This MA Programme supports your personal professional development as well as enhancing research skills, as essential preparation for the completion of an independent research project on a relevant topic of your choice.

On this pathway you will develop comprehensive, theoretical, research-informed knowledge and understanding of diverse educational perspectives. Key themes include the nature and application of theory in education, a critical appreciation of educational research, the evolution of education policy, and the theory and practice of social justice.

This pathway explores the interdisciplinary study of the brain, mind and knowledge and the relation between cognitive science and the disciplines of psychology, philosophy, and neuroscience. You will consider the extent to which these concepts can be applied to diverse fields of education.

On this pathway you will consider the design, implementation, management, and assessment of the curriculum. You will engage in critically analysing how the English curriculum context is different and how curricula can be predominantly influenced by ideologies and theory. You will also have the opportunity to critically engage with international curriculum perspectives and debates around the role and selection of curriculum knowledge and content.

This pathway combines perspectives from early years education, and other relevant disciplines, to ensure you can deliver highly effective practice in today’s multi-dimensional early childhood environment. You will engage in cutting-edge research and enhance your understanding of the nature of educational enquiry and the analytical processes that support research- informed practice. This pathway will enhance your capacity to make thoughtful and reflective decisions, in creating an environment that nurtures playful pedagogies and rich learning experiences for early years children.

In exploring and critically reviewing the evidence that informs educational policy-making and organisational practice, this pathway provides you with opportunities to develop theoretical and practice knowledge and skills.

You will be encouraged to reflect upon the use of evidence in teaching and learning, as well as its implications for social justice and inclusion in education.

This pathway examines the changing relationship between education policies and leadership practice and explores how to identify, initiate, and implement positive change in a range of educational settings. You will consider how educational leaders guide others to success, build new bridges and steer collective action towards justice, equity, and inclusion in education.

This pathway will enable you to develop a coherent and critical understanding of the causal and developmental nature of ‘labels’ of SEND, including the role and impact of stakeholders, the effectiveness of policy, and different approaches and organisational structures which impact upon inclusivity for learners with SEND. Developing critical considerations for inclusive practice, and gaining an in-depth knowledge and understanding of barriers to learning, are also key features of this course.

Part-time provision also delivered at Holy Cross College.

In exploring models of teacher learning this pathway will allow you to implement, evaluate and critically reflect on mentoring practices in teacher education. For example, you will consider the nature of effective mentoring including how mentors approach feedback in supporting trainees to evaluate evidence and how trainee workload and wellbeing can be managed.

This pathway explores different conceptualisations of children and young people’s mental health, examines the risk and protective factors which influence mental health, and considers the benefits of a whole organisational approach to mental health. You will also engage in meaningful and impactful research and enhance your understanding of the nature of educational enquiry and the analytical processes that support research-informed practice.