Education

For HM Forces

Study options

Award

MA

Key facts

Location:
Stoke-on-Trent campus
Location:
Stoke-on-Trent campus
Study option:
Part-time, distance learning, May start
Study option:
Part-time, distance learning, September start
Duration:
14 Months
Duration:
11 Months
Start date:

Boost employability

Develop your skills for a range of professional roles

Flexible learning

Choice of two different study modes

Enhance your skills

Course prepares you for a changing education sector

The MA in Education (Advanced Standing) is relevant to those who have already achieved between 60-120 post graduate credits within a relevant discipline and are looking to continue with their studies in order to gain a full Masters qualification.

This May start is for candidates with 60 valid L7 credits in an Education or related Award.

If you don't have any eligible L7 credits please see our MA Education course.

Successfully completing our MA Education will enhance your employability skills and ability to move within the education sector. The award will strengthen your understanding of educational issues and the knowledge required for a number of professional roles.

Valid credits are those that have been awarded within 5 years of the commencement of your MA studies. Additionally, applications with credits older than 5 years will be considered if the candidate can evidence ongoing employment within the education sector. This evidence includes: a suitable reference from your employer, a short list of main recent CPD undertaken and a brief outline of your current education role.

The course seeks to develop students to become outstanding, highly skilled and knowledgeable professionals within the field of education. This innovative course provides a focused and critical examination of education practice, policy and research, through a variety of specialist modules relevant to the education and early childhood sectors.

Successfully completing our MA Education will enhance your employability skills and ability to move within the education sector. The award will strengthen your understanding of educational issues and the knowledge required for a number of professional roles.

The MA in Education (Advanced Standing) is relevant to those who have already achieved between 60-120 post graduate credits within a relevant discipline and are looking to continue with their studies in order to gain a full Masters qualification.

Valid credits are those that have been awarded within 5 years of the commencement of your MA studies. Additionally, applications with credits older than 5 years will be considered if the candidate can evidence ongoing employment within the education sector. This evidence includes: a suitable reference from your employer, a short list of main recent CPD undertaken and a brief outline of your current education role.

The course seeks to develop students to become outstanding, highly skilled and knowledgeable professionals within the field of education. This innovative course provides a focused and critical examination of education practice, policy and research, through a variety of specialist modules relevant to the education and early childhood sectors.

On successful completion of study, we will issue the following award: MA Education

On successful completion of study, we will issue the following award: MA Education

Work placements

Although not compulsory, you will find it beneficial to have current experience of working in a relevant educational setting.

Gaining first-hand experience in a sector linked to your professional aspirations will enhance your professional development and help provide context to your studies. The MA Education does not lead to Qualified Teacher Status.

Work placements

Although not compulsory, you will find it beneficial to have current experience of working in a relevant educational setting.

Gaining first-hand experience in a sector linked to your professional aspirations will enhance your professional development and help provide context to your studies. The MA Education does not lead to Qualified Teacher Status.

Course content

Each module draws on concepts, theory and published research that will be relevant to the decisions which practitioners in education have to make. These resources are also used to underpin participants’ future practice with a broad and critical understanding of issues within the field of education. The module learning outcomes are designed to consistently facilitate the development of critical thought, reflection and analysis.

Each module draws on concepts, theory and published research that will be relevant to the decisions which practitioners in education have to make. These resources are also used to underpin participants’ future practice with a broad and critical understanding of issues within the field of education. The module learning outcomes are designed to consistently facilitate the development of critical thought, reflection and analysis.

Modules

The tables provide an indicative list of the modules that make up the course for the current academic year. Each module is worth a specified number of credits. Our teaching is informed by research, and modules change periodically to reflect developments in the discipline. We aim to ensure that all modules run as scheduled. If for any reason a module cannot be run we will advise you as soon as possible and will provide guidance on selecting an appropriate alternative module where available.

Year 1 compulsory modules
Year 1 compulsory modules
Education For Social Justice 40 credits
Year 2 compulsory modules
Year 2 compulsory modules
Dissertation 60 credits
Research Methods 20 credits

Modules

The tables provide an indicative list of the modules that make up the course for the current academic year. Each module is worth a specified number of credits. Our teaching is informed by research, and modules change periodically to reflect developments in the discipline. We aim to ensure that all modules run as scheduled. If for any reason a module cannot be run we will advise you as soon as possible and will provide guidance on selecting an appropriate alternative module where available.

Year 1 compulsory modules
Year 1 compulsory modules
Dissertation 60 credits

Entry requirements

You’ll need:

  • An Honours degree, classification 2:2 or above
  • GCSE English grade C or above, or equivalent
  • For all stages of the course, it is necessary for participants to be able to have access to the Internet (to allow Virtual Learning Environment access and e-mail contact for communication with course tutors and administrators)

If your first language is not English, you’ll need at least one of the following:

  • a minimum score of 6.5 (with a minimum of 6.0 in the writing and listening modules) in IELTS (International English Language Testing System) as administered by the British Council in most countries
  • a minimum score of 550 in TOEFL (Test of English as a Foreign Language) or 213 in the computer-based test. TOEFL results must include a minimum score of 4.5 for the TWE (Test of Written English)

If you would like further support with Level 7 academic writing, follow the link to the Step-Up to Masters. This Level 7 module will provide you with the knowledge and skills required for successful academic performance at postgraduate level whatever your professional background and intended level of study. https://www.staffs.ac.uk/course/step-up-to-masters-2-module 

You’ll need:

  • An Honours degree, classification 2:2 or above
  • GCSE English grade C or above, or equivalent
  • For all stages of the course, it is necessary for participants to be able to have access to the Internet (to allow Virtual Learning Environment access and e-mail contact for communication with course tutors and administrators)

If your first language is not English, you’ll need at least one of the following:

  • a minimum score of 6.5 (with a minimum of 6.0 in the writing and listening modules) in IELTS (International English Language Testing System) as administered by the British Council in most countries
  • a minimum score of 550 in TOEFL (Test of English as a Foreign Language) or 213 in the computer-based test. TOEFL results must include a minimum score of 4.5 for the TWE (Test of Written English)

If you would like further support with Level 7 academic writing, follow the link to the Step-Up to Masters. This Level 7 module will provide you with the knowledge and skills required for successful academic performance at postgraduate level whatever your professional background and intended level of study. https://www.staffs.ac.uk/course/step-up-to-masters-2-module 

If your first language is not English, you’ll need at least one of the following:

  • a minimum score of 6.5 (with a minimum of 6.0 in the writing and listening modules) in IELTS (International English Language Testing System) as administered by the British Council in most countries
  • a minimum score of 550 in TOEFL (Test of English as a Foreign Language) or 213 in the computer-based test. TOEFL results must include a minimum score of 4.5 for the TWE (Test of Written English)

If your first language is not English, you’ll need at least one of the following:

  • a minimum score of 6.5 (with a minimum of 6.0 in the writing and listening modules) in IELTS (International English Language Testing System) as administered by the British Council in most countries
  • a minimum score of 550 in TOEFL (Test of English as a Foreign Language) or 213 in the computer-based test. TOEFL results must include a minimum score of 4.5 for the TWE (Test of Written English)

For equivalent entry requirements in your home country, please see the information on our country pages.

Choose your country

Check our entry and English language requirements for your country.

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Teaching and assessment

Teaching

The content and structure of the modules is designed to be delivered through distance learning mode. A variety of distance learning and teaching methods will be used to help students develop their critical thinking and evaluative skills. Via the University’s online platforms, students will engage in synchronous and asynchronous collaborative learning activities. Students will be required to attend up to four synchronous learning sessions for each module. These are scheduled to take place on Saturdays.

All applicants will need to have internet access and a suitable device that enables them to work collaboratively with others when completing synchronous and asynchronous tasks.

The content and structure of the modules is designed to be delivered through distance learning mode. A variety of distance learning and teaching methods will be used to help students develop their critical thinking and evaluative skills. Via the University’s online platforms, students will engage in synchronous and asynchronous collaborative learning activities. Students will be required to attend up to four synchronous learning sessions for each module. These are scheduled to take place on Saturdays.

All applicants will need to have internet access and a suitable device that enables them to work collaboratively with others when completing synchronous and asynchronous tasks.

Assessment

Each module is assessed separately and contributes to the final grade for that course. All modules are assessed through a variety of approaches. Assessment tasks are designed to allow you to demonstrate your knowledge and understanding using a variety of different approaches. In addition to traditional formal written assignments, you will also be assessed through tasks which allow you to utilise their digital, presentation, investigative and problem-solving skills. Assessment tasks include:

  • Literature review
  • Essay
  • Presentations and discussion (synchronous and asynchronous)
  • Project proposals
  • Report

Opportunities for formative assessment are built into every module through a variety of formats. The approaches used for formative assessment are intended to facilitate students’ self-assessment in learning and to encourage teacher and peer dialogue about learning. Formative assessment opportunities typically employed include:

  • Reflective group discussion
  • Peer Feedback
  • Tutor feedback
  • Individual and collaborative tasks

Each module is assessed separately and contributes to the final grade for that course. All modules are assessed through a variety of approaches. Assessment tasks are designed to allow you to demonstrate your knowledge and understanding using a variety of different approaches. In addition to traditional formal written assignments, you will also be assessed through tasks which allow you to utilise their digital, presentation, investigative and problem-solving skills. Assessment tasks include:

  • Literature review
  • Essay
  • Presentations and discussion (synchronous and asynchronous)
  • Project proposals
  • Report

Opportunities for formative assessment are built into every module through a variety of formats. The approaches used for formative assessment are intended to facilitate students’ self-assessment in learning and to encourage teacher and peer dialogue about learning. Formative assessment opportunities typically employed include:

  • Reflective group discussion
  • Peer Feedback
  • Tutor feedback
  • Individual and collaborative tasks

Learning support

In addition to the excellent support you will receive from your course teaching team, our central Academic Skills team provides group and one-to-one help to support your learning in a number of areas. These include:

  • study skills such as reading, note-taking and presentation skills
  • written English, including punctuation and grammatical accuracy
  • academic writing and how to reference
  • research skills
  • critical thinking and understanding arguments
  • revision, assessment and examination skills
  • time management

Additional support

Our Student Inclusion Services support students with additional needs such as sensory impairment, or learning difficulties such as dyslexia.

Feedback

You’ll receive constructive feedback on all work submitted for assessment. Feedback is intended to help you learn and develop and you’re encouraged to discuss it with your module tutor.

Feedback is normally provided within 20 working days following submission of work.

You’ll receive constructive feedback on all work submitted for assessment. Feedback is intended to help you learn and develop and you’re encouraged to discuss it with your module tutor.

Feedback is normally provided within 20 working days following submission of work.

Your overall workload will consist of independent learning and assessment activity, with each credit taken equating to a total study time of approximately 10 hours. Your actual contact hours may depend on the option modules that you select.

Your overall workload will consist of independent learning and assessment activity, with each credit taken equating to a total study time of approximately 10 hours. Your actual contact hours may depend on the option modules that you select.

Independent learning

When not in lectures, seminars or other timetabled sessions, you’ll be expected to continue learning independently through self-study. Typically, this will involve reading journal articles and books, undertaking research in the library, preparing for assignments and classwork, and planning for your dissertation.

Your independent learning will be supported by a range of excellent facilities, including the library and the learning zone. Self-instructional learning materials are delivered through our Virtual Learning Environment, Blackboard.

When not in lectures, seminars or other timetabled sessions, you’ll be expected to continue learning independently through self-study. Typically, this will involve reading journal articles and books, undertaking research in the library, preparing for assignments and classwork, and planning for your dissertation.

Your independent learning will be supported by a range of excellent facilities, including the library and the learning zone. Self-instructional learning materials are delivered through our Virtual Learning Environment, Blackboard.

Our students

Apply

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Rules and regulations

If you are offered a place at Staffordshire University, your offer will be subject to our rules, regulations and enrolment conditions, which may vary from time to time.

Students of Staffordshire University enter into a contract with us and are bound by these rules and regulations, which are subject to change. For more information, please see: University Policies and Regulations.

in the UK for Quality Education

Sustainable Development Goal 4, Times Higher Education Impact Rankings 2023

for Career Prospects

Whatuni Student Choice Awards 2023

for Facilities

Whatuni Student Choice Awards 2023

for Social Inclusion

The Times and The Sunday Times Good University Guide 2023

of Research Impact is ‘Outstanding’ or ‘Very Considerable’

Research Excellence Framework 2021

of Research is “Internationally Excellent” or “World Leading”

Research Excellence Framework 2021

Four Star Rating

QS Star Ratings 2021