Year breakdown/module descriptions:
Contains 4 taught modules, each carrying 30 credits at Level 7. Each module is assessed by coursework assignments equivalent to 6000 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 12,000 words.
• A Certificate of Attendance is awarded after attendance at one Master's level module (no written assessment required)
• Postgraduate Certificate in Education awarded after completion of two Master's level modules (60 credits)
• Postgraduate Diploma in Education awarded after completion of four Master's level modules (120 credits)
• MA is awarded on completion of all necessary modules plus a dissertation (12,000 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.
• Independent Study: This module aims to: enable students to develop significant autonomy in designing a coherent research study; extend understanding of students' personal and professional practice, usually in connection with their roles and responsibilities in their organisations; enable development of the student as an independent reflective learner; allow students to engage in an applied research project in order to augment theoretical knowledge and practical understanding of a chosen area for investigation; develop students' ability to plan research, giving due attention to ethical considerations; meet the specific needs of individuals so that professional practice can be enhanced; extend and enhance academic writing skills.
• 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.
• 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 Improvement: 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 and Policies in Action: 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.
• Managing and Leading Community Practice: 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.
• Literacy, Numeracy and Learner Needs: This module aims to: analyse critically the Literacy and Numeracy Framework (LNF) as a means for improving pupil achievement across the curriculum; develop a critical approach to designing opportunities for embedding and integrating literacy and numeracy within a subject discipline; develop skills to critically evaluate pupil progress and achievement in numeracy and literacy through formative assessment techniques; examine the impact of initiatives at international.
• Effective Teaching for School Improvement: This module aims to: evaluate critically the aims of current reforms in the Welsh curriculum within a historical and socio-economic context; Critically analyse notions of professionalism and accountability in education; Critically analyse the challenges to classroom teachers in terms of pedagogy and effective teaching and learning; Critique the role of professional learning communities in providing opportunities for sharing of good practice and professional development; Assist participants to critically reflect on and interpret the schools' improvement agenda in terms of their own classroom practice.
• Managing Literacy and Numeracy: This module aims to: evaluate critically the Welsh Literacy and Numeracy Framework (LNF) in relation to its implementation challenges for managers in schools; develop critical awareness of approaches to designing and managing effective cross-curricular planning in schools using the NLF; provide a critical approach to leading staff development in supporting staff to embed the LNF within teaching and learning and assess individual pupil progress in relation to the framework; help participants build the capacity of managers within schools to critically evaluate the implementation of the framework with their schools; analyse critical approaches at international level to embed literacy and numeracy across the curriculum.
• Education: Character and Context: The module aims to: provide students with the opportunity to analyse critically a range of historical and contemporary perspectives that attempt to explain the dynamic relationship between human nature, society and education; examine the factors that influenced the 'development' of state-approved mass education in 'advanced' capitalist societies with particular reference to the British context; analyse the form and character of a range of pedagogical practices that have arisen throughout the 'development' of British education; evaluate the potential for emancipatory education.
• Facilitating Reflective Practice and Supporting Workplace Learning: This module aims to: provide students with appropriate skills and knowledge in relation to supervising and supporting individuals undertaking assessed work experience placements; develop applied knowledge of the theory and practice of critical reflection and its role in the not-for-profit workplace; locate workplace learning and supervision in the wider policy, institutional and workplace contexts; facilitate students to reflect critically upon their own practice, and inspire reflection in the practice of others.
• MA Dissertation* (double module): A detailed study of an educational topic. (circa 12,000 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 Cardiff Metropolitan University. 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: Up to five years part-time (typically three years), 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. Please note that in addition to completing an application form, all applicants should submit a 500 word personal statement, indicating their educational qualifications, their teaching experience and their research interests. For further information please visit our How to Apply pages at www.cardiffmet.ac.uk/howtoapply.
Before making an application, international students (those outside of the EU), should contact the International Office at Cardiff Metropolitan University to discuss the necessary procedures in relation to studying with us. For further information visit www.cardiffmet.ac.uk/international. .
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 Metropolitan University's 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.