The MA/PG Diploma/PG Certificate in Education are unique modular and flexible programmes designed to reflect the needs of individuals or organisational cohorts. While each module has its own particular focus, all are concerned with investigating contemporary educational issues in the light of economic and social contexts, appropriate literature and the shared experience of course members. A hallmark of these programmes are their commitment to equality and diversity and their flexibility to meet the needs of individuals and organisations. The overall purpose is to deepen and refine your capacity for critical reflection on your practice as well as on the mental models which inform your work.

Cohort applications 

We welcome approaches from educational organisations who may wish to develop a bespoke cohort programme. 

Course structure

The MA requires candidates to complete five or six taught modules (120 credits) and a dissertation (60 credits). Those with Recognition of Previous Learning (RPL) credits may study fewer. Modules can range from 15-30 credits. Each 30-credit module is assessed by a written assignment of 5,000-6,000 words (or equivalent) and each 15-20 credit module is assessed by a written assignment of 3,500-4,500 words. 

There is currently one core module (30 credits) and an extensive selection of optional modules (accumulating to 90 credits or more). In addition, you will need to submit a dissertation, worth 60 credits, which is an original piece of work and should be 12,000-15,000 words (or equivalent) on an approved topic related to one of the selected modules.

Modules are taught within a block of either a three-day extended weekend or four days over two consecutive weekends. 

Typical core modules 

• Practice Based Inquiry 

Typical optional modules

• Assessment in Language Education
• Communication and Literacy
• Debating Special and Inclusive Education
• Effective Leadership and Change in Education
• Issues in Educational Leadership
• Language Teaching: Methodology and Curriculum
• Leading Learning
• Managing Language Teaching and Language Teachers
• Material and Technology in Language Education
• Relationships and Behaviour
• Teaching English for Academic Purposes: Context, Language and Pedagogy
• Teaching Language to Young Learners
• Understanding Language Learning and the Language Learner

A relevant second class honours degree (or international equivalent). Relevant experience may be required for some of the programmes. Non-UK qualifications will be assessed against this standard.

Mature applicants without any standard entry requirements but with substantial and relevant experience may be considered for an entry at the Postgraduate Certificate level and the acceptance is at the discretion of the School of Education.

February, June, September and November