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You will be encouraged to critically explore a range of approaches to research however emphasis will be placed on your understanding of the world view, design and meaning system that will drive your own research study. It is assumed that prior to the undertaking of this dissertation module you will have undertaken study that prepares you for engagement with a Masters dissertation process and that you will have constructed a robust research proposal that has gained or is in the process of gaining ethical approval from both the University and (if applicable) your employing organisation. In the module you will revisit and deepen your understandings of a range of key topic areas linked to the empirical research process, this will include discussion of world views and research paradigms, the research question, aim or hypothesis, research design, working with literature and theory, developing ethical codes, constructing the research sample, collecting robust research evidence, ensuring quality assurance within your research work, analysing both qualitative and quantitative evidence and writing and disseminating the research dissertation work. You will be invited to attend a series of research seminars during the module and you will have access to a named Higher Education supervisor for one to one tutorial work. Both the seminars and tutorials will encourage you to apply the key areas of learning within this module to your own professional context and field of expertise. This will enable you to critically examine how the empirical research process will work best for your research goals and design

Academic skills when studying away from your home country can differ due to cultural and language differences in teaching and assessment practices. This module is designed to support your transition in the use and practice of technical language and subject specific skills around assessments and teaching provision in your chosen subject. The overall aim of this module is to develop your abilities to read and study effectively for academic purposes; to develop your skills in analysing and using source material in seminars and academic writing and to develop your use and application of language and communications skills to a higher level.

The topics you will cover on the module include:

• Understanding assignment briefs and exam questions.
• Developing academic writing skills, including citation, paraphrasing, and summarising.
• Practising ‘critical reading’ and ‘critical writing’
• Planning and structuring academic assignments (e.g. essays, reports and presentations).
• Avoiding academic misconduct and gaining credit by using academic sources and referencing effectively.
• Listening skills for lectures.
• Speaking in seminar presentations.
• Presenting your ideas
• Giving discipline-related academic presentations, experiencing peer observation, and receiving formative feedback.
• Speed reading techniques.
• Developing self-reflection skills.
• Discussing ethical issues in research, and analysing results.
• Describing bias and limitations of research.

This module will enable you to design, deliver and evaluate individualised teaching programmes to meet the specific needs of pupils with dyslexia that you assessed in the first module.

In this module you will focus on the role of the practitioner as a research user. You will have the opportunity to make effective and systematic use of published research to inform education practice and/or policy. Through the process of the systematic appraisal, you will develop enhanced critical appraisal skills. The systematic appraisal project will address research questions which arise from your specific practice/field of expertise. These questions may address:
• Effectiveness of single/definable interventions in order to state and recommend best practice/provide evidence based guidelines for practice.
• Evaluation of appropriateness/acceptability/process/outcomes of educational provision in order to improve/develop/inform practice.
• The service user experience of education services.
• Relationships between practitioners and service users.
• Theoretical and ideological issues of relevance to education practice and/or policy.
You will be supported to select published work to be included in the appraisal; this may be either entirely quantitative, entirely qualitative or mixed method. You will then have the opportunity to consider the philosophical perspective of both the research question and the appraisal methodology.
The focus of this module is a small scale systematic review which you will undertake with the support of an experienced academic research supervisor. Peer support is also encouraged through student led seminars.

In this module you will have the opportunity to analyse, in–depth, what is meant by the concept of curriculum development. This includes reflection on the curriculum leader’s role in creating a vision and climate in the school or other educational establishment, on which there is a strong focus on learning, where new ideas about teaching, the curriculum and continuing staff development are taken seriously, together with a commitment to monitoring, evaluation and review of practice.

The module will also provide you with a framework for examining the influence and impact on institutional culture and climate on curriculum development. You will have the opportunity for detailed consideration and examination of how an effective curriculum engages the learning community in a rigorous process of monitoring, evaluation and review, linked to internal and external procedures. You will also explore and examine ways in which the role of parents and other stakeholders contribute to effective curriculum development.

This module aims to engage you in a critical appreciation of the complexities of autism. Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder, one of a number of early onset, overlapping lifelong disorders often with some degree of accompanying general or specific cognitive impairment. It can have a major impact on how people learn, interact and behave There is a genetic component, as well as environmental influences.
You will analyse professional or familial practice, including your own, and will evaluate the effect of differing perceptions, particularly the perceptions of people with a label of autism. You will learn that autistic people (term preferred by people on the spectrum) continue to grow and develop throughout life, and education in its broadest sense is the key to helping children and adults aim for a rich and rewarding life. You will learn about and evaluate concepts used to diagnose autism spectrum disorders and their impact, including how this has changed over time. You will develop an understanding of the psychological and cognitive theories of the causes of autism, including educational, social and medical factors and their impact. You will critically explore the impact of autism on the individual and her/his family and learning environment. In the teaching group you will articulate and evaluate the application of your learning and new understanding to the context in which you work or interact with autistic people.
You will be able to disseminate your knowledge gained through enquiry to an academic and professional audience

The aim of the module is to develop an understanding of the Education system in England; where it has come from and how it works in practice today. This will enable you to put all other education related modules into context. It will give you an understanding of the education system in England and allow you to identify and appraise its many facets. You will explore the UK system and consider the key features of the modern-day education system and the rationale which underpins that system. You will explore research papers, texts and policy documents and consider how they might challenge commonly held assumptions and beliefs about the current system.

In this module you will focus on the role of the practitioner as a research user and you will have the opportunity to articulate and negotiate a Master’s level enquiry relevant to you and your practice. You will have the opportunity to make effective and systematic use of published research to inform education practice and/or policy. You will learn how to interrogate electronic databases efficiently and effectively analyse qualitative data and write up your findings. Through this process, you will develop your critical appraisal skills. This module enables you to carry out a very small-scale piece of research which you undertake with the support of the module tutor.

In this module you will have the opportunity to analyse and critically explore what is meant by the concept of mentoring and coaching in and education and training setting.
You will be required to develop a critical theory –practice interface in your own role as a mentor/coach and to explore key features of that role in promoting and enabling learning.
The module will also provide you with the opportunity to critically reflect on your own practice as a mentor/coach and develop your mentorship skills and knowledge, based upon sound evidenced based practice. You will also be expected to critically appraise relevant theory, literature and policy which will enable you to critically evaluate your own skills and knowledge and to subsequently act upon findings to advance knowledge, understanding and skills to a higher level.

The module will enable you to gain academic credit from your CPD, such as short courses, conferences, workshops, one-to one coaching etc. which is not currently credit-rated by the University.

Many people working in both the public and private sector undertake continuing professional development (CPD) as part of their work, either on a voluntary or compulsory basis. Often this is required for membership of their relevant professional body or it can be simply through a desire to keep abreast of developments in their field of work.
You will negotiate a learning proposal which identifies the areas that you would like to develop and the learning activities that you will need to undertake to meet your development needs. In addition, your learning proposal will include consideration of how you will reflect upon your learning and how you will report this for assessment and will also include an Action Plan/Timeline for completion.

You will attend a learning event or events lasting the equivalent of at least nine days/72 hours. You will participate in the event(s) in whatever way is appropriate and intended by the organisers.

You will produce a portfolio to provide evidence of the learning gained from your experiences. You will evaluate your learning and reflect upon it with respect to your current and future personal development needs.

This module aims to facilitate learning and apply theory and best practices in behaviour self-management with individuals with autism. The module will help you to explore approaches to changing and developing new behaviour and the barriers to such implementation. In addition, it will enable you to identify and promote more independent and competent behaviour and address appropriate forms of practice towards individuals with autism. You will be encouraged to find ways to support people with autism to manage their behaviour increase their social repertoires and decrease behaviours which prevent them from maximising learning and achieving full participation in society. You will examine critically the reasons for behaviours which challenge those working with individuals with autism. You will analyse the relationships which exist between communication and behaviour including social-emotional issues. You will develop an increased understanding of sensory issues and the relationship with behaviour and learning. In addition, you will take part in a critical exploration of the issues involved in ensuring effective teaching and learning for children and adults on the autism spectrum. It will involve examining pertinent issues around teaching and learning. You will be encouraged to participate in the process of reflective practice, analysis of learning and social constructions of learning.

This module provides the underpinning skills and knowledge necessary to undertake independent research in education and training at Level 7. It will give you the opportunity to develop practical and theoretical skills in the use and understanding of different research paradigms, methodological approaches and their associated research methods. You will also develop an in-depth understanding of related issues, including but not restricted to, ethical concerns, data management and analysis, the use conceptual frameworks and how to engage critically with the literature. The module has a strong focus on practice, and you will be encouraged to take this as your starting point, to question and problematize professional concerns, and to develop those as research problems and questions.
This will provide you with a framework to critique and question research, policy and practice and their impact on Education and Training. Drawing on this, you will be able to develop a research proposal which addresses a professional concern, drawing on contemporary and relevant research literature in order to analyse and justify your methodological approach. You will also be supported to explore subject based literature in order to support your identification and exploration of a research problem.

The aim of this module is to explore the topic of educational assessment. This module will provide the opportunity for you to learn how to develop and implement educational assessment, both formative and summative. You will be able to critically analyse the reliability and validity of current practices; analyse discourses surrounding assessment and develop a good understanding the technical and conceptual issues which underpin the current assessment practices.

This module focusses on various ways of conceptualising educational leadership and management, from formal structures and notions of bureaucracy to critical and subjective theories. This module will provide an opportunity to explore leadership and management in an education context from a holistic, strategic perspective. You will explore the four management processes of planning, organising, leading and controlling. You will also have the opportunity to consider the more practical aspects of a leader’s role, i.e. the structural, financial, legal and HR aspects. In addition to drawing on the expertise of those who work in the sector in considering how these theories translate into practice, it will offer the opportunity for you to explore your own practice/perceptions of strategic management and how theory might impact on them.

Whether you are a professional working within education or are intending to work in education, this module is intended to provide you with an opportunity to develop your knowledge of technology enhanced learning (TEL) and the extent to which it enhances or inhibits learning and teaching. The module will take you on a journey through the relationship between computer science and TEL. It will enable you to explore and consider the impact of TEL pedagogy and consider it in relation to your own practice/experience. The focus is broad as you will be encouraged to consider all aspects of TEL in variety of teaching and learning contexts, i.e. in the statutory, further/higher and lifelong learning sectors.

In the ever-changing landscape of education, this module aims to explore the range of changes that can impact on educational institutions and at all levels. It is will provide the opportunity to consider and discuss effective ways of bringing about change and how to manage it. It will enable you to explore key theories and ideas and then apply them to real school challenges, bringing into this the experience of headteachers in changing their schools and local authority personnel responsible for bringing about school turn around.

This module will encourage you to explore some of the ways education has been shaped by history, culture, politics and values. Commencing with an exploration of the purpose and scope of education, you will be supported in challenging your own educational assumptions through an analysis of your identity as practitioners. Western educational practices as shaped by history and philosophy will be examined and this will allow for an uncovering of the contextual issues which affect educational projects. International perspectives will be considered in regard to Islamic education as well as Faith and Secular approaches to education and teacher identity. Political influences in education will be critiqued through exploring the current National Curriculum as well as the Teachers’ Standards 2013 and these will be explored through a political analysis of other nation state approaches to the educational enterprise. The latter part of the module will focus on the types of knowledge and skills valued in education from historical periods and contemporary contexts and how this franchises/disenfranchises the educator and learner. You will be actively engaged with analysing the way in which your practice is shaped and influenced by political agenda and your role as educators will be scrutinised through self-analysis and the presentation of your individual analysis in the form of a short presentation and reflective commentary.

This module focusses on the various ways in which the learning environment might be managed, in a variety of educational contexts and how it can impact on teaching and learning. You will be able to explore, create, reflect upon and evaluate learning environments and consider how they can be managed to maximise their effectiveness in relation to effective educational delivery, facilitation of learning and assessment of the desired outcomes In addition, you will develop a critical understanding of how learning environments and their management can impact on student experience.

This module is intended to give students who are either professionals working within education or those who are intending to work in education an opportunity to develop their knowledge of both pedagogy and andragogy. The module will take you on a journey through the ideology that shapes the way in which education is both defined and organised and the theoretical dissonance between theories of learning and formal education. The focus is broad as you are encouraged to consider all aspects of teaching and learning in the statutory, further/higher and lifelong learning sectors.

On this module you will explore the following topics:
• Inter-professional working
• Collaborative practice
• Protected characteristics
• Professional development
• Legislation, policy and codes of practice

On this module you will explore the following topics:
• Educational inclusion.
• International perspectives in education.
• UN Sustainable development goal 4
• Policy development in education
• Accountability structures
• Beliefs, Cultures and Values

This module comprising the implementation of a quality improvement project in your workplace is designed to promote your personal development, equipping you with a range of inter-personal, intellectual and practical (functional) skills. The real-time work-based dissertation will be of benefit to your employing organisation. It seeks to raise your awareness of the workplace as a learning environment, extend your capability and enhance your individual effectiveness, employability and business competitiveness. It will focus on organisational-based issues and seek to develop your skills in the diagnosis of problems, research and analysis. You will develop strategies to address complex problems in your organisation and practice, responding to internal and external factors that every organisation has to contend with. You will demonstrate that appropriate ethical, commercial, confidentiality and data protection issues are taken into consideration. The module will instil intellectual curiosity in you as a professional learner, and lay a foundation for a philosophy of lifelong learning. This will culminate in a dissertation report reflecting on the learning derived from implementing the project.

This is a work based learning module that focuses your learning on the needs of your organisation and how they can be met through the initiation of change through a quality improvement project. It involves a tripartite relationship between you, your organisation and the university, facilitating your engagement with theory from the university and workplace activity concurrently. You will develop a comprehensive understanding of a range of models, concepts and theories that will help you to become engaged in well informed and meaningful work-based enquiry and project management. Through a combination of university seminar and inter-session activities in the workplace, the module will help you to develop a critical awareness of a range of appropriate approaches to project planning, implementation and evaluation appropriate to your own organisational and professional context. Learning from this module will enable you to develop a project based approach to complex issues in your practice using structured project management, change management, reflective models, leadership approaches while taking ethical, confidentiality, data protection and professional codes of practice into consideration. This module will develop a culture of project based approaches to complex issues in your practice. It will develop in you the confidence to initiate and lead change in your practice in response to challenges faced on a daily basis in organisations, effectively making you a lifelong change agent in your career. While it is a stand-alone module, taken before the 60 credit work based dissertation this module can be used to plan the major quality improvement dissertation.