You will study four (or five) taught 30 credit modules, two of which must be chosen from a specified list for this programme, followed by either a 30 or 60 credit dissertation module, to gain a total of 180 credits at Level 7. The Research Methodology module, which leads into the shorter or longer dissertation is a compulsory element.

Students on MA Innovation in Learning and Teaching will therefore study: 

Research Methodology (30 credits) 
 
Short Dissertation (30 credits – 7,500 words) or Long Dissertation (60 credits – 15,000 words) 
 
At least two modules from the following list (30 credits): 

Innovation in Curriculum Design:

This module has been written for educational practitioners who wish to explore innovative ways of promoting excellence in curriculum design. Students will not only consider what is meant by ‘curriculum design’ in a range of contexts but will also consider its purpose, audience and stakeholders.  

Developing Digital Competence:

This module can be studied as an elective as part of any of the MA Education pathways. As well as focusing on the use of technology for learning in formal and informal contexts, it will address the challenges of leading institutional self-review and development of technology enhanced learning and teaching. 
It will introduce students to current research, literature and theoretical frameworks relating to the acquisition of digital competence for professional use, for teaching and for learning. 

Developing Learning in Organisations:

The module is designed to support and extend the professional development of existing and aspiring middle leaders as well as classroom practitioners. It will critique current and past classroom practice and in doing so explore and evaluate the theories of learning and what constitutes effective teaching and will consider the manageability of assessment and the problems associated with whole school consistency of practice.

International Perspectives on Early Childhood:

Early childhood, the quality of education, provision and care, and the roles and responsibilities of all those involved with young children, parents and families, all have a significant influence on children’s achievement and life chances. Coupled with the significant pedagogical developments, policy and research in the field of early years, this module has been designed for students to advance their knowledge and understanding of the paradigms of child early childhood education and care. 

One, or two, modules from the following list, as required, to secure 180 credits:

SEN/ ALN: Context and Concepts:

This module will provide students with an opportunity to explore a wide range of perspectives on SEN/ALN and inclusion for children, young people and adults. The module is suited to those who work within education, health, social care and voluntary sector.

Dyslexia: Theory and Assessment:

This is the first of the two British Dyslexia Association (BDA) accredited modules. This module addresses the aetiologies, manifestations and implications of specific learning difficulties (dyslexia), including its complexity, diversity and potential for co-occurrence.

Dyslexia: Linking Theory, Assessment and Practice:

This is the second of the optional BDA accredited modules which builds on the knowledge and practice of assessment studied in the previous module. Students are introduced to the principles of multi-sensory learning and teaching approaches and consider the need for a structured, cumulative and systematic intervention programme. 

Leading and Managing SEN/ ALN:

The module aims to provide educational practitioners with the opportunity to undertake systematic reflection on their values and their professional practice in order to improve the experience and outcomes of children and young people and adults with SEN/ALN. Content such as person centred planning together with collaborative working practice are features of this module. 

Autism: Context and Concepts:

This module aims to evaluate current theories of autism and explore the implications of these for autistic individuals, families and practitioners. It will seek to deepen student knowledge and understanding of the sensory perceptual differences of autism and consider the ways in which these may give rise to a different way of being in the world.

CAMH: Context and Concepts:

This module introduces students to the context and organisation of CAMHS in the United Kingdom and key concepts in CAMH such as risk and resilience. Subsequent sessions look in more detail at particular Mental Health Difficulties, which include Attachment Difficulties, Emotional Difficulties and Behavioural Difficulties and take a critical approach to diagnosis.

Developing People in Organisations:

The course is designed to support and extend the professional development of existing and aspiring middle leaders as well as support and extend the development of those in related fields. It will draw on current thinking within the field of leadership and management and its application to secure whole institution improvement. 

Managing and Supporting CAMH and SEBD:

This module focuses on the theory that underpins practice in this area of work. The module start by looking at conceptual issues in relation to CAMH and SEBD, and then goes on to examine how theory impacts on interventions in different models (therapeutic, behaviourist and bio-psycho-social).

Managing and Supporting Autism:

This module is designed for those who are or aspire to be in professional practice and who want to develop their knowledge and understanding of current evidence about best practice in relation to managing and supporting autism. It will enable practitioners to find new and progressive ways of thinking about their role in relation to autism by examining issues in relation to support for autism within educational, health or care settings for children, young people and adults.

Working with Vulnerable Groups:

This module starts by examining contemporary models of childhood and adolescence and introducing the concepts of vulnerability, risk and resilience. These sessions on Childhood in the 21st Century, Children in the Digital World and Safeguarding set the scene for more specific case studies of vulnerable groups, which include sessions lead by experts in the fields of Looked After Children, Asylum Seeker and Refugee Children and Children living with Domestic Violence. 

Staff will be able to assist you in making these choices once you have enrolled – or you can discuss these with us at one of the Open Evening events prior to enrolment.   We want to make sure that you build an individual curriculum that will enable you to achieve your professional and personal needs/goals.  

Awards are available at Postgraduate Certificate level (after completion of two taught modules) and Postgraduate Diploma level (after completion of four taught modules).  

Most students following the part-time programme spend 2 years on the taught modules (typically one evening per week) and undertake their dissertation in their third year. Participants are, however, allowed to take a maximum of 5 years to complete the whole programme.

Full-time students are able to complete the whole programme within 12 months. For most of the time full-time students study alongside part-time students in the evenings.
However there are some classes for full time students that take place during the day, including Research Methodology, Critical Thinking and English for Academic Purposes.

Full time students can ask to be given an internship during the final semester so that they can learn from observing good practice in a relevant education setting.

‘The course is built on 30 credit modules, including a mandatory Research Methods module. For these 30 credit modules, the assessment is conducted via a 5000-word assignment (or equivalent). Most modules encourage students to reflect upon the module content and, where possible, to apply it to their own relevant professional or academic context, to provide an academic, critically engaged discussion of key aspects and concepts. Assessments are not conducted via examination, or via a standard set of assignment questions.

All students complete the course via a dissertation. The dissertation should focus upon an original research topic and can be completed for 30 credits (7500 words), or 60 credits (15000 words). 180 credits in total are needed to complete the full MA’.

Awards are available at Postgraduate Certificate level (after completion of two taught modules) and Postgraduate Diploma level (after completion of four taught modules).

Some students have postgraduate credits that they have acquired as part of their Initial Teacher Education or as a part of other accredited CPD.  Through negotiation with the Course Leader, you may be able to carry these credits over to this masters degree.