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.
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.
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.
Assessment is through coursework focusing on a range of professional learning activities and projects. Opportunities for formative feedback will be scheduled throughout each module.
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.
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.
The PgDip TQPR is specifically for teachers working in Independent Schools in Scotland who currently do not possess a formal teaching qualification and are therefore not eligible for Full Registration with the General Teaching Council of Scotland (GTCS). The programme has been co-designed with the Scottish Council for Independent Schools (SCIS) to offer a contextualised route for teaching staff in Independent Schools in Scotland, to enable them to achieve a GTCS-accredited Initial Teacher Education award, which meets the conditions outlined by GTCS in response to their application for Full Registration.
This new programme is contemporary in structure and aims to develop and enhance classroom practice while equipping participants with an enquiring stance in education. It promotes collaborative engagement and enables participants to engage in relevant, professional learning over 2 years on a part-time, on-line basis which takes cognisance of the current and future demands on those in the teaching profession.
You will complete two modules in the first year:
Teacher Professionalism (20 credits):
This module infrastructure mirrors a critically reflective approach to developing as a teaching professional and is designed to underpin engagement with the subsequent modules, as the first stage in a sequential professional learning pathway to achieving the Standard for Full Registration ('SFR') (GTCS, 2012). Through dialogic engagement with models and contextualised examples of professionalism, you will be empowered to connect you own emerging identity as a 21st Century teaching professional, with your aspirations for professional learning and enhanced practice, as agents of professional change.
Curriculum and Pedagogy (20 credits):
This module aims to provide a framework to enable you to reflect critically on your current practice and future professional development. You will be encouraged to investigate the nature of curriculum and consider theoretical models of 21st Century education, while concurrently developing digital literacy skills as a platform for critical engagement in classroom and professional learning. Ultimately, you will consider implications for your future practice in light of a deeper understanding of effective and collegiate current learning and teaching practices.
In the second year of the programme, you will complete a further two modules:
Policy into Practice (20 credits):
This module builds on the articulation of a professional identity, and the aspirations for enhanced 21st Century professional practice framed in Year one of the programme as a pathway to contextualising practice. You will familiarise youself with a range of national policy documentation and related stimuli exemplars of current SCIS guidelines. You will be guided to critically reflect on how individual and school practice in the Independent Sector is informed by current Scottish policy priorities and legislative requirements. You will explore the relationship between policy and practice as it is manifested in real terms in your school, with your pupils, to frame a justification for your own professional actions.
Evidencing the Standard for Full Registration (GTCS, 2012) (60 credits):
This module will support you to reflect on the professional learning undertaken in the first three modules and align it with the Standard for Full Registration (GTCS, 2012). It adopts an enquiry framework, extending the small-scale project-based experience in the Curriculum and Pedagogy module, to synthesise evidence from practice, school contexts and professional communities as the means to establish and resource a trajectory for career-long professional learning.
The Masters programme in Work-Based Learning (WBL) at Newman University provides flexible lifelong learning opportunities for professionals currently in employment (either paid or voluntary). The programme is designed to engage students in maximising their knowledge, skills, employability attributes and professional development opportunities needed in the workplace, by developing and implementing systematic professional enquiry and research. As a result, students can become more informed and more effective at work.
Throughout the programme, students are encouraged to explore their own personal and professional interests, whilst utilizing (and building upon) their existing expertise. By focusing on a WBL approach to study, numerous benefits can be available to students such as: bespoke, relevant, student-focused, flexible programmes of study offering formal recognition of their occupational role; an acknowledgement of skills and knowledge gained at work; opportunities for workplace continual professional development (CPD) and career advancement; networking openings; alongside routes into various higher education awards. Indeed, if students wish to progress their studies even further then the WBL programme provides an appropriate academic platform for progression to doctoral study at level 8 such as PhD, EdD, DProf.
WBL has been defined as the learning arising from real-life activity within the workplace, with students taking work activities as a starting point for their studies. It is a structured and learner-managed approach to maximising learning and professional development opportunities. The focus is upon ‘capturing learning in the workplace’, by exploiting the different kinds of knowledge which can be used at work, via an application to working practices. This is achieved by centring upon the critical evaluation and synthesis of an individuals’ professional practice by specifically analysing their professional and personal development. Put simply, work-based learning is learning for work, at work and through work.
There are four core awards available to students, focusing on enhancing professional practice:
There are 12 subject-specific ’named awards’ available to students:
Master of Arts (MA) in Work-Based Learning (Business Management)
Master of Arts (MA) in Work-Based Learning (Drama)
Master of Arts (MA) in Work-Based Learning (English, Literature, and Society)
Master of Arts (MA) in Work-Based Learning (Health Mentor)
Master of Arts (MA) in Work-Based Learning (Heritage and Public History)
Master of Arts (MA) in Work-Based Learning (Social Care: Policy and Practice)
Master of Arts (MA) in Work-Based Learning (Working with Children, Young People & Families)
Master of Arts (MA) in Work-Based Learning (Youth and Community Work)
Master of Science (MSc) in Work-Based Learning (Applied Social Science)
Master of Science (MSc) in Work-Based Learning (Business Management)
Master of Science (MSc) in Work-Based Learning (Enhancing Healthcare Practice)
Master of Science (MSc) in Work-Based Learning (Health Mentor)
The Master’s level WBL programmes at Newman University are designed to cater for learners already in employment (paid or unpaid), normally in professional settings, who are looking for:
There is an opportunity of progression for Newman University postgraduate students wishing to progress to a full Master’s degree from programmes such as:
PG Cert in Higher Education Practice
PG Cert in Heritage and Public History
PG Cert in Chaplaincy with Young People
PG Cert in Safeguarding
The WBL courses will be delivered using a ‘blended’ approach, which consists of a mixture of distance learning (supported by materials available online), and some campus-based taught sessions. Campus-based taught sessions will only be used when necessary, and will usually be delivered at the Genners Lane Campus, at the weekend.
In respect of student workload, it should be noted that 30 credit modules require 300 hours of study and a 60 credit module requires 600 hours of study.
Part-time students have a maximum period of study of 5 years to complete a full Master’s degree. However, students will normally complete a full Master’s degree on a part-time basis, over 2-3 years.
For students submitting an RPL/RPEL claim up to the maximum of 90 credits, a full Master’s degree could be completed in 12 months.
Students will experience a range of work-based assessment formats including: written reports and essays, digital resource creation, project report and case study, e-portfolio, presentations, work-based research. Through the completion of such assessment activities, the course will develop independent study skills that are transferable to a range of both learning-based and work-based situations.