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University of Northampton, Full Time MA Degrees in Education

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The University of Northampton has a long standing reputation for high quality teaching and research and is passionate about transforming the lives of children and young people in the UK and internationally. Read more
The University of Northampton has a long standing reputation for high quality teaching and research and is passionate about transforming the lives of children and young people in the UK and internationally.

With its thriving community of practice, Education (Mathematics) at the University of Northampton has established a well-earned national reputation. Our tutors have all taught in schools and are experts in their respective disciplines within the mathematics teaching field: the combination of our expertise is the strength of our teaching team which offers our students far more than the sum of our parts.

Our MA in Education (Mathematics) Pathway offers opportunities for graduates who work in teaching to extend their knowledge, understanding and skills. One students says‘…[the tutor] makes managing studying alongside work manageable. What we learn is so interesting it doesn’t seem like a chore. Thank you.’ (MA in Education [Mathematics] student).

Course content

The MA in Education (Mathematics) Pathway offers Level 7 study to professionals teaching mathematics to:
-Critically evaluate the impact of recent legislation and policy on mathematics provision.
-Enhance their knowledge and understanding of children’s mathematical development.
-Investigate and critique theoretical perspectives in mathematics and their applications to practice.
-Engage with research and literature influencing developments in mathematics teaching policy and practice.
-Critically explore cutting-edge developments in the mathematics teaching field, in the UK and internationally.

Throughout the MA in Education (Mathematics) Pathway, opportunities to engage in deep-level critical reflection with other like-minded professionals and specialist tutors enable our students to gain secure understanding of complex issues in the dynamic and exciting field of mathematics teaching to inform their professional practice.

The MA in Education (Mathematics) offers a flexible approach through standard or blended approaches. Participants can either choose to study a full MA degree, or may exit the programme earlier to attain other qualifications:
-Stage one: two specified M level modules, exit with a Postgraduate Certificate in Primary Mathematics.
-Stage two: two further M level modules, exit with a Postgraduate Diploma in Education (Mathematics).
-Stage three: Dissertation or Research Thesis, leading to the full MA in Education (Mathematics) degree.

Course modules (16/17)

-Research Thesis
-Curriculum Leadership in Mathematics
-Contemporary Issues in Mathematics Education
-Mathematical Topics
-Mathematical Processes
-Inclusion in Mathematics Teaching and Learning
-Organisational based Project
-Principles and Practice in Coaching and Mentoring

Methods of Learning

The entire MA involves 140 hours of taught sessions, all of which are taught as interactive sessions involving activities and discussions. This means students will typically attend classes for six hours per week if studying full time, although this may vary depending on the modules taken. In addition full-time students will be expected to undertake a further 24 hours per week of private study and research. Part-time students taking the course over three years will be expected to do one third of this. You should however be aware that this is not consistently spread across the year and that at some points you may be working considerably more hours in a week. There will also be the chance to attend additional optional sessions and presentations connected to the research undertaken at the Faculty of Education and Humanities.

Assessments

The course assessment involves essays, portfolios, presentations, practical projects and small scale studies. Students will complete their final Dissertation or Research Thesis on a topic negotiated with a tutor.

Careers

Typical career opportunities for MA graduates in the field include leadership roles in schools, lecturing in further and higher education, research in the field of mathematics education and policy development in the field of mathematics education.

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The University of Northampton has a long standing reputation for high quality teaching and research, and is passionate about transforming the lives of children and young people in the UK and internationally. Read more
The University of Northampton has a long standing reputation for high quality teaching and research, and is passionate about transforming the lives of children and young people in the UK and internationally.

With its thriving community of practice, Early Years at the University of Northampton has established a well-earned national and international reputation. Our tutors have all worked in health, education or social care practice and are experts in their respective disciplines within the early years’ field: the combination of our expertise is the strength of our teaching team which offers our students far more than the sum of our parts.

Our MA Education Early Years Pathway offers opportunities for graduates who work in early years to extend their knowledge, understanding and skills in ways that are ‘…inspiring and eye opening: it will change the way you think’ (MA Education Early Years Pathway student). ‘Challenge, inspiration, professional and personal growth are guaranteed through critical engagement with contemporary inter-disciplinary issues in early childhood education and care’ – Dr. Eunice Lumsden, Head of Early Years.

Course content

The MA Education Early Years Pathway offers Level 7 study to professionals working in the early years field to:
-Critically evaluate the impact of recent legislation and policy on Early Years provision.
-Enhance their knowledge and understanding of children’s development in its widest sense.
-Investigate and critique theoretical perspectives in early childhood and their applications to practice.
-Engage with multi-disciplinary research and literature influencing developments in Early Years policy and practice.
-Critically explore cutting-edge developments in the Early Years field, in the UK and internationally.

Throughout the Early Years MA Pathway, opportunities to engage in deep-level critical reflection with other like-minded professionals and specialist tutors enable our students to gain secure understanding of complex issues in the dynamic and exciting field of Early Years to inform their professional practice.

The MA Education (Early Years) offers a flexible approach through standard or blended approaches. You can either chose to study a full MA degree, or may exit the programme earlier to attain other qualifications:
-Stage one: two M level modules, exit with a Certificate in Postgraduate Studies in Education (Early Years).
-Stage two: two M level modules, exit with a Postgraduate Diploma in Education (Early Years).
-Stage three: Dissertation or Research Thesis, leading to the full MA degree.

Course modules (16/17)

-Research Thesis
-Supporting Parents and Developing Communities
-Promoting Inclusive Practice
-Autism in the Early Years
-Young Children’s Rights and Participation
-Contemporary and international Issues in the Early Years
-Young Children’s Literature, Media and Culture
-Documenting Young Children’s Learning
-Organisational Based Project
-Advanced Practice in Early Childhood Education
-Perspectives on Leadership and Management
-Dissertation
-Research Methods

Methods of Learning

The entire MA involves 140 hours of taught sessions, all of which are taught as interactive sessions involving activities and discussions. This means students will typically attend classes for 6 hours per week if studying full time, although this may vary depending on the modules taken. In addition full-time students will be expected to undertake a further 24 hours per week of private study and research. Part-time students taking the course over 3 years will be expected to do a third of this. You should however be aware that this is not consistently spread across the year and that at some points you may be working considerably more hours in a week. There will also be the chance to attend additional optional sessions and presentations connected to the research undertaken at Faculty of Education and Humanities.

Assessments

The course assessment involves essays, portfolios, presentations, practical projects and small scale studies. Students will complete their final Dissertation or Research Thesis on a topic negotiated with a tutor.

Careers

Typical career opportunities for MA graduates in the Early Years field include:
-Leadership roles in early years and schools.
-Lecturing in further and higher education.
-Research in the field of early years.
-Policy development in the field of early years.

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The programme is designed for teachers and other professionals working in the field of education as well as recent graduates. Read more
The programme is designed for teachers and other professionals working in the field of education as well as recent graduates.

The course provides participants with opportunities to enhance their practice by reflecting on their own personal and professional experiences and developing further skills, knowledge and understanding of aspects of specific interest. It can be taken both full and part time. The full-time course has a distinct international and comparative perspective, whilst the part-time option contains the same modules as the full-time course but with additional modules related to teacher-led research, mathematics and early years.

Distinctive approaches to learning and teaching

The course is taught through a series of lectures, seminars and workshops. All teaching takes place in small groups which enables you to engage in discussion and debate. In addition to the main programme, you will have opportunities to attend research seminars, day courses and other activities.

All modules are taught by members of the university’s academic staff. The course also makes use of visiting lecturers from other academic institutions from within the UK and further. The underpinning delivery principle of our teaching is that we seek to demonstrate the ongoing links between theory and practice: we offer all our course members the chance to engage in rich dialogue and critical reflection on work based issues, concerns and developments.

Additional Costs

There are no additional fees in connected with this programme other than the requirement to be a suitably equipped student with a pen and paper. There are computers and computer spaces available at the university and the university library contains all required texts.

Course content

The MA comprises of modules that can be studied one by one. A key element of many modules is the provision for ‘shared enquiry’, enabling participants to engage with other professional colleagues and researchers in developing critical approaches to enquiry within practical education (and education-related) contexts.

Assessment procedures are flexible and sensitive to existing professional workloads, and are usually based on aspects of work currently ongoing in the participant’s own school or setting.

There is a full time pathway through this MA. This is particularly targeted at international students and has a strong international and comparative flavour, although UK students are very welcome to apply. It consists of four compulsory modules and a thesis.

The four modules that must be taken on the full-time pathway are:
-School and Classroom Cultures
-Educational Leadership
-International Perspectives on Education
-Research methods

In addition to this the University now has pathways within the course which reflect two specific areas of professional and theoretical interest:
-MA Education (Mathematics)
-MA Education (Early Years)

There is also an MA Education Special Educational Needs and Inclusion which is run on a full and part time basis.

There are also a range of modules which enable teachers to engage with reflective, teacher-led research.

Course modules (16/17)

-International Perspectives on Education
-Research Methods
-Educational Leaderships
-Investigating Individual Professional Practice (Part 2) Post Threshold
-School and Classroom Cultures
-Dissertation

Methods of Learning

The entire MA involves 140 hours of taught sessions, all of which are taught as interactive sessions involving activities and discussions. This means you will typically attend classes for 6 hours per week if studying full time, although this may vary depending on the modules taken. In addition full-time students will be expected to undertake a further 24 hours per week of private study and research. Part-time students taking the course over 3 years will be expected to do one third of this. You should however be aware that this is not consistently spread across the year and that at some points they may be working considerably more hours in a week.There will also be the chance to attend additional optional sessions and presentations connected to the research undertaken at Faculty of Education and Humanities.

Assessments

There are no examinations. The course has a mixture of assessments involving essays, portfolios, presentations and small scale research projects. Participants will complete a final project/dissertation on a topic negotiated with a tutor for the MA Education.

Facilities and Special Features

-Modules relevant to those working in children’s and young people’s services.
-Recognised postgraduate professional development for teachers.
-Modules can be taken ‘stand alone’ for professional development.
-Modules can build into three successive postgraduate awards from Certificate to Diploma and Masters.
-Modules relevant to those working in early years or children’s services.
-Employment related course designed to fit with participants’ work.
-Modules designed to connect with practitioner work and context.
-Highly experienced and supportive tutor team.

Other admission requirements

Applicants who have recent professional experience of three years or more will be positively considered. In this case the applicant will be interviewed and must demonstrate suitability for the course by providing evidence of significant professional engagement in children’s services at graduate level or equivalent. The evidence will be in the form of a compendium or portfolio which sets out details of their specific responsibilities relating to their work with children and young people.

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This programme is designed for managers and leaders in a variety of educational settings including. schools, government offices and NGO’s. Read more
This programme is designed for managers and leaders in a variety of educational settings including: schools, government offices and NGO’s. Through this course, students will explore the nature of leadership and management in educational settings. Study support groups will provide an opportunity for you to be given structured advice about your assignments and practical help with organising your work, conducting literature searches and managing your reading. These support groups will additionally afford you an opportunity to work in teams with other students on the course and with the support of experienced researchers.

Course content

Aspects of leadership and management that will be taught in this programme include: distributed leadership and communities of practice, school evaluation and school improvement, and leadership in an international context. There is a specific module on coaching and mentoring. Finally there is the flexibility to study an aspect of leadership in depth via the thesis.

Course modules (16/17)

-Perspectives on Leadership and Management
-Approaches to Leadership and Management
-Research Methods
-Research Thesis
-Developing and Supporting Others
-Investigating Professional Practice 1 and 2
-International Perspectives on Education
-Designing for the 21st Century Learning
-Dissertation

Methods of Learning

The entire MA involves up to 140 hours of taught sessions, all of which are taught as interactive sessions involving activities and discussions. This means students will typically attend classes for three hours per week if studying full time, although this may vary depending on the modules taken. In addition full-time students will be expected to undertake a further 24 hours per week of private study and research. Part-time students taking the course over three years will be expected to do one third of this. They should however be aware that this is not consistently spread across the year and that at some points they may be working considerably more hours in a week. There will also be the chance to attend additional optional sessions and presentations connected to the research undertaken at Faculty of Education and Humanities.

Schedule

For part-time students, the course is structured over three years. However, if master’s level (level 7 credits) have been attained on other courses including the PGCE, NPQH, or programmes run by University of Northampton then it is possible to complete this MA in just two years.

Assessments

The course assessment involves essays, portfolios, presentations and small scale research projects. Students will complete their final dissertation on a topic negotiated with a tutor.

Facilities and Special Features

The University of Northampton has a long standing reputation for high quality teaching, and is passionate about transforming the lives of children and young people in the UK and Internationally.

Careers

Often leads to job promotion within the field of education.

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This programme is aimed at people interested in developing their knowledge and skills in the field of autism spectrum, including Asperger syndrome. Read more
This programme is aimed at people interested in developing their knowledge and skills in the field of autism spectrum, including Asperger syndrome. This specialist pathway is ideal for professionals working in early years, primary or secondary schools, further and higher education, voluntary sector, advisory roles, and residential settings. It would also be available (subject to entry qualifications) to people with a personal interest, for example individuals on the autism spectrum and family members.

Course content

This programme provides in-depth knowledge and understanding of various aspects related to autism. The modules place specific emphasis on understanding autism from the individual and their family perspective. Theoretical perspectives related to autism and learning are explored in order to better understand the strengths and needs of individuals. A thorough analysis of evidence based approaches will be included in order to evaluate best practice in this field. The aim of the programme is to help participants to reduce the barriers that individuals with autism face in education and wider society. Participants will be encouraged to critically reflect and analyse their practice.

The modules undertaken will vary depending upon the selected exit award (PG certificate, diploma, MA). Each module is 30 level 7 CATs points, the final Dissertation is 60 CATs points. Students progressing to MA will undertake a Research Methods module and will complete a dissertation as part of their study.

Course modules (16/17)

-Understanding Autistic Spectrum Disorders
-Autism in the Early Years
-Understanding Challenging Behaviour in People with Autism and/or Learning Disabilities
-Evaluating Approaches for Individuals on the Autism Spectrum
-Research Thesis
-Dissertation
-Research Methods

Students on PG Diploma or MA will study another optional module such as Key concepts in Inclusion or Understanding Severe and Profound Multiple Learning Difficulties. Students on the MA route will then complete an independent research project, either the Dissertation on its own, or the Research Thesis and Research Methods modules together.

Methods of Learning

Modules will be taught through a combination of approaches such as lectures, seminars, group work, case studies, tutorials and independent enquiries. A key strength of our programme is our blended learning approach. This provides the opportunity to learn collaboratively both face to face and online.

Schedule

For this programme taught study would be a combination of lectures, seminars and online activities which is usually 3 hours per week, per module. We recommend students to spend 10 hours per week, per module in self-directed study time.

PG Certificate– one year full time or between one to two years part-time.

PG Diploma– one year full time or between two to three years part-time.

MA – one year full time or between two to four years part-time.

September, 2016/ 2017, Full-time and Part-time.

Assessments

Assessment procedures are flexible and sensitive to either personal interests or existing professional workloads. Modules are assessed on the basis of essays, case studies, portfolios or reports and small-scale research projects.

Facilities and Special Features

Facilities available
-Virtual Learning environment.
-Fantastic library facilities.

Special features
The course is taught by senior lecturers who have extensive professional experience of working with individuals on the autism spectrum across the age and ability range. In addition, lecturers have an extensive research background.

Careers

If you are already working in the field of autism then the in-depth knowledge you will gain from this programme can help you to improve your practice or apply for management positions. A range of other career options in education, social care and voluntary sectors will be possible, such as being an advocate, learning mentor, or family adviser. For those who want to pursue further post-graduate research there is also a possibility of studying for a PhD.

Work Experience - For students who do not have any practical experience in the field, optional opportunities to visit settings can be arranged.

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This programme is designed for anyone wishing to develop their knowledge and understanding of issues relating to special educational needs and inclusion at Master’s level, including practitioners working with children, young people and adults in a range of different contexts. Read more
This programme is designed for anyone wishing to develop their knowledge and understanding of issues relating to special educational needs and inclusion at Master’s level, including practitioners working with children, young people and adults in a range of different contexts. However, some modules may require people to be working in practice. We can also offer bespoke training packages for a variety of settings.

Course content

All the modules are 30 CATs points each, apart from the final Dissertation which is 60 CATs points and is a compulsory module for those aiming for a MA award.

Students can choose from a range of optional modules which provide an opportunity to critically reflect on debates and controversies surrounding the development of inclusive practice in a variety of settings and contexts, national and international and in relation to various individual needs.

Course modules (16/17)

-Promoting Inclusive Practice
-Understanding Dyslexia: Identification, Curriculum & Teaching
-Understanding Autism Spectrum Disorders
-Perspectives on Social, Emotional and Behavioural Difficulties
-Pupils with Severe, Profound and Multiple Learning Difficulties 1 and 2
-Key Concepts in Inclusion and Diversity
-Leadership and Management in BESD
-Understanding Multi-Sensory Impairment
-Physical Disabilities: Contexts and Interventions
-Physical Disabilities: Curriculum Issues
-Evaluating Approaches for Individuals on the Autism Spectrum
-Organisational based Project
-Research Methods
-Speech, Language and Communication needs
-Theoretical Perspectives on SpLD (Dyslexia) where are we now?
-The National Award for SEN Coordination 1 and 2
-Autism in the Early Years
-Using Standardised Assessments in Educational Settings: Theory and Practice
-Understanding Challenging Behaviour in People with Autism and/or Learning Disabilities
-Promoting EAL Practice (English Additional Learning and Bilingualism in Education)
-Research Thesis
-Dissertation

Students studying for a MA will have to complete a compulsory research project, either the Dissertation on its own, or a Research Thesis and the Research Methods module together.

Methods of Learning

Modules will be taught across three semesters per year through a combination of approaches such as lectures, seminars, group work, case studies, tutorials and independent enquiries. A key strength of our programme is our blended learning approach. This provides the opportunity to learn collaboratively both face to face and online.

Schedule

For this programme taught study would be a combination of lectures, seminars and online activities which is usually 3 hours per week, per module. We recommend students to spend 10 hours per week, per module in self-directed study time.

Students studying in India or Thailand will have block classes for 4-5 days with additional online support.

PG Certificate- one year full time or between one to two years part-time.
PG Diploma- one year full time or between two to three years part-time.
MA – one year full time or between two to four years part-time.

The programme has September and January in-takes for home students and September in-take only for international students.

Assessments

Assessment procedures are flexible and sensitive to either personal interests or existing professional workloads. Modules are assessed on the basis of essays, case studies, portfolios or reports and small-scale research projects.

Facilities and Special Features

Our integrated learning environment provides access to course materials and to a well-resourced library enabling students to access e-books and electronic journals from home.

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