|INTAKES||DURATION||AWARDING INSTITUTION||CERTIFICATION||COURSE FEE|
|September, January, April||18 Months (One year for taught modules and 6 months to complete the dissertation).||University of Chichester||The final degree is awarded by the University of Chichester to successful students.||£8000|
|September, January, April|
|18 Months (One year for taught modules and 6 months to complete the dissertation).|
|University of Chichester|
|The final degree is awarded by the University of Chichester to successful students.|
The College recognises the need to provide a programme that is current, relevant and with a curriculum that caters for the needs of students from diverse backgrounds.
The course aims to:
Minimum non-graduate qualifications
Please contact the Admissions Office to find out if your qualification is suitable. If you do not have a UK qualification, we will use the UK ENIC (Formerly UK NARIC) verification process to compare your qualification to UK qualifications. UK ENIC is a UK agency that provides information and advice about how qualifications and skills from overseas are compared to UK qualifications.
A current DBS Check/Certificate – should not have a criminal background which might prevent them from working as a teacher with young people or vulnerable adults. (If you do not have a DBS and wish to apply for one, please click here for more information on how to apply).
It is essential to have an excellent command of the English language to benefit from studying for the programme. All students whose first language is not English and who have not done the last two years of their education in English must meet a minimum English language requirement before commencing their programme. Providing evidence of a previous qualification that confirms the applicant’s English proficiency at the required level can also be accepted.
International students applying for this programme should pass their IELTS for UKVI Test Score of 6.5 overall with a minimum score of 6.0 in each component (reading, writing, listening and speaking).
The structure of the MEd programme is shown below:
Postgraduate Certificate in Education – 60 credits at Level 7
Postgraduate Diploma in Education – 120 credits at Level 7
Master of Education– 180 credits at Level 7
The Process of Learning
The module explores a wide range of issues related to the process of learning in both formal and informal educational contexts. In particular, the module examines how individuals learn, how learning differs between individuals and groups, and what factors hinder and facilitate learning. The analysis focuses on memory, motivation, metacognition and behaviour, and how teacher attitudes and expectations can influence each of these elements.
Issues and Innovations in Pedagogy
The module examines the effectiveness of different pedagogical approaches with respect to the context and subject matter being taught. It begins by analysing the principles underpinning effective pedagogy before various models for teaching are explored with an examination of how classroom behaviour can be managed to prevent disruption to the learning process. In the final part, the role of assessment in checking understanding is considered before a review of recent innovations in pedagogy completes the module.
Educational Policy – Objectives and Effectiveness
Education plays a major role in economic development and reduction in social inequality, therefore it is a key strategic policy that can never be completely separated from political ideology. This may lead to the formulation of policy not grounded in evidence-based information, and changes in policy as a result of changes in governments. This module examines how education policy is formulated, its link to social justice, and how policy has changed over the years with a consequent impact on teaching and leadership in education.
Reflecting on Professional Practice
This module will involve course participants reflecting on an aspect of professional practice through the use of action research. The object of the research will be agreed in consultation with the course tutor(s) and could focus on any issues related to performance or an improvement in an educational context, from the effectiveness of course teaching strategies and lesson designs, to the influence that family background has on student performance. Where appropriate, the results of this research could be used to inform further research in the final module, ‘Conducting Educational Research / Dissertation’.
Conducting Educational Research
The Conducting Educational Research module consolidates the skills of independently collecting data, solving problems, applying theory, and reaching meaningful conclusions about educational issues.
The module is in two parts:
Part One involves the submission of a research proposal with a justification of the research aims, proposed research methodology (including ethical considerations and how issues of validity and reliability will be addressed), literature review and details of how the results will be evaluated. The submitted research proposal will be the outcome of studying Research Methodology in the previous four modules.
After carrying out the research, Part Two will involve the submission of a dissertation setting out the results of the research with a critical evaluation of the findings, the methodology used and applicability of the results in an educational setting.
Teaching is primarily through a combination of lectures, seminars and interactive workshops allowing an opportunity to discuss and develop understanding in small groups.
The MEd programme is delivered through a full-time of formal lectures, workshops and seminars.
Assessment is both formative and summative and is designed to encourage ‘deep’ rather than superficial learning. Coursework is assessed through reports, academic briefing papers, academic presentations, submission of lesson plans and a critical evaluation of sessions, research proposal, action research and a dissertation.
Assessment of cognitive and intellectual skills occurs through coursework and the use of critical evaluation of lessons taught. The production of coherent written or oral responses to assessment tasks will demonstrate that key intellectual processes have been understood.
The successful candidate can progress to a PhD in Education, Doctor of Education (EdD) or enter into employment as teachers in the different educational sectors, or as leaders/ managers in education and training, with specific roles in policy development, quality assurance and compliance related issues.
Please talk to our admissions team now.
Call us: +44 (0)208 594 8462
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