develop
-Leadership and management

Why choose this course?

The MTL has been developed to help teachers improve their practice by applying evidence and insight to their teaching.

The programme is school-based and the focus is on the personal professional development of teachers. The MTL will help to stimulate and embed a culture of lifelong learning and peer support within schools, maximising the potential of both staff and pupils.

The programme provides high quality professional development opportunities for both participants and school-based coaches.

Teaching methods

This personalised, school-based Master's programme provides a unique opportunity for individuals and groups of teachers to enquire into their own practice whilst addressing school improvement priorities.

Structure

Year 1
Core Modules
-Assessment and Inclusion
-Teaching and Learning

Optional
-Enquiry Skills
-Leadership and Management
-Professional Practice Enquiry 1
-Professional Practice Enquiry 2

Year 2
Optional
-Assessment and Inclusion
-Enquiry Skills
-Leadership and Management
-Professional Practice Enquiry 1
-Professional Practice Enquiry 2
-Teaching and Learning

Year 3
Optional
-Assessment and Inclusion
-Enquiry Skills
-Leadership and Management
-Professional Practice Enquiry 1
-Professional Practice Enquiry 2
-Teaching and Learning

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This programme is designed for practising teachers who are either in or aspiring to leadership roles in education. The programme will cover the major elements of leadership, management and education and is designed to provide you with a critical understanding of the principles underpinning leadership and management. Read more
This programme is designed for practising teachers who are either in or aspiring to leadership roles in education. The programme will cover the major elements of leadership, management and education and is designed to provide you with a critical understanding of the principles underpinning leadership and management.

Why this programme

◾The Scottish Government’s ambitious aspiration is that teachers should have opportunities to engage in high quality professional learning to enhance the achievement of all pupils. A key element of this programme is practice-focused learning to facilitate a culture of professional enquiry where teachers collaborate with colleagues in developing innovative practice to meet the learning needs of pupils.
◾The programme provides a coherent framework for leadership development at all levels. With the introduction of Professional Update, the University of Glasgow offers a flexible programme for all teachers at different stages of their career. There is a focus on collaborative, enquiry-orientated learning, drawing on your own experiences and those of your academic colleagues to bring about improvement.

Programme structure

The programme is designed around teachers in full-time employment and follows a staged pathway towards a masters qualification.

Years 1 and 2

Teachers can choose a starting point appropriate to their experience and role:
◾Developing reflective practice for teachers in the induction year to build on their experiences in school.
◾Postgraduate Certificate in Teacher leadership and learning for early careers teachers and teachers seeking to develop their teaching and leadership skills.
◾Postgraduate Certificate in Middle leadership and management for aspiring and serving middle leaders to build skills in middle leadership.

Year 3

Optional courses selected from one of the following areas of study:
◾Inclusive education
◾Leading professional learning
◾Middle leadership and management
◾Supporting pupil learning
◾Wider perspectives within educational studies such as inclusive education.

Year 4 and 5

You will complete a dissertation in an area of professional interest alongside the research methods course. Participants will work in groups with a supervisor as they plan, conduct and review their enquiry into an area of practice.

Career prospects

This programme is designed for teachers looking to develop their understanding of teacher leadership as well as leading to the opportunity of progressing into a variety of leadership roles such as principal teacher, senior school leadership or working as part of a local authority improvement team. You will benefit from a combination of academic and practice-focused learning to develop your capability to lead teaching and learning within your school (or department/faculty), with a focus on realising the objectives of Curriculum for Excellence.

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This award provides an opportunity for practitioners and managers in a diversity of social professional settings to engage in substantial continuing professional development at Masters level, and in relation to complex and changing practice environments. Read more
This award provides an opportunity for practitioners and managers in a diversity of social professional settings to engage in substantial continuing professional development at Masters level, and in relation to complex and changing practice environments.

In a context of significant shifts in education, health and welfare services, professional enquiry is based on the idea that questions about direction and purpose ‘come with the territory’ of practice. Developing knowledge and understanding, using judgement in reflective, responsive and responsible ways, and an orientation to values of social justice, are all part of being an engaged and active(ist) professional at a time of great change and as we all, in different ways, think about how best we might proceed.

MA Professional Development and Enquiry challenges students to think deeply about their own professional contexts and settings, their place and role within this, and the possibilities for development, change, and generating practice knowledge and innovations. The award draws widely on (inter)disciplinary perspectives to think, and think forward, for practice.

We encourage applications from practitioners, professionals and leaders who might be working (or volunteering) in a diverse range of roles in education, health, social welfare/care, community, and other settings, and in the public, private, and voluntary or social enterprise sectors. We aim for an inter- and multi-professional student group on the award for the cross-fertilisation of knowledge, experience and expertise that can be brought to bear, and as it reflects complex challenges in practice and collaborative imperatives.

This award is part of the Manchester Met Faculty of Education postgraduate Professional Development Programme.

Features and benefits of the course

-Masters level continuing professional development tailored for your own context, priorities and interests, drawing on multi/interdisciplinary perspectives
-A multi-professional student group for the cross-fertilisation of ideas, collaborative approaches and working with difference
-Places enquiry and purpose at the heart of professional practice
-Flexible award structure and three starting points (October, February, June)
-Participation in a large, dynamic and forward-thinking taught postgraduate community
-Course design and delivery to fit with busy work, and other, commitments
-Possibility of accrediting prior experiential learning (APEL)

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This part-time degree is aimed at teachers and school leaders who want to explore the potential of evidence-based practice in the classroom. Read more
This part-time degree is aimed at teachers and school leaders who want to explore the potential of evidence-based practice in the classroom.

You’ll develop in-depth knowledge of teaching and learning alongside advanced skills in professional enquiry, improving your research skills and learning to analyse the evidence you gather. We believe that better understanding of school-based research not only supports professionals, but allows them to make their own practice more effective and contribute to school improvement.

Through a series of Saturday schools and time spent on research of your own, you’ll study core modules exploring how evidence-based practice can help you to develop teaching and learning. You’ll also complete a research project of your own.

Taught by experts and experienced practitioners, this programme will equip you with the skills to become an effective practitioner-researcher, as well as broadening your skills and enhancing your prospects of promotion.

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The Doctor of Education degree is aimed at experienced educational professionals and sets out to place you at the leading edge of your professional field in terms of knowledge, awareness and understanding. Read more

Overview

The Doctor of Education degree is aimed at experienced educational professionals and sets out to place you at the leading edge of your professional field in terms of knowledge, awareness and understanding.

The professional doctorate is for those who are eager to make substantial and original contributions to the development of educational knowledge in a broad range of settings.

The degree meets the need for the highest levels of professional development and training of both educators and those concerned with educational policy and administration. The prime focus is on the interplay between the multi-dimensional practices of education and scholarship.

The degree is designed to engage current practitioners with knowledge, awareness and understanding of the philosophical, organisational, political, social, managerial, interpersonal, and technical dimensions of schools and other educational institutions.

Exploration of the nexus between theory and practice begins with a series of taught units that will develop you capability to perceive critical issues facing educators and policymakers today through the lens of contemporary and historical research and philosophy. This broad foundation will enable you to hone your specific interests towards the conduct of supervised research that will make an original contribution to your field.

Programme features

- a high-level academic study of a range of educational and professional issues
- four tutored units and a supervised research component
- will enable you to make a contribution to knowledge through unit assignments, and through your research enquiry
- focus on the interplay and relationship between professional practice and scholarship.

Programme structure

You will complete four taught units (two are optional) before moving onto the Research Enquiry.
Core units

- Educational Research: philosophy and practice
- Educational Policy: theory and practice

Optional units

- Curriculum philosophy and practice
- Educational management, leadership and administration
- International education: philosophy and practice
- Language, culture and education
- Philosophy of education
- Pilot research enquiry *
- Reading paper *

* If your background and experience is appropriate, one of your units can be a reading paper or a pilot research enquiry.

Learning and teaching

Each unit is led by a specialist tutor and comprises:

- Tutored time - 40 hours involving you in lectures, group work and individual or paired tasks.
- Independent study - 80 hours in which you will research issues raised in tutored time and plan, research and write the Unit Assignment.

Studying by means of directed learning is currently possible for some units. In the Research Enquiry phase, a supervisor and co-supervisor will be responsible for giving you advice and support, and monitoring your progress.

Intensive teaching weeks

On-campus units are offered at specific times of the year according to a programme published in advance.

The Summer School normally runs for three weeks from the beginning of July, one or two units are also usually offered in January (applications for both must be made via Summer School process).

One core and one optional unit are typically offered via distance learning in either the spring or autumn term.

Methods of assessment

Units will normally be assessed through one assignment of 8,000 words.

Your Research Enquiry will be assessed through a viva voce examination at the University by a member of staff (not your supervisor) and by an external examiner especially appointed to your thesis. The Research Enquiry must provide evidence of originality of mind and critical judgement about your chosen aspect of education, and must contain material which is worthy of publication.

Entry requirements

Academic requirements

- First or 2:1 Honours degree (or equivalent) in an appropriate subject, from a recognised university.
- Advanced qualification (MEd, MA or MPhil) in education or a related field. Alternatively, the completion of two Masters level education-focused units at the University of Bath will be considered.

Professional requirements

- Appropriate professional experience in the practice of education or a related field.

English Language requirements
(Certificates must be dated to within two years of the start of the programme of study.)

- IELTS 7.0 (with not less than 6.5 in each of the four components)
- TOEFL 600 (paper-based test) or 250 (computer-based test) with a score of not less than 4 in TWE or 100 (internet-based test) with not less than 24 in each of the components.

References

- Two references are required. At least one of these should be an academic reference.

Financial information

Please see the programme page for full programme fees.

Funding

http://www.bath.ac.uk/hss/graduate-school/taught-programmes/funding

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The increased understanding and use of textiles as both a decorative and technical material has led to a rapid expansion of the industry into areas such as architecture and engineering. Read more
The increased understanding and use of textiles as both a decorative and technical material has led to a rapid expansion of the industry into areas such as architecture and engineering.

This merging of textiles technology and aesthetics is complex and requires designers who are able to converse with engineers and scientists, handling technical information as well as expressing conceptual design ideas.

Through established links with the DR-i (Design Research Initiative) and Brighton's School of Pharmacy and Biomolecular Sciences, this MA is designed to stimulate such diversity in textile design thinking. We are seeking talented students who are keen to push the boundaries and perception of what we understand textiles to be.

This course is suitable both for recent graduates interested in furthering their skills or exploring new areas and markets, and for experienced designers who want to challenge their practice in a creative environment.

Due to the open and explorative nature of the course, students from non-textiles backgrounds such as 3D craft design, fine art, materials development, engineering and science are welcome to bring a fresh viewpoint and build on their existing specialist knowledge.

Semester 1

The first semester is made up of three modules and serves as a foundation to your learning experience, imparting key research skills, exploration beyond your discipline and initial explorative practice-based enquiry.

• Practice-Based Enquiry (Part One)
Spanning semesters one and two, this module provides a reflective environment for rigorous explorative practice-based enquiry and the development of design concepts identified in the self-initiated project proposal submitted at interview. Increasingly informed by research and critical awareness skills developed in the supporting modules, you will explore and reflect on novel design concepts and the application of practice-based research methods. You will also be encouraged to engage with live research, industry contacts and collaborative projects.

• Research Skills and Training
Through a series of lectures and seminar groups with active researchers, you will explore the value of research within a practice-based design context. You will develop research skills and an understanding of different methodologies and how research can be used as a design tool.

• Options module
Placed in the first semester to maximise the potential areas of study, the options module takes advantage of the range of subjects and learning experiences available from across the college. This module allows you to tailor your study and learning experience to complement and inform your specific area of interest from an early stage. Learning alongside students from varied disciplines, you will be able to explore areas of personal interest from subjects including design history, sustainable design, professional practice, and historical and critical studies.

Semester 2

The second semester encourages you to explore diverse cross-disciplinary sources to inform and contextualise your research project before focusing on your final proposal.

• Practice-Based Enquiry (Part Two)
Continuing from initial explorations in Practice-Based Enquiry (Part One), you will develop an increasingly focused, reflective body of work that demonstrates applied research methodologies and an understanding of their position within a broader textiles and industry context. You will conclude the module with a final 500-word proposal to define the area of study that you will undertake in your thesis.

• Creative and Contextual Enquiry
Informed by the learning undertaken in semester one, you will critically engage with and reflect on your subject area, exploring diverse cross-disciplinary influences that inform your practice. Through the use of relevant research methods, this creative contextual enquiry will stimulate awareness and rigorous critical evaluation of cultural, technological and research debates, both within and outside of your discipline.

Semester 3

In the third semester, you will fully integrate your previous learning into the realisation of your thesis.

• Practice-Based Textile Design Thesis
During this self-directed module, you will put into practice the skills acquired throughout the programme of study, working towards the realisation of the final proposal submitted at the end of semester two. You are expected to rigorously explore and fully resolve a body of practice-based textile design inquiry, which should be positioned at the forefront of your academic or professional discipline and advance design thinking within your stated field.

The module contains planned lectures, group seminars and individual tutorials delivered by lecturers who are active researchers or innovative design practitioners. You will have access to a diverse range of lecture series and conferences held at the university as well as exhibitions and trade fairs relevant to your study.

You will have the opportunity to extend your skills through advanced textiles technology, working closely with expert technical demonstrators. Relevant placements or access to external study are negotiable on an individual basis, determined by the requirements of your proposal.

Facilities

Our facilities range from traditional hand looms, screen printing equipment and knitting resources to advanced industrial textile technologies, including a Mimaki TX2 digital printer, Dornier industrial 20 shaft electronic dobby, twin rapier Powerloom, TC1 Electronic Jacquard Loom and Shima Seiki industrial knitting machine. We also make use of Scotweave design software.

Other resources that you can use include a 3D body scanner, laser cutter, rapid prototyping machine, CNC router and plasma cutter, and 5 axis milling machine. You will have access to our facilities through specialist workshops in knitted, printed and woven textiles, which are run by a highly skilled team of technical demonstrators.

Careers and employability

Successful completion of the course signifies specialist and transferable skills in design and research, and will prepare you for work across the textiles and allied design industries. You could also choose to pursue research in the commercial sector or continue your studies at doctoral level.

Many graduates of the Textiles MA hold high-level design and trend forecasting positions at international companies including Abercrombie and Fitch, Donna Karan, DKNY, Burberry, Alexander McQueen, Cath Kidston, H&M, WGSN and Forpeople.

Others have forged independent careers in the industry, from establishing design labels such as Marchesa, (Keren Craig), Eley Kishimoto (Mark Eley) and Julien Macdonald to textile design studios and consultancies (Larch Rose and Woven Studios).

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This Masters degree has been developed to address the needs of teachers and other professionals working in educational practices and contexts. Read more

This Masters degree has been developed to address the needs of teachers and other professionals working in educational practices and contexts. If you are a practitioner in a setting such as a school, college, youth and community centre, voluntary service, or health and social care setting, this programme will enable you to enhance your professional learning and practice. You will develop skills in critical reflective practice, critical thinking and leadership. You will also investigate and critique contemporary policy, analyse the nature and status of evidence in educational settings, and explore and experience mutual ways of working. The course contains a mixture of compulsory and optional modules, enabling you to develop a strong academic underpinning to your work, while also tailoring your studies to focus on areas of professional and/or personal interest.

What will I study?

In Year 1 you will focus on the nature of critically reflective practice and study two additional modules from a selection of options. You may wish to investigate education and social policy, participate in Action Learning Sets with your peers, engage with inclusive education and social justice, explore an aspect of professional practice through self-directed study, develop professional leadership skills, or immerse yourself in contemporary issues in evidence-informed practice.

In Year 2 you will study two further elective modules from the range of options, as well as develop your knowledge of research methods and methodologies in a dedicated project design module from which you will prepare a research proposal. This will form the foundation for a 15,000 word dissertation in Year 3.

How will I study?

The course is delivered through blended learning. Each module typically includes two or three face-to-face sessions at St James’ in central Manchester alongside online learning.

How will I be assessed?

Assessment is through coursework focusing on a range of professional learning activities and projects. Opportunities for formative feedback will be scheduled throughout each module.

Who will be teaching me?

This programme is delivered by a team of research-active academic staff who have a range of areas of expertise. These include social justice, educational policy and practice, reflective practice, practice development, and research methods and methodologies.

What are my career prospects?

On successful completion of this programme, you will be equipped with the knowledge and skills required to make a significant and positive contribution to a range of practice development and enhancement initiatives. You will therefore be well placed to apply for more senior positions both within your current setting and at other providers.



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-The MA Games Art and Design degree allows you to develop your Games Art and Design skills and knowledge to a professional level. Read more
-The MA Games Art and Design degree allows you to develop your Games Art and Design skills and knowledge to a professional level
-You will produce a commercial-standard personal portfolio that reflects the forefront of current practices in approach, style and vision
-Explore the theoretical and contextual understanding of games art, its audiences and significances in our contemporary media culture
-Develop professional-level enquiry, research, creative invention, project planning and management practices
-On this masters degree you will learn in a multi-disciplinary environment through discussion and the exploration of ideas

Why choose this course?

This MA Games Art and Design degree meets the needs of the games industry. The games industry has developed dramatically from the days of the solo practitioner to become a global market where large teams of artists work in unison to create content for the next generation of interactive game technologies. The current games art and design practitioner is likely to become a specialist in one area, such as character modelling, environment creation, lighting, animating etc. This award fuses technical knowledge of real-time rendering with the aesthetic decisions and traditional skills you will need as a games artist.

On this postgraduate Games Art and Design degree, your study will include ways of thinking about the cultural resonance of your work and about the audiences it is made for, about the nature of creativity, and the role of the Cultural Industries in a modern knowledge economy. Through your study you will develop a range of project management skills, and an ability to identify and manage your own learning. You will consider the role of enterprise opportunities in commercial, professional and social environments. Enquiry, research and clear communication underpin work throughout the programme. As well as specialist modules in your chosen discipline area the programme includes modules that are shared with other postgraduate awards in the School of Creative Arts.

The structure of MA Games Art and Design promotes cross-discipline discussion and maintains the enthusiasm and focus of discipline specialists. It enables you to develop the key transferable skills of postgraduate study grounded in activities that have currency, relevance and application for your future career and for further academic study.

The MA Games Art and Design course, part of the postgraduate Media programme, offers you a coherent learning in one of several awards. It enables you to develop creative practical skills in a discipline of your choosing. That work may extend your existing skills, knowledge and understanding, or it may mean a change of direction, new learning, and new experiences. Induction, seminars and social events for students and staff mean that you will be part of a friendly and supportive postgraduate community, which includes film makers, musicians and professionals working in new media. Senior research staff and internationally renowned professionals work with postgraduate students, helping you to develop original and challenging work.

Careers

Particular emphasis is given to providing you with the skills necessary to further your career as an Games Artist. The course is designed to help you understand and work within the contemporary media environment.

You will also acquire enquiry and information handling skills, enterprise skills in the development and presentation of ideas, in communicating in the spoken and written word, and addressing particular audiences.

Teaching methods

On this programme teaching and learning emphasises enquiry led project work, developing the kind of independence and autonomy that is appropriate for postgraduate education. Lectures, seminars and other discussions bring students together in multi-disciplinary groups where ideas are shared, challenged, developed. Workshops and other activities develop specific discipline centered skills and understandings while tutorials develop individual study trajectories and responses to assignment tasks and briefs.

Much of the time students are engaged in self-managed independent study, undertaking enquiries and research, developing skills, inventing and developing ideas, realizing project outcomes, exploring the cultural resonance of their work.

All students on the PG Media programme engage in an interdisciplinary project as a part of their MA study, giving them an opportunity to work with students from other disciplines in an experimental and creative way.

Work Placement

There are work related learning opportunities on this course, all students complete a live external brief as part of their coursework.

Structure

Core Modules
-Creative Economies
-Major Study: Games Art and Design
-Media Discourses
-Practice 1: Media
-Practice 2: Media
-Research and Enquiry

Optional
-Creative Economies (Online)
-Research and Enquiry (Online)

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The Primary PGCE course forms a practical introduction to teaching, providing student teachers with the professional expertise, knowledge and understanding to teach children aged five-11 years. Read more
The Primary PGCE course forms a practical introduction to teaching, providing student teachers with the professional expertise, knowledge and understanding to teach children aged five-11 years. The strong emphasis of the programme is on learning from experience through reflection and enquiry.

The Primary PGCE is built upon a consideration of the relationship between theory, practice and research, with 120 days spent on placements in partnership schools. This provides a firm foundation for the professional journey towards being an outstanding practitioner.

The course consists of school experience, primary professional studies and curriculum studies. The focus on professional studies and curriculum studies will prepare you to deliver the National Curriculum in school. You will cover: art; design and technology; English; geography; history; information and communication technology; mathematics; music; physical education; religious education; and science.

The time spent on placement builds your confidence and competence as a classroom practitioner.

The course benefits from positive and longstanding relationships with a number of partnership schools. This enables a wide range of experiences to be gained across a range of contexts. Course modules are firmly rooted in school and classroom practice.

The PGCE covers the five–11 age range.

You will undertake a combination of academic and professional study in order to achieve recommendation for Qualified Teacher Status (QTS). This includes successful completion of the National College for Teaching and Leadership's tests in numeracy and literacy prior to commencing the course.

During the PGCE you undertake 60 credits of Master's level modules. If you successfully pass all components, you graduate with the PGCE at Master's level and are recommended for QTS.

Students who pass the PGCE with QTS have the option to continue their studies on a part-time basis on the MEd Practitioner Enquiry. The MEd focuses on teaching and learning in school settings and draws on the experience you acquire through your day-to-day teaching. Students choosing this option benefit from fast-track entry, which enables them to complete the MEd Practitioner Enquiry in two years.

We also offer expertise in historical, philosophical and sociological perspectives on education, including:
-Social justice
-The Institute of Diversity and Equality Practitioners award
-Training in philosophical enquiry for children validated by SAPERE

Our graduates are high-quality professionals who meet the standards for Qualified Teacher Status and exercise the professional judgement required to promote the highest quality education in the contexts in which they work. They engage actively with enquiry-based learning, research and theory in order to continuously develop professional knowledge.

Delivery

The course begins at the start of September and completes in the following July.

It is delivered by the education section of the School of Education, Communication and Language Sciences working in strong partnership with local primary schools. This partnership provides a wealth of experience and opportunities for critical reflection on practice.

The course covers all aspects of the primary school national curriculum and provides experiences of both Key Stages 1 and 2.

School placements are undertaken in each of the three terms. During these periods you take charge of the whole class for sustained and substantial periods, with support from an experienced teacher. The course is mostly structured around school term dates rather than university semesters.

Placements

You will spend 120 days of the PGCE year in a number of partnership schools. These placements include periods of teaching practice where school and university staff supervise progress towards Qualified Teacher Status.

Time is also spent learning about Diversity and Equality issues and Special Educational Needs in schools.

The close integration of school based experience and university based sessions is a powerful feature of the course and is achieved through close and collegiate working between staff across the sectors. A number of students each year gain employment in the school where they have trained.

Facilities

As a student in the School of Education, Communication and Language Sciences you'll have access to facilities and a growing collection of online resources, including:
-A well-stocked Education Resource Centre
-Language Analysis Lab
-A phonetics lab
-An audio-video lab
-A recording studio

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COURSE OVERVIEW. The Masters in Teaching and Learning (MTL) is principally designed to support professional learning entirely in a school, college or partnership context. Read more
COURSE OVERVIEW
The Masters in Teaching and Learning (MTL) is principally designed to support professional learning entirely in a school, college or partnership context. The MTL approach involves individual and collaborative practice-based enquiry, guided by a tutor and linked to institutional development priorities.

KEY FACTS
• Based in the workplace, the MTL focuses on day-to-day practice.
• The programme is personalised, so you can choose areas to develop, research and study.
• Designed to support the development of teaching and learning skills, the MTL helps you to develop an open and questioning mind-set through an enquiry approach, enabling you to embrace change, challenges and opportunity.
• You will work collaboratively alongside colleagues with the support and guidance from an experienced tutor throughout the course.
• The MTL integrates with your current role and institutional professional development and can support promotion.
• The course will provide you with the opportunities to undertake academic study and prepare you for even higher study in the long term.
• It is possible to use evidence from previous study or experience relevant to the subject to claim for Accreditation of Prior Certificated Learning (APCL) or Accreditation of Prior Experiential Learning (APEL).

Please note that completion of this course does not lead to qualified teacher status (QTS).

COURSE STRUCTURE
STAGE 1: Leading to PGCert in Education.
Choose modules up to 60 credits from the below. These modules are optional, but highly recommended for those new to master’s level study. You may choose, with guidance, one of these modules at 30 credits, both modules at 15 credits or both modules at 30 credits, depending on their study needs and previous experience. In place of these modules, you may select one or two 30 credit modules from Stage 2. You may also choose a module from our MA Education at this point.

Reflecting on professional practice (15/30 credits)
Developing professional enquiry skills (15/30 credits)

STAGE 2: Leading to PGDip in Teaching and Learning.
Choose a further two 30 credit modules from:

Teaching and learning, personalisation and assessment for learning (30 credits)
Subject knowledge and curriculum development (30 credits)
Learner development and inclusion (30 credits)
Leadership and management, working with others (30 credits)

STAGE 3: Leading to Masters in Teaching and Learning

Professional Practice Enquiry (60 Credits) including proposal stage and dissemination to workplace colleagues.

ASSESSMENT
An audit of professional practice leading to an action plan at the start of each module assignment, which will also be used with tutors to monitor and evaluate progress.

Assignments are designed to develop enquiry skills and critical reflection, through implementing actions, gathering workplace evidence and relating findings to relevant literature. Students are also expected to disseminate findings to colleagues in support of professional and organisational development, choosing an appropriate format.

FURTHER STUDY
Graduates of the course can apply to take further research study options. The faculty has a thriving research programme leading to MPhil and PhD. We welcome enquiries from teachers interested in undertaking research in any aspect of education practice or policy, from early years, via primary and secondary schools, academies and colleges, through to further and higher education, and lifelong learning.

EMPLOYABILITY
This course affords the opportunity to fulfil continuous professional development requirements providing the opportunity for career enhancement.

HOW TO APPLY
Please apply direct to the faculty using our online application form http://www.bcu.ac.uk/courses/apply-online/lss

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This MA course has emerged as a direct result of our work with local practitioners and senior leaders in educational establishments. Read more
This MA course has emerged as a direct result of our work with local practitioners and senior leaders in educational establishments. The course builds on existing structures to further integrate academic study with work-based learning and research.

The revised structure ensures a coherent and supportive student experience throughout the programme which comprises of core modules that can be applied in a variety of different areas.

Our programme reflects the expectation that practitioners work in wider networks with colleagues and alongside expert facilitators, including the university teaching team. A key premise of this programme is its flexibility. You can tailor the syllabus to allow you to pursue individual interests and professional development needs across the entire course.

Studying with us, you will graduate with an in-depth and critical understanding of theory and research. The focus is on learning and teaching in a breadth of educational contexts which are responsive to individual students’ circumstances, settings and situations and modules are designed to complement and extend professional commitments. Teaching and assignment submissions are scheduled to fit around your existing work.

The course takes one year of full-time study or up to three years of part-time study to complete depending on any level-7 credits gained from prior learning. To graduate with an Education MA you need to achieve a total of 180 credits. More information about this can be found in the entry requirements section.

Scholarships

Scholarships are available for this course. Please click the link below for more information.
https://www.brighton.ac.uk/studying-here/fees-and-finance/postgraduate/index.aspx

Course structure

The flexibility of our programme means that studying for the Education MA allows you to pursue your individual interests and professional development needs across the entire course.

The number of modules taken enables a manageable workload as well as further opportunities for formative assessment.

You will learn through a mixture of lectures, taught sessions, tutorials, online learning, group work, independent study and through work-related activities.

Areas of study

You will begin the programme with a focus on current issues reflecting on roles, responsibilities and interests. You will be supported to explore these issues from prospective within the broader context of policy and current research.

Subsequently, you will undertake critical thinking about practice, teaching and learning that will lead to an enquiry into an issue of professional relevance. This enquiry is a helpful and formative small-scale project which acts as a useful preparation before starting work on you MA thesis. The outcomes of the enquiry are intended to have a direct impact on pupils, colleagues and the wider education field, in addition to your own professional understanding.

Aims

Students on this course will:

• develop systematic understanding of knowledge and a critical awareness of debates and developments in education as a field of study
• undertake systematic and critical reflection and debate in the light of current and emerging policy contexts
• engender an understanding of and commitment to professional learning and development and its place for the practitioner and subsequent practice
• develop a thorough understanding of the principles of research in the context of learning and development to facilitate research literacy
• develop conceptual understanding that enables critical evaluation of current research and advanced scholarship in the discipline and evaluation of methodologies
• develop skills, knowledge and understandings and apply this learning to current / future roles, responsibilities and career aspirations

Part-time route

You will study up to five modules, split over two to three years depending on any recognition of prior learning. These modules build on and extend previous study and learning and provide a coherent and supportive learning journey towards achieving the MA Education.

Year 1:

• Engaging with Professional Development (20 credits)
• Critical Perspectives on Education (40 credits)

Should you wish to withdraw from the course after having successfully completing 60 masters-level credits, you exit with a Postgraduate Certificate Professional Education Studies (PGCert PES).

Year 2:

If you have any recognition of prior learning (normally level-7 credits from a PGCE or PGCert) you will join the programme at this stage.

• Professional Learning through Enquiry (40 credits)
• Designing your Research Proposal (20 credits)

Should you wish to withdraw from the course after having successfully completing 120 masters level credits, you exit with a Postgraduate Diploma Education (PGDip).

Year 3:

You will complete your studies by undertaking an appropriate small-scale research project to produce your dissertation.

• Research project (60 credits)

Full-time route

You will study four modules which are designed to build on and extend previous study and learning and which provide a coherent and supportive learning journey towards achieving the MA Education.

This route allows you to complete your studies over a calendar year (normally September-September). The overall aims of the MA are addressed through a reduced number of modules in order to achieve a manageable workload with opportunities for formative assessment.

Teaching semester 1 (October–February)

If you have any prior learning (normally level-7 credits from a PGCE or PGCert) you will begin the programme from the third module.

• Critical Perspectives on Education (40 credits)
• Developing a Practice-based Research Proposal (40 credits)

Should you wish to withdraw from the course having successfully completing 80 masters-level credits, you exit with a Postgraduate Certificate Professional Education Studies (PGCert PES) Award.

Teaching semester 2 (February–June)

• Professional Learning through Enquiry (40 credits)

Should you wish to withdraw from the course having successfully completing 120 masters-level credits, you exit with a Postgraduate Diploma Education Award (PGDip).

• Dissertation (60 credits)

Careers and employability

This course will further your professional development, allow you to progress your expertise within the field of education and enhance your employability for leadership roles.

Enhanced knowledge of educational issues and specialist areas of interest are attractive to a wide range of employers and typical career moves after graduation include promotion to senior leadership teams, advisory roles or promotion into a different education sector including those with capacity to influence policy.

Our graduates have commented on the ways that the MA in Education has positioned them for senior and leadership roles, for making a career move and improving their skills and professional potential.

The course also provides a springboard for further study at a doctoral level, either through PhD or EdD routes.

MA conference
Every June we host an education research conference as part of our MA. It provides an opportunity for both full-time and part-time MA students to learn about local practitioner research findings and to network with colleagues and local partners as well as EdD and PhD students too.

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-The MA Photography degree allows you to develop your Photography skills and knowledge to a more advanced level. -The course is suitable for those interested in commercial and/or fine-art approaches to photographic practice. Read more
-The MA Photography degree allows you to develop your Photography skills and knowledge to a more advanced level
-The course is suitable for those interested in commercial and/or fine-art approaches to photographic practice
-You will develop a personal portfolio which in approach, style and vision looks to the forefront of current practices
-This postgraduate degree allows you to extend your theoretical and contextual understanding of photographic media, its audiences and culture
-Develop professional-level enquiry, research, creative invention, project planning and management practices

Why choose this course?

This MA Photography award deals with the unique blends of fact, fiction, distinctive style and technical practices that characterize the many forms of contemporary photography, whether that is form a commercial or fine-art approach. It is about the ways in which traditional practices and digital technologies are coming together, developing new forms of photographic practices and bringing new possibilities for the creation, publication and exhibition of photographic imagery.

This postgraduate degree is concerned with communicating truths, stories, facts and emotions, it deals with persuasion and comment and the aesthetics of the image in ways which are visually rich and diverse. The widespread adoption of digital technologies to capture, edit, display and distribute photographic images has brought many new possibilities for the creation, publication and exhibition of work to a wide range of audiences and for a wide range of purposes.

The same technologies bring questions about precision and accuracy, the role of invention and imagination, and the way that the photographic image is received, understood and consumed in today's culture. You will work with traditional wet, analogue photographic resources, digital workflow facilities, or a mix of the two which is most appropriate to your personal practice.

Careers

Particular emphasis is given to providing you with the skills necessary to further your career as a Photographer. The course is designed to help you understand and work within the contemporary media environment. Particular attention is given to helping you acquire enquiry and information handling skills, enterprise skills in the development and presentation of ideas, in communicating in the spoken and written word, and addressing particular audiences.

Teaching methods

On this programme teaching and learning emphasises enquiry led project work, developing the kind of independence and autonomy that is appropriate for postgraduate education. Lectures, seminars and other discussions bring students together in multi-disciplinary groups where ideas are shared, challenged, developed. Workshops and other activities develop specific discipline centered skills and understandings while tutorials develop individual study trajectories and responses to assignment tasks and briefs. Much of the time students are engaged in self-managed independent study, undertaking enquiries and research, developing skills, inventing and developing ideas, realizing project outcomes, exploring the cultural resonance of their work.

All students on the PG Media programme engage in an interdisciplinary project as a part of their MA study, giving them an opportunity to work with students from other disciplines in an experimental and creative way.

Work Placement

There are work related learning opportunities on this course.

Structure

Core Modules
-Creative Economies
-Major Study: Photography
-Media Discourses
-Practice 1: Media
-Practice 2: Media
-Research and Enquiry

Optional
-Creative Economies (Online)
-Research and Enquiry (Online)

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