Contains 4 taught modules, each carrying 30 credits at Level 7. Each module is assessed by coursework assignments equivalent to 9 000 words. Each pathway has certain compulsory modules, and there is a range of optional modules available each year.
You will complete a dissertation of approximately 18,000 words.
• A Certificate of Attendance is awarded after attendance at one Master's level module (no written assessment required)
• Postgraduate Certificate in Higher Education awarded after completion of two Master's level modules (60 credits)
• Postgraduate Diploma in Higher Education awarded after completion of four Master's level modules (120 credits)
• MA is awarded on completion of all necessary modules plus a dissertation (18,000 words)
Programme Modules (all worth 30 credits):
• Researching Practice*: An introduction to the area of educational research, involving examination of a number of research models available to the educational researcher.
• Current Issues in Education: A chance to explore with fellow students and lecturers a number of 'hot topics' in education. Students will investigate an area of particular relevance or interest to themselves. Independent Study: This module presents an opportunity to take responsibility for one's own learning and examine an issue of particular relevance to one's own professional situation.
• Educational Leadership and Management: For students taking the Leadership route, this module presents an examination of a range of generic issues, theories and aspects related to educational management and leadership across all phases of education. It also allows students to consider contemporary research into school effectiveness and school improvement, with particular reference to inspection and self-evaluation.
• Project Design and Management in Education: This module aims to develop the student’s ability to develop, implement and manage innovative evaluation and change projects in educational settings; Conduct a critical review of the current literature on project management in education and to develop a rigorous critical response to educational research, which takes account of the social, cultural and political climate and its impact, where appropriate.
• Reflective Practice: This module allows students to employ creative and flexible thinking allowing shared meanings to be negotiated within communities of practice; Students will identify internal referents to assist self-assessment and reflective evaluation; they will self-monitor and control the learning process whilst developing appropriate models of understanding; students will use self-assessment and reflective evaluation to identify specific development issues in their professional context; they will derive a deeper description and understanding of a selected issue within the global context of the workplace; they will acquire appropriate knowledge of the theoretical context of the issue, apply critical thinking scaffolds to the problem and design a possible solution; students will design a research project utilizing appropriate data collection tools to implement the solution, implement the solution and obtain valid and reliable data; they will use ICT based research support tools to record Master’s level evidence of the research, present the results of the research in a clear and concise fashion and reflect upon the results of the research and draw appropriate conclusions.
• School Effectiveness: In this module, course participants will be able to demonstrate a broad knowledge of the main features of international research on school effectiveness. They will gain a critical understanding of the School Effectiveness paradigm and its constituent elements. They will gain knowledge and critical understanding of the School Effectiveness Framework and the tri-level reform agenda in Wales. In addition, students will gain the skills and attributes required to successfully undertake a guided review of an identified aspect of school effectiveness within their own work situation, employing the techniques of action research.
• Learning and Teaching Pedagogy: In this module, students will gain: a broad knowledge of some of the main features of the corpus of research on learning and teaching pedagogy; a critical understanding of a range of current approaches to learning and teaching pedagogy; the knowledge and critical understanding of the National Pedagogy Strategy and Education Effectiveness Framework in Wales and the skills and attributes required to successfully undertake a guided review of an identified aspect of learning and teaching pedagogy within their own work situation, employing the techniques of action research.
• Mentoring and Coaching: Principles, Policies and Skills: In this module, students will: analyse and evaluate mentoring/coaching practice in their own organisation; discuss the role and skills of the mentor/coach with reference to the literature; investigate different models of mentoring / coaching; describe the similarities and differences between mentoring and coaching; evaluate critically the role emerging technology plays in supporting effective mentoring/coaching schemes and formulate their own views on good educational practice in the area of mentoring/coaching in their own organisation.
• Mentoring and Coaching in Action: In this module, students will: implement and evaluate skills and strategies within the mentoring and coaching process; Analyse critically and reflect upon the skills, processes, implications and outcomes of the mentoring – coaching relationship; reflect on the learning of both mentee, mentor and the impact on organisation; make recommendations for future practice based on their enhanced understanding in this field; develop a policy framework for the implementation, management and evaluation of mentoring - coaching policies and practice in his/her own organisation.
• Child Language Development and Disorders: In this module, students will: demonstrate a systematic understanding of normal speech and language development. This may include a critical evaluation of the differences between monolingual and bilingual development. Students will be expected to reflect critically on current advances in research within the topic area and its application to the professional fields of education and speech and language therapy; demonstrate an awareness and understanding of developmental and acquired language disorders in children, with the ability to analyse specific behaviours relating to the disorders and formulate hypotheses to inform diagnosis; integrate and apply knowledge of normal and disordered speech and language development within the educational context and specifically in their own practice. This includes demonstrating an ability to recognise and manage complex issues in relation to individuals with communication difficulties, from both a practical and theoretical standpoint, with critical evaluation regarding the effectiveness of specific strategies and techniques and demonstrate a comprehensive understanding of the wider issues relating to both Speech and Language Therapy and Education, including current legislation and professional guidelines.
• Developing and Managing the 14-19 Curriculum: In this module, students will: evaluate critically the key themes and models forming the debates on the 14-19 curriculum; carry out a critical and comparative review of 14-19 initiatives within the UK, Europe and in the international arena; synthesise the debates and reforms to date that have led to the creation of the new 14-19 diplomas; demonstrate critical awareness of the contested ideologies that have prevailed over the past decade in relation to 14-19 curricula and undertake responsibility for managing 14-19 initiatives within a given context.
• Training and Skills in the Lifelong Learning Sector: In this module, students will: report a critical awareness of current developments and issues about the changing nature of training and skills in the Lifelong Learning sector; demonstrate a critical awareness of current literature and research in this field; analyse and evaluate the responses to change from their own organisation and sector and apply critical understanding within their own practice to the changing Skills Agenda.
• Developing, Implementing and Evaluating Learning & Teaching Strategies in PCET: In this module, students will: evaluate critically their institution’s position in terms of its response to the key issues which underpin learning and teaching strategies in PCET; design new approaches involving innovative methods, skills and technology to learning and teaching in their own institutions; set qualitative and quantitative targets to enhance L&T within their own organisation; raise the quality of education and training that they deliver in their own professional field and enhance their own personal and professional development.
• Current issues in Welsh Teaching and Education: In this module, students will: demonstrate an in-depth conceptual understanding of a number of current educational issues, theories and debates in Welsh education; discuss and critique contemporary educational research and literature; display detailed knowledge of the literature related to an area of specialist interest in Welsh education as identified by the student; identify an area of study of particular relevance to the student’s professional practice in the classroom / school environment; apply critical reflection and synthesis to the issue under study and relate it to the student’s own professional context and broader current educational issues and debates; present their research to others in the form of a written report and oral presentation, conforming to the tenets of academic protocol.
• Management in the Youth and Community Sector incorporating Wales Qualification for Supervisors: The aims of the module are: to develop applied knowledge of management theory and practice in the context of the youth and community workplace; to locate management theories and practice in their wider political, policy, institutional, sectoral and workplace contexts; to critically examine competing theories that attempt to explain the idea of the ‘profession’ and to assist the student to examine their own ‘professional identity’; to provide students with appropriate skills and knowledge of supervising and supporting individuals undertaking professional practice placements; to develop applied knowledge of the theory and practice of critical reflection and its role in the youth and community workplace; and to locate ‘supervision’ in its wider policy, institutional and workplace contexts
• The Community Context of Practice: The module aims to equip students: with the skills and knowledge necessary to fulfil the professional requirements for youth and community work; to be able to make sense of their working environments by developing their skills, knowledge and values through engaging in critical reflective practice and utilising a range of academic theories and skills to enhance workplace practice;to engage in a collective, analytical and reflective learning processes;to recognise and manage the tensions and challenges presented by the external and internal environments within which youth and community professions operate;to develop intervention skills and professional principles necessary to undertake a community based project.
• Principles and Practice of Youth and Community Work: By the end of the module it is envisaged that students will have obtained: A critical analysis of the historical, social, educational and political context of youth and community work; A discerning understanding of the concept of ‘communities’ particularly within a Welsh context;A holistic analysis of the sociological, psychological and cultural influences that contribute to an understanding of ‘young people’;A sensitive recognition of the variety and utility of approaches to learning and development as they apply to individuals, groups and communities; A critical comprehension of the characteristics, dilemmas and impact of power inequalities as they impact upon the context and practice of youth and community work;A recognition of the value of, and limitations of collective processes with regard to learning, development and social change and the capacity to undertake written and practical assessments at M level.
• The Social Policy Context: In this module, students will: examine the contested values and purposes of the ‘empowering’ professions with reference to wider sociological factors in a historical and contemporary context; critically analyse the aspects of social psychology, education and sociology that impinge upon professional practice; engage in collective and reflective learning processes to act as a catalyst for professional and transformative learning and development; demonstrate professional competence through appropriate interventions in a range of environments and critically analyse and develop practice designed to utilise, influence, change or create social policy.
• MA Dissertation* (double module): A detailed study of an educational topic. (circa 16-20,000 words)
Applicants must have a relevant initial degree at 2:2 classification or above. International students must have an IELTS score of 6.0 or above.
It is also possible to enrol on the course if you are a non-graduate and have a minimum of two years relevant experience.
Entry is also subject to a satisfactory criminal records check. More details about criminal records procedures can be found at www.cardiffmet.ac.uk/crb.
Credits Transfer from other Universities
If you have previously completed a course accredited at Level 7 (Masters Level), or components of such a course, at another higher education institution within or outside the UK, you may be able to transfer credit from this course towards the degree of MA in Education at UWIC. This should be discussed with the Programme Director.
If you have completed the NPQH (National Professional Qualification for Headship) you may submit a bridging assignment (5,000 words) to gain 60 credit points towards the MA Education.
School: Cardiff School of Education
Course Length: Five years part-time, One year full-time (MA Education only)
Assessment is by coursework assignments equivalent to 9,000 words per module throughout the taught element of the programme. The assessments take a variety of forms including written reports of research, seminar presentations and journal style articles.
How to Apply:
Applications for this course should be made direct to the university. For further information please visit our How to Apply pages at www.cardiffmet.ac.uk/howtoapply. Please take note of the compulsory supporting documents accessed via this link for details on personal statement requirements.
Candidates submit an application form containing brief detail of their professional experience in education and particular research interests. Decisions on applications are made by the Programme Director
For up to date information visit our website at www.cardiffmet.ac.uk/tuitionfees, email: email@example.com or call 029 2041 6086. Currently there is a fees discount equivalent to one module per year available to students employed in one of Cardiff Mets' partnership schools for Initial Teacher Education and Training.
General Teaching Council for Wales Funding
Registered teachers in their second and third years of teaching working in LEA maintained schools in Wales may be eligible for funding from the General Teaching Council for Wales (GTCW) through the Early Professional Development (EPD) programme.
For further information, advice and support, please refer to the information booklet Accessing Funding for Induction & EPD or to GTCW’s website at http://www.gtcw.org.uk/ or contact GTCW’s Induction & EPD Funding Team on telephone number: 02920 550 350 or e-mail: firstname.lastname@example.org.