Module 1: Practice Based Inquiry
The content will involve you in active critical consideration of participating in and leadership of practitioner inquiry in relation to professional context mapping and workplace learning.
These processes will be achieved through:
- conceptualising different kinds of practitioner inquiry relevant to work-based understanding and development (purposes, processes, contexts, dilemmas, outcomes).
- examining a range of approaches to educational inquiry, with an emphasis on action research.
- developing an inquiry into your professional context.
Module 2: Critical Perspectives in Curriculum and Pedagogy
This module critically examines contemporary debates surrounding orthodoxies in curriculum, learning and assessment in schools, and how these relate to policy and practice.
In particular, it considers the way different orthodoxies frame what children and young people learn in schools, how they learn and how assessment practices inform learning processes. The module will explore these orthodoxies in terms of their origins and purposes and it will consider alternative models from an international perspective.
The module starts by considering the history, politics and ideology of the curriculum as it currently exists. It then develops understanding through application of psychological, social and cultural theories of learning and assessment. These theorised views of schooling and classroom practices enable us to analyse and critique the wide-ranging policy and research discussions about curriculum, learning and assessment that are currently underway.
You will be engaged in considering how developments of, and alternatives to, current practices will impact learning and teaching in the future.
Dissertation
This substantive piece of scholarship within the field of the course will normally be based on interests and skills you have developed in the course of the modules already studied.
You will choose a topic in consultation with your course leader and an appropriate supervisor.
This module focuses on how people learn together in pairs, teams, small groups, the classroom, or an informal community. It works through classical and modern theories of social learning, explaining the social aspects of almost any type of learning and mechanisms that boost the power of learning together.
Equipped with these theories, it explores the various technologies mediating and supporting social learning, such as social media, participation in the World Wide Web, online communities, online communication platforms and virtual reality.
This module explores how children develop communication and literacy skills, both in typical and atypical ways. It examines conditions such as dyslexia, autism, Down Syndrome, and other learning disabilities, showing how this influence development and shape the needs of diverse learners.
Equipped with this understanding, the module introduces assessment tools, evidence-based interventions, and effective teaching strategies that create supportive learning environments. It also challenges assumptions about “typical” development, encouraging critical reflection on what learning difficulties and disabilities really mean.
This module explores how to respond thoughtfully to challenging behaviour by combining theory with reflective practice. It introduces behaviourist, humanistic, and postmodern perspectives while addressing mental well-being, self-esteem, and social dynamics. Students will learn practical strategies such as restorative justice, conflict resolution, and crisis intervention, with attention to sensitive issues like bullying, restraint, and school exclusion. The module also emphasises support for students with ADHD, alongside self-care and collaboration in managing social, emotional, and behavioural needs.
This module examines the role of materials and technology in supporting effective language teaching and learning. It explores how resources are developed, evaluated, and aligned with methodology, covering areas such as mobile learning, computer-mediated communication, and technology-enhanced approaches. Students will develop the skills to critically assess both traditional and digital materials, while considering their implications for teacher education and diverse learning contexts. By the end of the module, they will be equipped to select and use resources strategically in language education.
This module examines how people learn a second language through key theories and research in Applied Linguistics. It explores classic and modern perspectives on second language acquisition, the influence of first language, and individual learner differences such as age, motivation, and learning styles. Students also consider the role of grammar, vocabulary, and phonology, alongside current research trends, and critically reflect on how these insights inform effective TESOL practice.