Are you a teacher, lecturer or trainer? Are you keen to boost your professional qualifications and knowledge? Or are you simply interested in the field of education? If so, this course is for you.
Highly flexible, this course is an attractive option if you want the opportunity to study without having to give up your job. Our Education Master’s framework allows you to choose your own path by selecting the core modules, area of specialisation and optional modules, that way you can tailor your study to suit your needs and areas of interest.
The award you receive upon graduating depends on both your existing qualifications, and the combination of modules that you choose to study. You'll do this by studying some core modules and others which you negotiate with your tutor and the programme leader for your pathway.
The modules available explore current issues in education, leadership and management, change and improvement, as well as a flexible portfolio, reflection and research opportunities, leading to a final dissertation. Depending on the modules you take, you may be able to graduate with a specific pathway named on your degree.
The qualifications available are:
However, we can facilitate awards in other specialist areas of study including:
This qualification is for practising health professionals who wish to develop their career in both education, in a practice or academic setting, and in their own services. On the course you will become a UK professionally recognised educator whilst gaining the skills, knowledge and behaviours of an effective leader in health education.
This course appeals to nurses, midwives and allied health professionals who have either a educational role in their current practice or are looking to develop into one.
The course is accredited by the Higher Education Academy, and the postgraduate certificate is also the vehicle to achieve successful entry onto the UK Nursing and Midwifery Council (NMC) as a stage 4 Nurse Teacher.
The skills you will develop, in order to lead both practice and academic focused learning, will be research and evidence based. You will advance your confidence as a skilled educator by engaging with teaching, learning and assessment strategies in different and complex settings. You will design educational initiatives using contemporary resources and reflecting critically on your own experiential knowledge gained throughout the course.
Throughout the course you will be supported by a teaching/learning facilitator who will be appointed at the beginning of the course and an experienced course team of senior health professional academics. As a team we will oversee your progress and provide opportunities to develop your pedagogic practice
Credits from the course can be integral to other masters level study. For international students, the course can be completed alongside other full-time masters-level study.
On this part-time course you will achieve 60 level-7 credits over three semesters/one year.
You will attend two induction days.
You will then complete the following:
The course utilises blended learning to achieve the outcomes, so learning within the modules is supported by students engaging with module-specific materials and activities on our VLE (Virtual Learning Environment).
For students seeking a recordable qualification as a teacher, to be entered on the Nursing Midwifery Council register they must have access to a minimum of 12 weeks (or 360 hours) experience as an educator in academic and practice settings.
The teacher student must have this teaching experience with students on an NMC-approved programme (pre or post registration). This may include all aspects of the teachers role such as mentoring, one-to-one support, assessment, course evaluation and curriculum development with 20% of the time supporting student learning in practice. There is the opportunity for these students to extend the portfolio module to allow extra time to gather the evidence to meet this requirement if required.
You will have opportunities to develop your education practice, leadership skills and confidence for the benefit of students, workforce development, patient services and your own professional and academic development. This will be achieved through the following modules:
Optimising Learning (HS726, 20 level-7 credits)
This introductory module, delivered in semester one, develops your confidence, skills and knowledge to position yourself as an educator, critique educational theories, facilitate and construct effective learning in both higher education and practice settings through a constructivist collaborative approach. Six taught days.
Learning Design (HS727, 20 level-7 credits)
This module, delivered in semester two, critically evaluates curriculum design theory, workforce development and strategic educational development through a blended learning approach. You will design and plan a service development educational programme or learning event relevant to your professional background. Five taught days.
Leading Learning in Practice and Higher education (HS728, 20 level-7 credits)
This extensive module is taught over the whole of the course. The focus of this module is between theory, research and practice learning in the context of transforming educational practice. You will develop your own portfolio of reflective teaching, learning, assessment and leadership practice gathered throughout the course – with the aim of critically applying this to the relevant professional framework. You will also consider educational theories related to leadership, digital learning, resilience and reflective learning. There is a requirement for teaching practice within this module. Five taught days.
Throughout the course you will critically apply the relevant professional standards framework to your developing educational practice – enabling you to clearly identify how you meet the following appropriate national frameworks:
The course also adheres to the following professional regulatory bodies:
The course has been mapped to the practice educators’ accreditation schemes of the:
You will be prepared to be an effective teacher and leader in the education of health professionals or in another health related capacity. You will have the opportunity to become a Fellow with the Higher Education Academy (UK Professional Standards Framework), and for nurses and midwives to record the teacher qualification with the NMC.
This MA offers you the opportunity to explore current issues within early childhood education in national and international contexts, and can open up a wide range of career opportunities in areas including childcare management, lecturing and research.
It focuses on the crucial role that experiences in early education play in producing happy, healthy and successful children. Drawing on your own professional experience, practice and interests you'll be able to research and develop specialist areas of expertise within this field.
Specifically, our re-validated course provides an exciting new opportunity to:
• Engage in rigorous and critical professional development
• Explore issues of relevance to your own workplace
• Enhance your skills in research and critical enquiry
• Investigate the latest research
• Innovate and lead practice
The range of modules is designed to reflect the range of expertise and specialisms within the Early Childhood Directorate teaching team, who are passionate about using insights from their research to enhance your learning experience. You will have the opportunity to develop your own research and specialist areas of expertise, based on personal interests and professional experiences. We encourage you to gain experience as a researcher, and there may be opportunities to get involved in research projects and student internships within the Faculty of Education.
You will study a core module at the outset which will help you develop an understanding of Level 7 learning and the importance of reflection on practice, as you begin to develop effective Level 7 writing skills and abilities.
• Professional Development through Research, Reflection and Professional Practice (core 20 credit module)
As you progress you will have the opportunity to develop these skills further in a range of optional 20 credit modules. Options include the following although some combinations may be limited due to your mode of study (full/part¬time). All modules are subject to change.
• Early Childhood Education: Curricular and Pedagogical Approaches (optional)
• Leading Quality Practice in Early Childhood Education (optional)
• Policy and Practice in Early Childhood Education (optional)
• Learning Outdoors in Early Childhood (optional)
• Children’s Lives in Context: Historical and International Perspectives (optional)
• Children and Charities in Early Childhood Education (optional)
• Early Childhood Education for Sustainability (optional)
• Early Childhood Education: Negotiated Project (optional)
The final 60 credits of the course are designed to enable you to demonstrate self-direction and originality in conducting an independent research study into a specialist area in early childhood education.
The MA attracts a wide range of graduates from a variety of backgrounds not necessarily Early Years related but those who wish to expand and deepen their knowledge of young children from birth to 8 years. Throughout the course you will have the opportunity to engage in extracurricular activities hosted by the University such as conferences, open lectures, and visits to early years settings.
You'll study using a variety of learning and teaching strategies involving you as an active participant in the process of learning and teaching depending upon the mode of delivery. Modules typically consist of a series of lectures, workshops and seminars which are delivered over the course of seven weeks. Some modules may be offered on a blended basis combining face to face Saturday sessions with access to online learning resources. Blended delivery is particularly appropriate where the module content demands experiential learning and some sessions may include field work as well as classroom based activities. It is also appropriate for modules such as the Negotiated Project where students are encouraged to further their own specific research interests with one-to-one tutor support.
All learning will be supported through the use of the University Virtual Learning Environment (Blackboard) as well as other digital media. Individual tutorials are offered to students in all modules and individual supervision forms an essential part of work on the dissertation. The module tutor or the Programme Director will act as your personal tutor.
The programme uses a range of assessment types including presentations, action research reports, reflective commentaries, literature reviews and document analysis. You will also complete a 15,000 word dissertation based on your research interests.
As a programme of rigorous and critical professional development, the MA Early Childhood Education can open up a wide range of opportunities. Graduates from the MA Early Childhood Education have been successful in pursuing careers in a variety of different professional contexts with roles including Lecturer in Early Years, Nursery Manager, Childrens Centre Manager, Deputy Headteacher (primary) and Creative Early Years Specialist. Some students have gone on to enroll on doctoral programmes and to undertake a PhD based on their particular research interests.
For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx
See our postgraduate fees and funding page to discover the loans, scholarships and bursaries available.
This course will prepare you as an effective leader of health and social care education whilst at the same time provide you with an opportunity to become an NMC Stage 3 Practice Teacher.
This postgraduate certificate is the vehicle to achieve successful entry onto the UK Nursing and Midwifery Council (NMC) Practice Teacher register.
This course is different to others as it combines developing yourself in the role as NMC Stage 3 Practice Teacher whilst at the same time developing your skills, knowledge, qualities and behaviours of an effective leader of health and social care education. Within the context of your organisation, you will develop the skills to lead practice based learning that is based on sound education and leadership practices that are research and evidence based. You will develop the skills to take into consideration the complexity of the different levels of practice and student experience. You will critically apply the NMC Practice Teacher Standard, thus facilitate learning within a professional and inter-professional learning and working environment and in collaboration with the range of teaching personnel. You will be provided with opportunities to design and undertake assessment of educational knowledge, attitudes and skills in the practice context and identify a clear theory and/or research and evidence base in the design of learning, teaching and assessment.
There are opportunities for you to work flexibly full or part-time with options to use credits from this course towards the MSc Leading Education for Health and Social Care Reform.
The range of knowledge, skills and attitudes required of an effective practice teacher and educational leader have been carefully developed into two specialist modules.
Teaching and learning strategies reflect the real world recognising that you as Practice Teacher and educational leader have to present, report, justify, reflect, defend and write critically. Therefore you will be given opportunities to develop these skills throughout the course. These strategies will also prepare you to work in the range of health and social care practice setting that are often in a state of flux and transformation.
The teaching and learning strategies are dependent on sound group dynamics, trust and cohesion. The course commences with an induction day which explores students’ expectations, hopes and fears, work based learning opportunities, along with confidentiality and other issues. Specific teaching and learning strategies include: seminars, master classes, teaching experience, and shadowing experienced health and social care educational leaders. These are interactive, discursive, participatory, collaborative and practice based and employ a variety of teaching and learning methods including group activities, sharing of work based and learning experiences and personal and group reflections on educational leadership and practice Teacher ‘real life’ scenarios , utilising best-evidence generated from models, theoretical concepts, the workplace and their own experiences.
A variety of teaching approaches will be employed to provide a rich and diverse immersive and experiential learning environment. All sessions will target specific NMC Practice Teacher domains and will focus on your role as an educational leader. Specific teaching and learning strategies include:
The course allows for a variety of assessments, depending on the module you will undertake, and include:
Following completion of the course you will have developed the expertise to lead education in health and social care contexts. There are opportunities for you to use credits from any existing postgraduate educational studies (NMC Stage 3 Practice Teacher and Stage 4 Teacher Award) towards this Master’s programme. This provides you with a flexible and dynamic educational leadership career pathway. Indeed this is a real strength of attending the programme.
This course supports you to develop a teaching career in education within the field of health and social care and Higher Education.
If you need to get a good grounding in special educational needs, disability and inclusion at postgraduate level, this course will broaden and challenge your existing knowledge. It could be a starting point for a future career in a range of settings or help you to develop in your current role. If you are already a SENCO it will give you many skills for your role and help you develop and expand this in line with the range of special needs you may encounter.
Our course doesn’t aim to provide you with all the answers. Instead it will enable you to explore and develop new thinking and ultimately work towards expertise in your field. If you believe that pupils with special needs have untapped potential, and you want to help them explore this, then this is the course for you. Inclusive learning and teaching are at the heart of any good practice; these modules will help you explore this further and understand the important role of nurturing development in all pupils with special educational needs.
You do not need a teaching qualification to study on this course, nor do you have to intend becoming a teacher. We welcome anyone who wants to expand their understanding, knowledge and skill set in the changing world of special education and disability.
You’ll have the opportunity to explore how the education system works for special needs and disability, how it all evolved and the challenges it poses for these pupils. You’ll broaden your knowledge on the range of conditions and their impact on learning and develop new teaching skills to help pupils overcome their day to day challenges. The focus of all modules will be critical thinking, challenging and developing your knowledge to enable you to become an expert in your field.
About the progeramme
The programme will: offer learners a part-time, blended online distance learning programme, which has been designed with the needs of emergent leaders in medical and health professions education in mind. In developing the online programme, we have benefitted from the support and expertise across the Faculty and institution made possible by the university's investment in blended learning. The residential workshops in Leeds provide added value to the online learning and also provide valuable networking opportunities for participants. The programme offers a high level of support for academic and research skills development, which is specifically tailored to practice-based adult professional learners. This not only enables you to fulfil your potential in relation to the MSc, but can also encourage progression to doctoral study and deepen professional collaboration and networking.
The Masters in Medical Education provides work-related and academically robust part-time training for all practitioners who engage with teaching, learning and assessment in clinical settings or Higher Education Institutions. The programme equips individuals to become exceptional education practitioners and future leaders in medical education. Suitable for doctors, health educators, nutritionists, nurses and health related professionals, who have an involvement in education or training.
We offer flexible progression: it is possible to enrol for a Postgraduate Certificate, Diploma or Masters.
Online distance learning is combined with study visits to the University of Leeds, UK.
The part-time online Masters in Medical Education draws on the experience and expertise of the programme team who developed, and continue to manage, the Postgraduate Certificate in Clinical Education and the Masters in Clinical Education, now in its 14th year.
How the programme works
You have the option to enrol directly onto the Postgraduate Certificate, Diploma or Master of Medical Education. Experience of the classroom-based postgraduate clinical education programme confirms that recruitment is enhanced by a progressive pathway of this kind. You can develop interest and confidence in further postgraduate study as you work through the programme.
In Year 1, students complete two M Level modules, a blended module during the residential workshop in Leeds (15 credits) and an online distance learning module (45 credits).
In Year 2 students complete a further two M-Level online distance learning modules (30 credits each) and attend a residential workshop in Leeds.
In Year 3 students complete one 60 credit M Level module. Students take the modules sequentially. The two residential workshops in Leeds; one in the first and one in the second year of study will enable some joint teaching between the face:face and online cohorts, provide students with the opportunity to observe medical and/or healthcare education in the region and enable time and cost efficient networking with staff in the wider School of Medicine and Faculty of Medicine and Health. The programme is designed for professional learners who will be studying part-time and therefore adopts a 3-year structure to accommodate the demands this will make upon them.
The programme is designed around an Interactive Workbook for each module, which will be available via the Minerva Virtual Learning Environment. The Workbook will be divided into sections, and these sections will be released sequentially. The rationale for this is three-fold: first, to build student engagement through a variety of regular contacts and interactions of varying intensity; second, to enable students to build threshold concepts and foundational knowledge in a logical and systematic way which does not overwhelm students or their tutors; finally, to enable students a degree of flexibility in how they pace their workload within the course framework.
Of the five modules, two (MEDS5111M and MEDS5114M) include residential study visits to Leeds with opportunities for face to face learning and teaching and three (MEDS5112M, MEDS5113M and MEDS5115M) are delivered entirely on-line. Within MEDS5112M and MEDS5113M there are a number of scheduled tutor-led webinars (synchronous) which provide an opportunity to discuss pre-recorded lectures, which will be available via Minerva. These will also provide an opportunity to discuss and de-brief after directed peer-led learning activities. During MEDS5115M scheduled contact is with the research supervisor, using Skype, File Exchange and e-mail, as students are completing their dissertations. There will be the opportunity for all students to attend 2 synchronous webinars at which they can report progress and discuss any issues arising as they carry out and complete their research.
Year 1 Candidates are required to submit for assessment:
Year 2 Candidates are required to submit for assessment:
Year 3 Candidates are required to submit for assessment: