Our Education in Arts & Cultural Settings MA offers you the exciting opportunity to study at one of the world’s leading arts organisations, and learn from leading academics in education research. The course is jointly taught by the Learning and Participation Department at Southbank Centre and the School of Education, Communication & Society at King’s.
Our MA in Education in Arts & Cultural Settings offers an exciting opportunity to study at a world-class centre for music, dance, visual arts and literature. Learning and participation is central and you will be taught by leading academics in education research. If you currently work, or if you aspire to work, in education, learning and participation in arts and cultural organisations and related sectors, then our course is ideal for you. You will be encouraged to develop your academic research skills to become reflexive educators in arts and cultural settings. You will also have the opportunity to undertake an internship in an appropriate environment.
We offer teaching in methodologies for designing, delivering and managing education courses as well as for working at the interface between education and culture. We set your learning in the context of current theoretical debates around cultural value, education, audience development, social inclusion, culture and identity, professional ethics within the cultural sector and the economics and ‘social’ value of art and culture.
MA Education in Arts & Cultural Settings is an innovative teaching collaboration between the School of Education, Communication and Society at King's and the Learning and Participation team at Southbank Centre. The course is relevant to those who currently work, or those who aspire to work, within education, learning and participation in arts and cultural organisations and related sectors.
The Academic Study Skills Workshop has 10.5 hours of contact time. For the Dissertation module, students receive 9 hours one-to-one dissertation supervision, and are expected to complete 591 hours on it in self-study.
Assessment methods will depend on the modules selected and may include essays, oral presentations, research proposals and placement reports. The 60-credit dissertation is assessed with an extended piece of writing of 16,000 words.
Contact hours and assessment methods may vary for students taking 30-40 optional credits from outside the course.
You will be able to use the skills that you develop over the duration of this course to excel in a variety of Education/Learning-related roles. For example, our graduates have gone on to careers within arts and cultural organisations and to enhance their careers in art education. Others have continued their studies to a higher level.
The Special Educational Needs (SEN) programme investigates issues involved in the education and development of children and young people with learning difficulties, disabilities and disadvantages. Our programme is founded upon a commitment to forms of education which enable the participation, learning and development of all.
Students studying on the programme engage with aspects of theory, policy and practice relevant to international and local contexts. With its international profile, this programme brings together teachers and other professionals working directly with children and young people with learning difficulties, disabilities or disadvantages, as well as policy-makers and managers in areas of SEN and Inclusive Education.
On the MA Special Educational Needs, students choose between two distinct pathways, Inclusive Perspectives or Psychological Perspectives, which reflect different theoretical traditions and approaches to practice, provision and policy within the field of special educational needs, disability and inclusion. Both pathways are relevant to mainstream and special education contexts.
The Inclusive Perspectives pathway emphasises the application of inclusive and person-centred values and critical educational analysis. Concepts and theories such as person-centred education; participation and ‘voice’; the social model of disability and difference; and human rights and equalities are used to consider educational practice, provision, policy and systems relating to pupils experiencing difficulties in educational settings.
The Psychological Perspectives pathway emphasises the use and application of psychological theories. Concepts and theories of cognition, educational testing, and social and emotional development are central in developing psychologically informed understandings of children and young people experiencing difficulties in educational settings.
Students greatly benefit from engaging with the insights, experiences and perspectives of other course members, from a diverse range of contexts and backgrounds. The combination of their own experiences, insights gained from others on the course and the theoretical resources offered by learning within the modules, enables students to deepen their understanding of, and to be able to challenge, the barriers that hinder the learning, development and participation of children and young people with learning difficulties, disabilities or disadvantages.
The teaching provided on modules is informed by active research and scholarship in the field of Inclusive Education and SEN practice and policy. All lecturers leading modules on the programme have high level specialist qualifications, teaching and leadership experience in the field of Education, SEN and Inclusive Education.
All students complete a common module which takes a broad view of key perspectives and issues in SEN, it also introduces the psychological and inclusive perspectives. From here, students undertake specialist modules within the programme, depending on their chosen pathway.
Inclusive Perspectives Pathway content: Students critically explore the issues involved in children’s behaviour using sociological approaches. You will reflect on your own and society's beliefs about ‘good’ and ‘bad’ behaviour, which often relate to medical and psychological foundations of schools’ policies and practices. The social pedagogical approach is also explored as a basis for inclusive teaching and learning. A critical analysis of instrumentalist/functionalist approaches to teaching is developed with a view to enhancing holistic development and the participation of pupils as a means of addressing barriers to the inclusivity of the classroom.
Psychological Perspectives Pathway content: On this route students engage with the idea that socially and emotionally well-adjusted students perform better at school, whilst social and emotional aspects of learning have become marginalised in a highly competitive education system. The use of psychometric testing is covered, with an exploration of its appropriate uses (students can gain a Certificate of Competency in Educational Testing, accredited by the British Psychological Society, from successfully undertaking this module).
Optional modules are available to students on both pathways which focus on Dyslexia as a Specific Learning Difficulty and on Autism in Education. Students also have an option, instead of taking a taught optional module, to take a (non-taught) Independent Study module to learn about a specific issue relevant to their pathway and interests, which is not taught about in the programme.
The final module is an independent research-based enquiry (either a Dissertation or Practice-Based Research Project), which is founded upon the pathway perspective chosen, but is also subject to the student’s choice of topic.
Required modules for both routes
The Programme supports and enables:
Social pedagogy is a strengths based approach that connects learning to care and solving social problems. Its philosophy originates from Northern Europe but is increasingly influential in the UK. This course equips you to contribute within community, social care, health and educational occupational settings across the life course. You will be able to model approaches to learning and apply principles and values; increasing the capacity of individuals and communities.
You will participate in the co-production of the teaching, which promotes self-directed, experiential and group based learning. You will explore the contribution of positive activities including art and games. This course will model approaches to learning, participation and relationship based work. At the core of social pedagogy is a commitment to ethics, values and the uniqueness of every individual. These dilemmas will be explored drawing on an understanding of self, relationships and reflection.
You will draw upon an integrated understanding of key themes and disciplines, including sociology, philosophy, social theories of learning and anthropology.
You will benefit from strong collaboration with related disciplines within the University. You will also benefit from opportunities and pathways that have are being established with community partners. There are also possible placement opportunities being identified to complement and deepen learning.
The course requires the completion of five modules and attendance in all three semesters between September 2017 and the beginning of September 2018.
Philosophy and Theory of Social Pedagogy
Approaches and Practices within Social Pedagogy
Engagement and Experiential Learning
Research Methods for Social Pedagogy
The course provides integrated content with an interdisciplinary and multidisciplinary focus. You will be required to integrate learning from vocational and professional settings. There is also the opportunity for you to experience placement settings and study visits to organizations within the UK and Europe who we have created links with.
As far as possible learning approaches and content will be co-produced with students.
These may include:
Social Pedagogy is increasing its profile and application within the UK. In the past ten years it has been increasingly applied within residential settings and foster care provision for looked after children. It has also been applied within adult social care settings such as the Camphill learning disability communities in Scotland. Its emphasis on participation, collaboration and co-production means that it is well placed to inform approaches that seek to build, social capital and capabilities of individuals. The above means that it offers applicable skills for those working within, care, and community development, early years, young people’s provision, educational and heath settings. The course will equip those involved in the strategic and policy roles, manager and professionals working within these disciplines.
We have established partnerships with four local housing trusts. These are all involved in developing participation and community projects across the lifespan. We also have links with Salford Children’s Trust. Discussions have also taken place with services for looked after children and care leavers in the region. These will provide possibilities for students to engage with communities as part of experiential learning and to undertake work experience placements where they contribute to social pedagogically informed practice.
On completion of this degree, students would be able to apply to do a PhD in Social Policy, or a related subject area at the University of Salford, or another university within the UK or abroad.
Our China & Globalisation MSc provides an introduction to the causes and consequences of China’s rise from comparative and global perspectives. It will equip you with the conceptual and research tools necessary for the critical analysis of China’s social and economic trends, and support your understanding of Chinese public policies, business strategies and modes of international cooperation.
The ‘rise’ of China over the past three decades raises challenging questions about the relationships between politics and market expansion, international cooperation, business innovations, and cultural and social developments. Our course will provide you with the conceptual and research tools to critically understand these relationships from comparative and global perspectives.
Our MSc is based in our Lau China Institute and benefits from a growing and dynamic staff strongly committed to research and teaching. They combine expertise in Chinese history and politics with specialisms in different theoretical traditions, including political science, economics, international relations, social anthropology and international business and corporate governance.
The expertise of the associates of the Lau China Institute spans international trade law, healthcare regulation and biomedicine innovations, film and media, and military and maritime strategies.
Our course is designed to provide you with high quality graduate research training for a career related to China. It aims to broaden and deepen your understanding of contemporary China and familiarise you with major research methods currently used in the field of China studies. Our MSc is a platform both for further graduate work or enhancing your employment prospects. You do not need language or subject knowledge to begin this course.
We will give you 20 hours of lectures and seminars per 20-credit module, and we will expect you to undertake 180 hours of independent study. For your dissertation, you will have four hours of one-to-one or group supervision, and you will undertake 596 hours of independent study. Typically, one credit equates to 10 hours of work.
Per 20 credit module:
Lectures, seminars & feedback: Typically 20 hours
Self-study: 180 hours (some modules may involve lab work or e-learning which would require less self-guided learning).
Lectures, seminars & feedback: Four contact hours of one-to-one or group consultation with supervisors.
Self-study: 596 hours hours of self-study and project work.
Most modules will be assessed by essay and by class participation and attendance or by an oral presentation if you fail the participation and attendance component. The dissertation module assessment will be on the dissertation alone (up to 12,000 words).
The required module Governing China and the Age of Globalisation will be assessed by an unseen three hour examination and a participation element.
This innovative course is designed to offer you practical and transferable skills for careers including academic research; entrepreneurship in public services and the private sector, including finance and investment, media and publishing; and leadership roles in international organisations and NGOs.
This course has been developed for those who are currently working as special educational needs coordinators (SENCOs) and is mandatory for all SENCOs appointed since 2008. This course will enable you to meet the learning outcomes as prescribed by the government.
You about skills and approaches to leadership; and to develop and evaluate inclusive cultures, systems and approaches to education. These new skills help you to make a difference in your school and to the wellbeing, participation and achievement of children and young people who have special educational needs and disabilities.
You reflect on, analyse and respond to current issues of practice through professional learning in the workplace and you are supported by experienced local special educational needs and disability (SEND) professionals as well as a mentor in your own school.
You have access to current SEND practitioners and experts in the field who share up-to-date practice. Your university tutors specialise in SEND and have complementary experience across age phases and special and mainstream schools. Their expertise supports your understanding of inclusive principles and practice, using research and theory to support your reflections, enquiries and study skills.
You complete a number of assessments that are focused on the development of effective practice in your school. Assessments consist of two practice-based portfolios
Portfolio 1 – SENCO as manager
This consists of
Portfolio 2 – SENCO as leader
This consists of
For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.
12 months part-time
You attend up to ten teaching/tutorial/study days which are spread over the course duration.
This module enables special educational needs coordinators (SENCOs) to engage critically with their management role evaluating, reporting on and developing policy, systems and provision in the context of national legislation and guidance, current knowledge on effective practice and wider equality and human rights agendas.
This module enables special educational needs coordinators (SENCOs) to engage critically with their leadership role in the context of the principles of inclusion, person centred planning and working in partnership with colleagues, children and young people and their families.
Modules cover • inclusive principles and values • social and medical modules of disability • the role of the SENCO in analysing organisational needs and managing change • the national policy context for SEN and disability including the SEN Code of Practice • equality and data protection requirements • formulating and reviewing policy • accessing and interpreting school data - tracking progression and participation • provision mapping • designing, evaluating and reporting on systems and provision • lesson study and action research methods • rights and duties under equality legislation • person centred planning and partnership working • the local context for the implementation of Child Assessment Framework (CAF), school support and Education Health Care Plans (EHCPs) • leadership • role of the SENCO in leading professional learning • holistic assessment • researching and evaluatiing current knowledge and debates regarding high incidence special educational needs and disabilities • theories of learning and development • identifying needs and barriers to learning and participation • systematic evaluation in professional contexts
Portfolio 1 – evaluation and review of policy, and analysis of additional provision for children and young people with SEN.
Portfolio 2 – evaluation of partnership with stakeholders, and planning for strategic professional learning.
This course enhances your skills as a special educational needs co-ordinator so you can continue to improve the school experience for children with SENs or disability and to support the developing practice of other professionals working in your school or setting. It also develops your leadership skills, enabling you to explore whole issues and development. It is also suitable if you want to work in an advisory or support role in the area of SEND.
Academic credits gained by successfully completing this course can be used towards a masters degree.
We welcome enquiries from appropriately qualified applicants with research interests in community and youth work.
Current research topics include:
You will be assessed by thesis and viva voce.