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This MSc will prepare students for highly skilled, multidisciplinary managerial roles in the natural resources sector across the globe. Read more

This MSc will prepare students for highly skilled, multidisciplinary managerial roles in the natural resources sector across the globe. The programme is transcontinental (offered by UCL and the University of South Australia (UniSA)), is delivered by UCL Chemical Engineering, UCL Earth Sciences, UCL School of Management, and the Future Industries Institute at UniSA, and designed with significant input from industry.

About this degree

Students develop knowledge of geology, geosciences, geochemistry and the chemical processes used to transform raw materials into commmodities; managerial skills; and an understanding of the relationship between limited natural resources, economic forces, and the implications for society. The first two terms are spent at UCL in London and the third term and summer at UniSA in Adelaide.

Students undertake modules to the value of 180 credits.

The programme consists of eight core modules (120 credits) and a dissertation (60 credits).

Core modules

  • Business Sustainability
  • Decision and Risk Analysis
  • Earth Resources and Sustainability
  • Geology for Global Managers and Engineers
  • Minerals Usage, Extraction and Processing
  • Natural Gas Processing
  • Prevention and Remediation of Environmental Contamination
  • Social Licensing

Optional modules

There are no optional modules for this programme.

Dissertation/report

All students undertake a dissertation of 6,000 words based on an individual research project, field trip and executive summary. They must also complete an oral examination of 20 minutes maximum.

Teaching and learning

The programme is delivered through a combination of lectures, seminars, site visits, independent reading and research as well as online material. Some of the modules taught in London will be co-taught by experts at UniSA via remote teaching methods. Assessment is by examination, coursework, process design, oral presentation, online quizzing, reports and writing executive summaries, with some components involving group work.

Further information on modules and degree structure is available on the department website: Global Management of Natural Resources MSc

Careers

The Global Management of Natural Resources MSc will prepare graduates for highly skilled, multidisciplinary managerial jobs in the natural resources sector. Recent university graduates who apply will gain a global perspective on the natural resources sector. Mid-career professionals already employed will expand their range of expertise. 

Our graduates will also be equipped for further postgraduate research in relevant disciplines.

Employability

Successful graduates will have wide knowledge of the energy and natural resources industries, have strong managerial and communication skills, be aware and respectful of social responsibilities, and operate within national and international constraints.

Why study this degree at UCL?

UCL is consistently placed in the global top 20 in a wide range of world rankings and in the latest Research Excellence Framework (REF 2014) UCL was the top-rated UK university for research strength. This MSc has developed from the European-funded research project ShaleXenvironmenT (in which UCL was an academic partner) and anticipates increasing demand for managerial professionals in existing and developing natural resources fields. UniSA is one of Australia’s leading universities for interdisciplinary research.

Our programme aims to produce global citizens and offers networking opportunities in London and Adelaide. We offer career advice throughout the programme and foster transferable skills through our multidisciplinary environment.

The programme includes a field trip to explore sedimentary formations similar to shale plays in either Spain or the UK. There is another field trip to a copper, gold or uranium mine in South Australia.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Chemical Engineering

90% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The Art and Design in Education MA draws on the research and teaching expertise with the Art, Design and Museology group at the UCL Institute of Education (IOE). Read more

The Art and Design in Education MA draws on the research and teaching expertise with the Art, Design and Museology group at the UCL Institute of Education (IOE). It examines the relationship between art practice, theory and pedagogy and enables students to develop a rigorous approach to educational research in art colleges, schools and galleries.

About this degree

This programme will enable you to share and investigate art education from theoretical, historical and practical perspectives. It addresses key issues such as globalisation, alternative models for art education, new technologies and embodied learning. Students will explore the relationship between practical and theoretical modes of enquiry and learn to conduct research using appropriate methodologies.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits), and a dissertation (60 credits).

Core modules

  • Alternative Models for Art Education
  • Research Based Practice in Art and Design Education

Optional modules

  • Contemporary Art and Artists in Education
  • Material and Virtual Cultures: Transforming the Museum and Gallery Experience
  • Responsive Museums: Inclusion and Outreach in Practice

Dissertation/report

All students undertake a dissertation in one of three modes:

  • a thesis of 20,000 words
  • exhibition and 10,000-word report
  • an exhibition of a residency / placement and 10,000-word report

Teaching and learning

Teaching methods include studio practice, lectures, seminars, and gallery-based learning delivered by IOE staff, visiting lecturers and professionals working in universities, galleries and schools. Assessment is based on coursework assignments and the dissertation.

Further information on modules and degree structure is available on the department website: Art and Design in Education MA

Careers

UCL IOE's Art and Design MA students have a strong record of success in obtaining leadership roles in arts organisations and education. Alumni are currently working as lecturers in further and higher education, heads of arts faculties in secondary schools, freelance artists educators in galleries and museums as well as careers advisers for the arts. Graduates have also been very successful entering PhD programmes.

Recent career destinations for this degree

  • Assistant Principal and Secondary School Teacher (Art), Kensington Aldridge Academy
  • Primary School Class Teacher (Art), Kender Primary School
  • Secondary School Teacher (Head of Art and Design), St. Helen's School
  • Senior Arts Education Officer, Ministry of Education - Singapore
  • Freelance Artist and Designer, Location Inflation

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

Art and design education at the IOE - the leading institution for education worldwide (QS World University Rankings 2015) - has a long and distinguished history which can be traced back to the work of pioneering art educator Marion Richardson (1892-1946).

Located in the heart of Bloomsbury, the current MA works closely with galleries and museums continuing Richardson's quest to strengthen links between contemporary art practice and education.

Students enjoy the use of purpose built studio space in IOE's Grade I listed building and benefit from being part of a wider community of PGCE, MA and doctoral students.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Culture, Communication & Media

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The Museums and Galleries in Education MA combines academic study with professional educational practice in museums, galleries and heritage sites, looking at influential contemporary and historic theories in museum and gallery education. Read more

The Museums and Galleries in Education MA combines academic study with professional educational practice in museums, galleries and heritage sites, looking at influential contemporary and historic theories in museum and gallery education. This programme also enables international collaborations to take place across the academic and professional field of museum studies.

About this degree

The programme enables students to carry out a practical and theoretical study on education in museums and galleries. University-based sessions are supplemented by teaching sessions at national, regional and university collections. Additionally students gain flexible access to historic and contemporary sites and full-time students have a 20-day research-based placement in a museum, gallery or heritage site.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation and portfolio (60 credits).

Core modules

  • Issues in Museum Studies
  • Responsive Museums: Inclusion and Outreach in Practice

Optional modules

  • Alternative Models for Art Education
  • Constructing and Interpreting Heritage Culture
  • Contemporary Art and Artists in Education
  • Material and Virtual Cultures: Transforming the Museum and Gallery Experience

Dissertation/report

All students undertake an independent research project which culminates in a dissertation of 14,000 words with a portfolio equivalent to 6,000 words for full-time students and a 10,000-word report for flexible students.

Teaching and learning

Teaching is undertaken by UCL Institute of Education (IOE) staff and visiting lecturers in a variety of forms including lectures, seminars, workshops, visual presentations with a substantial part of the programme involving off-site teaching in museums, galleries and heritage sites. Assessment includes 5,000-word assignments and electronic media.

Further information on modules and degree structure is available on the department website: Museums and Galleries in Education MA

Careers

Graduates of this programme are currently working as: education officers at historical sites, digital programme managers in national art and design museums, heads of learning, heads of interpretation and curation in museums and galleries, and heads of research.

Recent career destinations for this degree

  • Visitor Experience Associate and Exhibit Mentor, Boston Children's Museum

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The Museums and Galleries in Education MA has a long and distinguished history for both those wishing to learn about the educational potential of the cultural sector and those wishing to expand their existing careers.

UCL Institute of Education is ideally situated for students to make excellent use of an extraordinary range of institutions, many within walking distance of the Art, Design and Museology studios.

Moreover the MA works in close collaboration with the Art and Design in Education MA tutors and together they have created an international research-active environment in which to share knowledge and professional expertise.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Culture, Communication & Media

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



Read less
The Music Education MA will introduce students to research and research-informed practice at the forefront of music education. The programme will provide tools for interrogating musical and educational assumptions, values and practices. Read more

The Music Education MA will introduce students to research and research-informed practice at the forefront of music education. The programme will provide tools for interrogating musical and educational assumptions, values and practices. It will help students to expand their understanding of effective music teaching, evaluation and assessment across the lifespan.

About this degree

Undertaking the Music Education MA programme will allow students to develop their critical thinking and ability to interrogate current educational research, literature and practice in the overarching fields of music and music education. They will also have the opportunity to pursue specialist lines of enquiry that are related to their own professional and/or academic interests, working alongside prominent academics in the field.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), and either two optional modules (60 credits) and a research dissertation (60 credits), or three optional modules (90 credits) and a report (30 credits).

Core modules

The two core modules are founded on three strands in the study of music education: philosophy, psychology and sociology. These include historically-significant and cutting-edge contemporary approaches, theories and philosophies across a wide range of topics. 

  • Disciplines of Music and Music Education Part I
  • Disciplines of Music and Music Education Part II

Optional modules

The Critical Studies in Music Pedagogy and Practice module examines past and present music education research and practice across a range of social and cultural contexts. Music Technology in Education provides students with opportunities to engage with published commentary and also develop practical skills. Choral Conducting, Leadership and Communication develops the skills of effective choral conducting and rehearsing in educational contexts. 

  • Students choose from a range including:
  • Critical Studies Music and Music Education
  • Choral Conducting Leadership and Communication
  • Music Technology in Education

Please note: at the programme leader's discretion, a student might be able to import a maximum of 60 credits.

Dissertation/report

All students undertake an independent research project, which culminates in a 20,000-word dissertation or 10,000-word report.

Teaching and learning

The main mode of delivery is through a combination of weekly lectures and seminars.

There are ten-week lecture courses for the two core modules, and also for Critical Studies in Music Pedagogy and Practice (optional module), with sessions held in the evenings at the UCL Institute of Education. However, the Choral Conducting Leadership and Communication optional module takes place over five full days at the UCL Institute, as well as through additional student-led sessions. Students are also required to engage actively with UCL's online learning environments across the programme. The Music Technology in Education optional module is delivered online. All students are entitled to face-to-face tutorials with their allocated tutors. 

Assessment is predominantly through a written assignment for each taught module.

Further information on modules and degree structure is available on the department website: Music Education MA

Careers

Graduates of this programme are currently working as:

  • advocates for the arts
  • arts, health and wellbeing therapists
  • composers
  • doctoral and post-doctoral researchers
  • freelance music teachers
  • Further Education lecturers
  • music education hub managers
  • music teachers in primary and secondary schools
  • performers
  • primary music co-ordinators
  • producers
  • university lecturers

Recent career destinations for this degree

  • Secondary School Teacher (Head of Music), St Michael's Catholic School
  • Primary School Class Teacher (Reception), Pinkwell Primary School and studying Doctorate in Music Education, University College London (UCL)
  • Secondary School Teacher (Head of Music Department), Pimlico Academy
  • Primary School Class Teacher (Music), St. Stephen's School and Children's Centre
  • PGCE Secondary Teaching (Music), Middlesex University

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The Music Education MA at UCL is the only postgraduate programme of its type in the UK, and one of the largest recruiting in the world, that is dedicated to music education.

The programme is taught by leading academics with current and extensive expertise in externally-funded research. Research and publications from our lecturers have significant impact on educational policy and practice both in the UK and internationally. This informs learning and teaching on the programme whilst fostering the development of a research-based culture. Many of our students pursue further study at doctoral and post-doctoral level.

Our programme meets the needs of a wide range of professionals from across the international communities of music and music education. Our alumni have been and continue to be leading figures in education worldwide.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Culture, Communication & Media

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



Read less
The programme allows students to engage with current issues and debates relevant to early years education, increasing understanding of policy development and developing leadership knowledge and skills to assess the quality of early years practice. Read more

The programme allows students to engage with current issues and debates relevant to early years education, increasing understanding of policy development and developing leadership knowledge and skills to assess the quality of early years practice. Students gain understanding of general methodology and research methods, which enables them to conduct research in early years settings.

About this degree

This programme provides the opportunity for students to access professional development that is informed by best practice in early years education. It will also prepare students for leadership roles and develop their understanding of general methodology and research methods.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (90 credits), one optional module (30 credits) and a dissertation (60 credits).

Core modules

  • Contemporary Issues in the Early Years
  • Early Childhood Education
  • Researching Early Years and Primary Education

Optional modules

  • Leadership in Early Childhood Education

Students can also choose one from a wide range of Master's-level optional modules across the IOE offering.

Dissertation/report

All students undertake an independent research project which culminates in a 20,000-word dissertation.

Teaching and learning

This programme is delivered through face-to-face evening sessions. Assessment is through assignments and a dissertation.

Further information on modules and degree structure is available on the department website: Early Years Education MA

Careers

Graduates of the Early Years Education MA are currently working as nursery teachers and managers, primary school teachers, advisers to local and national government and researchers on early childhood programmes.

Recent career destinations for this degree

  • Day Nursery Team Leader and Pre-School Teacher, Working Mums Daycare & Pre-School
  • Pre-School Teacher / Owner, Kyalulu Preschool
  • PhD Early Years Education, Institute of Education, University of London (IOE)
  • Day School Teacher (Early Years), Girls' Day School Trust (GDST) and studying MPhil/PhD Education, Institute of Education, University of London (IOE)

Employability

By taking this programme students develop an international, critical and deep understanding of early years leadership, curriculum, pedagogy and assessment.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The Early Years Education staff team at UCL Institute of Education (IOE) have been at the forefront of international research for two decades including the renowned Effective Pre-School, Primary and Secondary Education (EPPSE) project.

The research and teaching team specialise in early years leadership, pedagogy and curriculum and assessment

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Learning & Leadership

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



Read less
This Literacy Learning and Literacy Difficulties MA will provide students with a deeper understanding of the processes involved in learning to read, write and spell, the sources of difficulties, and approaches to intervention. Read more

This Literacy Learning and Literacy Difficulties MA will provide students with a deeper understanding of the processes involved in learning to read, write and spell, the sources of difficulties, and approaches to intervention.

About this degree

This programme provides students with the opportunity to draw on the strengths of a team with research expertise in literacy and experience in evaluating early literacy interventions. They will also investigate literacy acquisition and problems in depth, covering reading, writing and spelling.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits) 

Core modules

There are two core modules and all students should take these to qualify for the MA. The dissertation or report are also compulsory. Both of these modules are taken in year one of the programme

  • Research Methods in Literacy
  • Literacy Development

Recommended optional modules include:

  • Reading and Spelling Difficulties
  • Literacy Practice in Writing and Comprehension

Students can also choose one or two optional Master's level modules from across the IOE offering.

Dissertation/report

All students submit either a 20,000-word dissertation (60 credits) or a report (30 credits).

Teaching and learning

Sessions for all modules are offered face-to-face in the evenings, supplemented by online discussion and reading. Dissertation/report group sessions are also delivered in the evening and are supplemented by one-to-one supervision. All 30-credit modules are assessed via the equivalent of a 4,000-word assignment.

Further information on modules and degree structure is available on the department website: Literacy Learning and Literacy Difficulties MA

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as literacy co-ordinators and special educational needs co-ordinators, while others have jobs as literacy advisers and specialists. Graduates can also be found working as teachers and as independent literacy intervention tutors.

Recent career destinations for this degree

  • Primary School Class Teacher (Early Years), Unspecified Primary School
  • Special Educational Needs Co-ordinator (SENCO), Unspecified Literacy Centre
  • Primary School Class Teacher (Year 5), Unspecified Primary Academy
  • Special Education Deputy Head Teacher, Unspecified School

Employability

Students learn to diagnose a range of literacy difficulties and then to be able to consider appropriate interventions for those struggling with their reading and/or writing. Those graduating from the programme usually enhance their career prospects and can demonstrate a deeper understanding of literacy learning and supporting struggling readers and writers. Graduates usually move into co-ordinator/literacy management roles.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The Department of Learning and Leadership at UCL Institute of Education (IOE) has developed an internationally-recognised reputation for early childhood and pre-school and primary education studies.

The department has a vibrant teaching programme and offers a range of enriching events including research seminars and conferences in the field of early childhood and primary education.

In all its work, the department is strongly committed to working in partnership with government agencies, education authorities, schools, early years and community groups and other departments within the IOE.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Learning & Leadership

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



Read less
The Development Education and Global Learning MA introduces students to a range of perspectives and approaches to development education, global learning and global citizenship. Read more

The Development Education and Global Learning MA introduces students to a range of perspectives and approaches to development education, global learning and global citizenship. The programme offers a collaborative online learning environment through which students develop their own knowledge and skills, as well as interact with, and learn alongside, peers from around the world.

About this degree

This programme provides students with a grounding in the current research and practice of development education, global learning and global citizenship. It also provides opportunity for participants to reflect critically on their own engagement and interest in these areas and how they link to broader educational debates, such as those related to education quality, aid and development, sustainable development, poverty and global inequality.

Students undertake modules to the value of 180 credits.

The programme consists of either two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits) or two core modules (60 credits), three optional modules (90 credits) and a report (30 credits).

Core modules

  • Development Education in the Era of Globalisation
  • Principles and Practices of Development Education

Optional modules

  • North-South Educational Partnerships
  • Options may also be selected from any other MA programme at UCL Institute of Education as long as they contribute to a coherent programme of study.
  • Understanding Research

Dissertation/report

Students submit either a dissertation of 17,000 words and a 2,000-word research proposal, or a report of 8,000 words and a 1,500-word research proposal.

Teaching and learning

All core modules within this programme are delivered online; students may choose to take optional modules either online or face-to-face. Modules are structured around independent engagement with literature, online discussions and group activities, and coursework assignments. Assessment is by written coursework.

Further information on modules and degree structure is available on the department website: Development Education and Global Learning MA

Careers

Graduates of this programme are currently working across a broad range of areas in countries around the world. Many are working as teachers and senior leaders in schools (in the UK and internationally), while others have found jobs as development education officers in NGOs. Graduates can also be found working as further and higher education lecturers. Their work includes a wide range of projects and initiatives both within formal education (e.g. in curriculum development, school awards, international partnerships) and in non-formal education (e.g. education campaigns and advocacy work).

Employability

Graduates who complete this programme will have developed knowledge and skills in how to apply learning about global and international development issues to educational environments.

This knowledge and skills are increasingly seen as important by employers within education in order to enable learners to respond to the challenges of living and working in a global society

Why study this degree at UCL?

The Curriculum, Pedagogy and Assessment Department at UCL Institute of Education is a world-leading centre for geography, business, mathematics, history, religious education, citizenship and science education. The department hosts top-rated initial teacher education programmes, innovative MA degrees and a wide range of continuing professional development opportunities.

The Development Education Research Centre (DERC), which runs this programme, was established in 2006 with funding from the Department of International Development (DFID) to act as the hub for knowledge generation, new thinking and quality output on development education and related areas.

In addition to this programme, DERC conducts research and consultancy across primary, secondary, higher and non-formal education and supports a number of doctoral students. Students on the MA benefit from access to the most recent research and thinking in these areas, as well as opportunities to interact with an international network of educators and researchers.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Curriculum, Pedagogy & Assessment

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



Read less
The Mathematics Education MA is for teachers, tutors and others interested in how mathematics is taught and learnt. The programme gives students the opportunity to explore issues in mathematics teaching, to consider the theoretical underpinnings, and to carry out a rigorous study of mathematical learning. Read more

The Mathematics Education MA is for teachers, tutors and others interested in how mathematics is taught and learnt. The programme gives students the opportunity to explore issues in mathematics teaching, to consider the theoretical underpinnings, and to carry out a rigorous study of mathematical learning.

About this degree

In the two core modules students consider research-based developments in mathematics teaching and their related sociological, psychological, curricular and linguistic issues, and they engage with mathematics itself, finding implications for teaching. Optional modules and the independent dissertation/report explore learning with digital technologies, study the wider values and practices of education, and allow teachers to develop and critique their own practice.

Students undertake modules to the value of 180 credits.

The Mathematics Education MA consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits), or a report (30 credits) and additional optional module.

A Postgraduate Diploma, two core modules (60 credits), two optional modules (60 credits), full-time nine months or flexible study up to five years, is offered.

A Postgraduate Certificate, one core and one optional module (60 credits), flexible study over a period of up to two years, is offered.

Core modules

  • Understanding Mathematics Education
  • Mathematics for Teachers

Optional modules

  • Digital Technologies for Mathematical Learning
  • What is Education?

Students can also choose optional modules from across the other MA programmes offered by the IOE and/or import a maximum of 90 credits into this programme.

Dissertation/report

All students undertake an independent research project which culminates in a 17,000-word dissertation or 8,000-word report.

Teaching and learning

Teaching varies according to the modules and includes face-to-face seminars and discussions of reading, mathematical workshops, student presentations, as well as online interactions. Only one module, Digital Technologies in Mathematical Learning, can be studied at a distance. 

Further information on modules and degree structure is available on the department website: Mathematics Education MA

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as secondary school heads of mathematics, while others have jobs as primary school mathematics leads. Graduates can also be found working as head teachers and mathematics education lecturers.

Recent career destinations for this degree

  • Secondary School Teacher (Maths), Ming Jen Secondary School
  • Independent School Teacher, Girls Day School Trust (GDST)
  • Secondary School Teacher (Maths and Assistant Head of Year), North London Comprehensive Secondary School

Employability

For most teachers, the Mathematics Education MA enhances their satisfaction in teaching and adds a thoughtful critique that balances the pressures of teaching. It develops skills in mathematics, pedagogy, research methods and writing. This programme is a vital stepping-stone to a higher degree in mathematics education and a post in teacher education or education research. For non-teachers, this programme develops transferable skills of writing, critical analysis and understanding of how a mathematical perspective differs from other forms of reasoning.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The Curriculum, Pedagogy and Assessment Department at UCL Institute of Education is a world-leading centre for geography, business, mathematics, history, religious education, citizenship and science education. Students will work with tutors who are at the forefront of mathematics education research and who are directly involved in some of these developments.

The department provides an impressive range of cutting-edge MA and CPD courses, presented in face-to-face, distance learning or mixed mode formats. In addition we offer a first class PhD programme and staff are actively involved in an extensive range of innovative, nationally and internationally acclaimed, research and development projects.

The department's student population is very diverse: students on initial teacher education programmes, practising teachers, and a rich and diverse range of international students.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Curriculum, Pedagogy & Assessment

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



Read less
The Curriculum, Pedagogy and Assessment MA will enable students to develop their expertise in curriculum development, teaching and learning, and assessment practices. Read more

The Curriculum, Pedagogy and Assessment MA will enable students to develop their expertise in curriculum development, teaching and learning, and assessment practices. Students will be able to analyse and reflect on their professional experience, and examine new developments in policy and practice, giving them the skills to become a successful leader, and helping them to create and sustain change.

About this degree

This programme will help students understand, analyse, debate and evaluate viewpoints, improving their research literacy and research skills, as well as helping them to contribute ideas on what young people need to learn in today's society, and most importantly, why.

Students take modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation/report (60 credits).

A Postgraduate Diploma (120 credits) is offered.

A Postgraduate Certificate (60 credits) is offered.

Core modules

  • Curriculum Development: Issues and Principles
  • Investigating Research Into Schooling, Curriculum, Teaching and Learning

Optional modules

Students select two optional modules from the following:

  • Assessment Issues and Practice
  • Educational Testing
  • Assessment for Learning
  • Guiding Effective Learning and Teaching
  • International Perspectives on Education Reform

Dissertation/report

Students undertake a dissertation of 20,000 words, or a 10,000-word report and an additional optional module.

Teaching and learning

Teaching is delivered in collaborative learning groups. Our aim is to develop communities of learners, and we expect students to be active participants in creating new knowledge. All assessment is through coursework.

Further information on modules and degree structure is available on the department website: Curriculum, Pedagogy and Assessment MA

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as heads of department, deputy heads and head teachers in UK schools, while others have jobs as curriculum developers in government education departments. Graduates can also be found working as university lecturers, researchers and PhD students.

Recent career destinations for this degree

  • Primary School Class Teacher (Year 3), Horley Junior School
  • Primary School Class Teacher (Year 5), Dagenham Primary School
  • PhD in Philosophy of Education, Institute of Education, University of London (IOE)
  • Project Researcher, University of Lagos

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The UCL Institute of Education is a world-leading centre of research and teaching in the field of education, and this programme is unique in the United Kingdom. You will study alongside students from all over the world, learn from tutors who are experts in the area, and become a leader of curriculum reform.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Curriculum, Pedagogy & Assessment

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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This MA explores how effective learning happens, what influences it, and how it can be facilitated. It invites systematic reflection on participants' learning, and on how to promote others' learning through teaching. Read more

This MA explores how effective learning happens, what influences it, and how it can be facilitated. It invites systematic reflection on participants' learning, and on how to promote others' learning through teaching.

About this degree

This programme provides students with the opportunity to learn about critical perspectives on teaching and learning, and to experience active and collaborative approaches in learning communities. Students will have the opportunity to examine their own and others’ professional practice, and to participate in challenging, invigorating and thought-provoking discussions.

Students undertake modules to the value of 180 credits.

The programme consists of one core module (30 credits) and either three optional modules (90 credits) and a dissertation (60 credits), or four optional modules (120 credits), and a report (30 credits).

Core modules

  • Guiding Effective Learning and Teaching

Optional modules

Optional modules include:

  • Assessment for Learning
  • Assessment Issues and Practice
  • Curriculum Development: Principles and Concepts
  • Investigating Research
  • International Perspectives in Education Reform
  • Educational Testing

Dissertation/report

All students undertake an independent research project which culminates in either a 20,000-word dissertation or a report of 10,000 words.

Teaching and learning

This programme is delivered through a combination of lectures, seminars, tutorials, games, discussions and group tasks. Assessment is through writing a critical review of a chosen academic article and through writing an assignment in which small-scale research into a selected area of study is analysed. Peer and self-assessment are systematically included.

Further information on modules and degree structure is available on the department website: Effective Learning and Teaching MA

Careers

This programme will benefit those with several years' experience in the classroom who wish to take on more responsibility in their careers by drawing on research findings to inform their approaches in schools or colleges.

Recent career destinations for this degree

  • Primary School Class Teacher, Oriental School
  • PhD in Education, Institute of Education, University of London (IOE)

Employability

Some participants find their teaching approach is revitalised and better informed after taking the MA, leading them to become more confident and responsible teachers of young people.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The MA takes the profession of teaching to a new level, challenging assumptions held since schooldays and reconceptualising the purposes of education today.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Curriculum, Pedagogy & Assessment

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The Leadership MA will explore and critique educational leadership and management theory, research and practice and encourage students to reflect on and challenge their own practice as educational leaders or managers. Read more

The Leadership MA will explore and critique educational leadership and management theory, research and practice and encourage students to reflect on and challenge their own practice as educational leaders or managers. Students investigate how the intersection of policy and practice influences leaders and managers of schools, institutions and systems, and examine how leaders and managers can improve the quality of teaching and learning.

About this degree

This programme provides students with the opportunity to develop their understanding of how leaders and managers can nurture relationships with their communities, investigating how leaders and managers can address issues of race, gender and class within educational organisations to improve student outcomes. Students will be able to join a professional network with other participants from London and around the world.

Students undertake modules to the value of 180 credits.

The programme consists of one core module (30 credits), three optional modules (90 credits), and a dissertation (60 credits).

Core modules

  • Leading and Managing Change and Improvement

The key topics of educational leadership and management will be considered. Learning-centred leadership and system leadership will be defined and its main features discussed. The cultural context is also examined. Key matters of managing educational improvement and change are examined and attention given to strategies for managing change effectively. An introduction to the field of school improvement and effectiveness research will be provided.

Optional modules

Students choose a maximum of three optional modules. Other elective modules offered within the IOE may also be taken, subject to approval.

  • Doing and Using Educational Leadership and Management Research
  • Leadership for the Learning Community
  • Leading in Diverse Cultures and Communities
  • Developing Personal Leadership Skills*
  • Exploring Educational Policy*
  • Finance and Resource Management*
  • Values, Vision and Moral Purpose*

*Modules available from the University of London International Programme (subject to confirmation). NB. These are distance learning modules only. 

Dissertation/report

Students undertake a dissertation of 20,000 words.

Teaching and learning

Teaching is delivered through face-to-face teaching, facilitation, multimedia presentations and activity-based learning. Each module is supported by materials on our virtual learning environment. The programme is assessed through coursework and the dissertation.

Further information on modules and degree structure is available on the department website: Leadership MA

Careers

The Leadership MA is a proven programme which our students have found to be invaluable in enhancing their current roles. A significant number have used both the skills and the qualification as a platform for career advancement. Typically they move into senior leadership positions within their selected phase of working. Subsequently many move on to headship or principalship. A smaller number elect to continue their exploration of education through doctoral studies. 

Graduates of this programme are currently working across a broad range of areas. Some are working as principals/head teachers, while others have jobs as university academics.

Recent career destinations for this degree

  • Director of Sports, Unspecified London Academy
  • Vice-Principal, Unspecified Sixth Form College
  • PhD in Education, Institute of Education, University of London (IOE)
  • Head of Elementary Section, Unspecified International School
  • Head of Psychology / Quality Adviser for Academic Sciences, Unspecified Sixth Form College

Employability

Though academic in focus the programme is practical in terms of application. Students develop skills in leading staff, working with teams, professional issues of supporting and challenging motivation, leading change, assessing research claims and developing research-engaged institutions. Wider philosophical and value stances are explored and these are particularly pertinent in working in a truly global context.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The quality and range of the Department of Learning and Leadership's research and development work derives from its excellent reputation, not least for promoting new knowledge for and about leadership, in London, nationally, and internationally.

The department supports educational and public sector leadership for improving the life chances of individuals and communities, working in partnership with practitioners and policymakers at the critical edge of research and practice.

The department is at the forefront of developing research, new knowledge and publications for and about leadership and learning.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Learning & Leadership

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The Educational Leadership (International) MBA will meet the needs of senior educational leaders, developing the scholarship and academic skills to support their reflective practice. Read more

The Educational Leadership (International) MBA will meet the needs of senior educational leaders, developing the scholarship and academic skills to support their reflective practice. It will enable them to reflect on the key areas of theory, empirical research and values that underpin educational leadership, and allow them to analyse how policy can impact on educational leadership.

About this degree

This programme provides students the opportunity to develop as a strategic thinker, leader of learning and educational improvement, and manager of resources, exploring important national and international debates in and around educational reform, leadership, and teaching and learning.

Students undertake modules to the value of 180 credits.

The programme consists of four core modules (120 credits), and a dissertation/report (60 credits).

Core modules

  • Strategic Leadership and Resource Management
  • Leading People For Effective Learning
  • System Leadership
  • Leading in Diverse Communites and Cultures

Optional modules

There are no optional modules for this programme.

Dissertation/research project

Students undertake an independent research project which culminates in a dissertation of 20,000 words.

Teaching and learning

This programme is delivered through a combination of lectures, seminars, online materials and tutorial support involving module leaders and guest speakers. Assessment is through assignment submission and final dissertation. The programme is delivered through intensive two-day contact periods and tutorial support can be offered in person, via Skype or online.

Further information on modules and degree structure is available on the department website: Educational Leadership (International) MBA

Careers

Graduates of this Master's degree are currently working as:

  • Executive leaders of academies and multi-academy trusts
  • Headteachers/Principals
  • Heads of early childhood settings
  • Senior education consultants working within national and international contexts
  • Local authority leaders
  • Senior leaders in state, independent and international sector schools

Recent career destinations for this degree

  • Head Teacher, Inclusive Learning Service (inner London)
  • Primary School Deputy Head Teacher, Unspecified London School
  • Secondary School Deputy Head Teacher, Unspecified Independent School, Surrey

Employability

This Master's degree provides the opportunity to:

  • develop as a strategic thinker, leader of learning and educational improvement, and manager of resources
  • explore important national and international debates in and around educational reform, leadership, and teaching and learning.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The quality, depth and breadth of research and development work carried out by the Department of Learning and Leadership at the UCL Institute of Education (IOE) has an outstanding reputation. The department is at the forefront of promoting new knowledge for and about leadership in London, nationally, and internationally.

The department supports educational and public sector leadership to improve the life chances of individuals and communities, working in partnership with practitioners and policymakers at the critical edge of research and practice.

The Educational Leadership (International) MBA provides a full overview of contemporary education leadership issues. This includes focusing on the role of schools within the wider community and how governmental policy makes its mark.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Learning & Leadership

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The Education and Technology MA teaches students the practical and research skills to design, use and evaluate 'edtech' interventions. Read more

The Education and Technology MA teaches students the practical and research skills to design, use and evaluate 'edtech' interventions. They will develop methodological skills to ensure that processes and products respond to the needs of educators and add value to learning and teaching. Students learn how to embed technology within educational practice, explore key issues and debates in this field, and critically appraise educational theory.

About this degree

This programme develops students' theoretical insights and practical skills in technology in education. Students learn how to apply the latest educational theory to their everyday professional practice. The research skills developed allow progression on to doctoral research and/or a strong background for a career in design and evaluation work in the edtech sector.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), and either two elective modules (60 credits) and a dissertation (60 dissertation), or a report (30 credits) and three elective modules (90 credits).

Core modules

  • Education and Technology: Key Issues and Debates (online/mixed)
  • Researching Digital Learning (online/mixed)

Elective modules

Students choose two optional modules from across the UCL Institute of Education's Master's-level offering.

The following are examples from the recommended UCL Knowledge Lab MA optional modules:

  • Design and Use of Technologies for Education
  • Technology and Education Beyond the Classroom
  • Digital Design Thinking and Making

Previous students have chosen optional modules from Psychology, Mathematics or Science Education, Higher and Professional Education and other programmes.

MA Mathematics Education Programme

Dissertation/report

All students undertake an independent project culminating either in a dissertation of 20,000 words or a report of 10,000 words, supervised either on campus or online.

Teaching and learning

Teaching is delivered through individual and group working; lectures and podcasts, student presentations and group discussion of reading and writing undertaken in preparation for sessions, both online and face-to-face; collaborative activities in face-to-face and online contexts. All modules are assessed by written assignments.

Further information on modules and degree structure is available on the department website: Education and Technology MA

Careers

Graduates of this programme are currently working as educators, university learning technologists, government education researchers, designers or developers of educational technology, consultants, PR and marketing managers. Some graduates continue their studies as PhD students.

Recent career destinations for this degree

  • International School Teacher (Head of ICT), Rainbow International School Uganda
  • Research Officer, Institute of Education
  • Education Consultant, CfBT
  • ICT Trainer, Alvan Ikoku Federal College of Education and studying MOODLE DESIGN, Unspecified Institution
  • Lecturer / Instructional Designer, National University of Kaohsiung and studying MA Education and Technology, Institute of Education, University of London (IOE)

Employability

The Education and Technology MA is highly regarded within education and industry. Graduates from our programme have gone on to develop their careers in the education sector as senior teachers, learning technologists, education researchers, and to undertake PhD research.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

This programme is run by UCL's Knowledge Lab (UCLKL) where researchers explore the future of learning with digital technologies in a wide range of educational settings. This brings together scientists from a range of fields including education, sociology, and semiotics who explore design, development and evaluation across a broad range of digital media. The research is interdisciplinary in nature, with collaborations involving, for example, computer scientists, designers, and subject specialist educators. 

This programme offers a number of opportunities for networking across different sectors in educational contexts:

  • The UCL Knowledge Lab runs regular seminars and talks from external academic visitors, which students are encouraged to attend, and are broadcast on Moodle for distance learners, providing networking opportunities with academics.
  • Several projects within the UCL Knowlege Lab are in collaboration with tech companies, providing potential opportunities to link with industry.
  • The programme attracts students from across the world providing international networking links across different educational sectors.

The MA attracts students from a wide variety of backgrounds and nationalities, providing scope for broad intellectual discussion and debate, and opportunities for multidisciplinary working, and global networking.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Culture, Communication & Media

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The Digital Media, Culture and Education MA explores the theory and practice of media in society, with a particular focus on education and emergent new literacies in the digital age. Read more

The Digital Media, Culture and Education MA explores the theory and practice of media in society, with a particular focus on education and emergent new literacies in the digital age. The programme combines theory with practical opportunities for media production. Students will critically examine new developments within digital media and work with partners including the British Film Institute (BFI).

About this degree

This programme provides the opportunity to explore different media forms, media education, media literacy and related fields. It combines theory with practical opportunities in moving image production, Internet cultures and game design. Students will critically examine developments in the fields of new media, including the impact of new technologies on education, and debates about the place and purpose of media in society.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits), a dissertation (60 credits) or a report (30 credits) and an additional optional module (30 credits).

Core modules

  • Digital Media, Cultural Theory and Education
  • Internet Cultures: Theory & Practice

Recommended optional modules include:

  • Moving Image Production
  • Digital Games, Play and Creativity
  • Bodies and Digital Media

Dissertation/report

All students undertake an independent research project, which culminates in a dissertation of 20,000 words or a report of 10,000 words. Either the dissertation or the report can be part-production based, in which case the production element replaces 50% of the wordcount.

Teaching and learning

Teaching is delivered by face-to-face lectures and seminars, practical workshops combined with online-learning. Students are assessed by coursework assignments of up to 5,000 words, plus practical work for some modules, and a 20,000-word dissertation or 10,000-word report.

Further information on modules and degree structure is available on the department website: Digital Media, Culture and Education MA

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as teachers in primary, secondary schools and further and higher education, while others have jobs as within areas related to digital media. Graduates can also be found working as museum and gallery education officers and in other informal learning spaces.

Employability

The course provides students with skills relevant to media work in a wide variety of employment contexts, including education, museums and galleries, social media, cultural organisations. It provides experience of digital media production relevant to these contexts, but not professional production traiinng for the media industries.

Why study this degree at UCL?

This programme will equip students with skills, knowledge and experience related to the rapidly-changing worlds of digital media, culture and education. It will therefore support career development in a variety of media contexts, including educational settings, broadly-defined.

Students are able to work with the BFI, our partner for part of the course, as well as leading researchers from the DARE Collaborative, a research partnership focussed on the digital arts in education led by UCL Institute of Education (IOE) and the BFI.

The course is based at the UCL Knowledge Lab, which conducts research, design and development across a broad range of media, systems and environments and brings together researchers from the areas of education, sociology, culture and media, semiotics, computational intelligence, information management, personalisation, semantic web and ubiquitous technologies.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Culture, Communication & Media

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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This Master's programme will deepen students' knowledge of child development and developmental psychology and prepare them for professional work with children and young people, or progression to higher research degrees or employment as a researcher. Read more

This Master's programme will deepen students' knowledge of child development and developmental psychology and prepare them for professional work with children and young people, or progression to higher research degrees or employment as a researcher.

About this degree

This programme provides a high-quality education in the main theories, methods, and findings of psychological research relating to child development. The programme aims to enable independent learning and an approach to developmental psychology that is both informed and critical. Participants have the opportunity to conduct research that contributes to the field of child development.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (90 credits), an optional module (30 credits) and a dissertation (60 credits).

A Postgraduate Diploma, three core modules (90 credits), one optional module (30 credits), full-time one year or flexible study up to four years, is offered.

A Postgraduate Certificate, two core modules (60 credits), flexible study up to two years, is offered.

Core modules

  • Developmental Psychology
  • Methodology and Statistics
  • Social Development

Optional modules

Psychology graduates can take any optional module.

Graduates seeking BPS accreditation must take either Atypical Development or Language Development

  • Atypical Development
  • Language Development
  • or other approved Master's level modules

Dissertation/report

All students undertake an independent research project.

Teaching and learning

The programme is delivered through a combination of lectures delivered both by UCL Institute of Education academic staff and guest speakers, group work, and computer workshops giving hands-on practice. Assessment is through coursework involving exercises in statistics and methodology, and extended pieces of writing on set topics as well as the dissertation.

Further information on modules and degree structure is available on the department website: Child Development MSc

Careers

Graduates are currently working as:

  • educational or clinical psychologists
  • practising psychologists in the field of child development in the public and private sectors
  • PhD students.

Recent career destinations for this degree

  • College Lecturer, Morley College
  • Mentor, National Autistic Society
  • MRes in Research Methods in Psychology, Goldsmiths, University of London
  • Behavioural Support Practitioner, Care UK

Employability

This programme will prepare participants for progression to higher research degrees, employment as researchers or professional training to work with children and young people applying their psychological knowledge.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

Psychology and Human Development has more developmental psychologists than most psychology departments. The Institute of Education (IOE) houses major longitudinal studies such as the Millennium Cohort Study. It is conveniently located for attending research seminars in neighbouring colleges and institutes, such as the Birkbeck Babylab and the Institute of Child Health. In addition to the IOE's extensive library and online resources, students have access to Senate House, which contains the British Psychological Society collection.

Our alumni include professors of developmental psychology, educational psychologists, and clinical psychologists.

The programme provides the opportunity for suitably qualified applicants to gain the Graduate Basis for Chartered Membership (GBC) with the British Psychological Society.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Psychology & Human Development

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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