Education (with pathways) - MA/PgD/PgC

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Course Overview

The overall aim of this programme is to produce educators capable of operating at the highest levels within the educational arena, with the ability to integrate theory with practice and apply intellectual and academic rigour, informed by current educational research, to their professional context.

Pathways: 

  • Education - MA/PgD/PgC

  • Education (Leadership and Management) - MA

  • Education (Managing Community Practice) – MA

  • Education (Educational Research and Practice) - MA

These awards have been developed after extensive consultation with employers, teachers, education professionals and students. The programme team aims to play a key role in supporting the continuing professional development of teachers, youth and community workers and education professionals.

The key benefits of studying this programme include:

  • We take into conside ration the 60 Master's level credits accrued by PGCE students, thus allowing them to fast track through the programme. 

  • Full and part-time home and international students from the various pathways study together, allowing for exchange of ideas across professions and nationalities. 

  • The period of candidature (up to 5 years part-time and 2 years full-time) allows students greater flexibility with their study schedule. 

  • Two of the modules are now delivered in blended format, allowing for a clicks and mortar approach to learning. 

  • In addition to a dedicated supervisor, dissertation students also have 4 advanced research sessions during their dissertation year. 

Click here to download the course leaflet. 

​Course Content​​

Programme Structure

Taught Component:
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 might also be a range of optional modules available, subject to viable numbers.

Dissertation Component:
You will complete a dissertation of approximately 12,000 words.

Intermediate Awards:

  • A Certificate of Attendance is awarded after satisfactory 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 taught modules plus a dissertation (12,000 words).

Programme Modules (all worth 30 credits, with the exception of the Dissertation):

  • Researching Practice: This module provides an introduction to the area of educational research, involving the examination of a number of research models available to the educational researcher.  The module aims to promote students' critical reflection on professional practice and theory while developing their understanding of the importance of research in a range of educational contexts. By developing their understanding of professional practice, students will benefit from increased confidence in their professional expertise and a clearer understanding of the benefits of research.
  • Independent Study: This module aims to enable students to develop significant autonomy in designing a coherent research study and allows them to engage in an applied research project in a chosen area for investigation.  It develop students' ability to plan research, giving due attention to ethical considerations, while extending and enhancing academic writing skills.  The learning outcome of this module is a scholarly article, potentially for publication.  The module develops the skills needed for extended writing, such as those needed for the dissertation.
  • 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 and sectors 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, students will develop a broad knowledge of the main features of international research on school improvement. They will gain a critical understanding and knowledge of the research into school improvement and the 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 improvement within their own work situation or associated settings, employing the techniques of action research. They will also undertake a reflective review of their own learning and how it contributes to enhancing their understanding of their own organisations.
  • 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 and Advanced Research Skills (as a double module, this carries 60 credits): The learning outcome of this module is a detailed study of an educational topic in the form of a dissertation (circa 12,000 words).  This module is the culmination of students' learning in this programme and as such, it is an opportunity for students to demonstrate the skills and understanding that they have accrued throughout their studies.  Each student will be allocated a supervisor with whom they will meet regularly to explore and develop their ideas.  These tutorials will be supported by whole-cohort sessions, where students will be guided through the advanced research process.

 

Learning & Teaching​

​The programme will be delivered through a variety of models of delivery with a focus on active learning and group interaction and participation.  Typical models of delivery include:

  • Lectures
  • Seminar groups
  • Small group discussions
  • Individual and small group activities
  • Directed reading
  • Peer mentoring and networking
  • Web-based research
  • Reflective wiki areas
  • Online asynchronous discussions

Students will be given opportunities to share their thoughts and work in progress with others and receive constructive feedback from tutors and fellow students.  Students will also be encouraged to form learning sets of those interested in similar areas of research in an initial step towards the formation of communities of practice.

As students at Cardiff Metropolitan University, you will each have a named personal tutor who should usually be an academic member of staff from your programme of study.

You will have scheduled meetings with your personal tutor throughout the academic year – at least once per term for full-time students – to address matters including academic progress, career/professional issues, and any personal issues which may be affecting your progress.

Assessment

Assessment is by coursework assignments equivalent to 6,000 words per thirty credit module throughout the taught element of the programme. The assessments take a variety of forms including written reports of research, posters, discussion postings, reflective wikis, seminar presentations and journal style articles.

Students will be given opportunities in each module to ask questions about their assessments in order to clarify what is required of them. 

Employability & Careers​

Graduates from the programme have gone on to promotion in the education sector, including school and community management and leadership, curriculum leadership, positions within advisory services, lecturing and research posts in higher education, and work with government education departments across the world.

Entry Requirements​ & How to Apply

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/dbs.

Credits Transfer from other Universities
If you have previously completed a course accredited at Level 7 (Master's 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.

NPQH Accreditation
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.

Selection Procedure:
Candidates submit an application form and a personal statement of 500 words containing brief details of their professional experience in education and particular research interests. Decisions on applications are made by the Programme Director.

How to Apply:
Applications for this course should be made direct to the university via our self-service facility. For further information please visit our How to Apply pages at www.cardiffmet.ac.uk/howtoapply.

Key Facts

Place of Study:
Cardiff School of Education
Cyncoed Campus

Course Length:
Up to five years part-time (typically three years). One year full-time (MA Education only).

International Applicants:
Before making an application, international students (those outside of the EU), should contact the International Office at Cardiff Met to discuss the necessary procedures in relation to studying with us. For further information visit www.cardiffmet.ac.uk/international.​

Tuition Fees and Financial Support:
For up to date information on tuition fees and the financial support that may be available. Please refer to www.cardiffmet.ac.uk/fees.

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 or partnership community organisations.

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 www.gtcw.org.uk or contact GTCW's Induction & EPD Funding Team on telephone number: 02920 550 350 or e-mail: inductionandepd@gtcw.org.uk.​

Postgraduate Scholarships:
The university also offers a postgraduate scholarship scheme to help students whilst at university. To see if you are eligible, visit www.cardiffmet.ac.uk/scholarships.

Contact Us

For general enquiries please contact the Admissions Team on 029 2041 6044 or email askadmissions@cardiffmet.ac.uk

For course specific enquiries, please contact the programme director, Dr Jan Huyton:
Email: jhuyton@cardiffmet.ac.uk
Tel: 029 2041 6499

Full terms and conditions in relation to accepting an offer to study at Cardiff Metropolitan University can be found by visiting www.cardiffmet.ac.uk/terms