University of Sussex
The programme is designed to meet the needs of those working � or wanting to work � in teaching, management, education and development contexts. We aim to provide courses that: Are grounded in research; recognise and build on prior education-related knowledge and experience; develop professionally relevant knowledge, skills and understanding; introduce new knowledge and research perspectives on educational issues; enable the acquisition of further qualifications that enhance your career prospects. The course enables you to develop your understanding of a broad range of issues and theoretical perspectives on practice and policy, and to specialise in areas that interest you most. The Early Years pathway (available one year full-time only) offers a route for trainee teachers wanting to earn Early Years teacher status working with children from birth to 5 years old. As an Early Years teacher, you will specialise in early childhood development and be trained to deliver the Early Years Foundation Stage. Early Years focused sessions include: Communication, language and literacy including systematic synthetic phonics, early mathematical development, attachment disorder, physical development, early childhood development.
A 1st- or 2nd-Class undergraduate Honours degree or equivalent qualification, plus either a minimum of 1 year of experience of work in teaching, education or a related context, or a degree in this area. For the International Baccalaureate (IB) pathway you must have at least one year of experience working in an IB school. For the Early Years pathway there are 2 entry routes: (1) in the graduate route you will normally need a 1st- or 2nd-Class undergraduate Honours degree, although degrees below this level can be considered it candidates have considerable experience in Early Years; (2) in the employment-based route you will need a 1st- or 2nd-Class undergraduate Honours degree in any subject and be currently working as a trainee teacher within a UK school in an Early Years or Foundation class setting. All applicants must have achieved a GCSE grade C (or equivalent) in English, maths and a science subject, and pass the UK Department for Education professional skills tests in numeracy and literacy.
Full-time course structure: Autumn term: You take Critical reflection: Professional and context-bound learning; educational theory and practice: critical reflection; contexts, curricula and values: literature review; spring term: You take either: Research methods and minor project or choose a maximum of 2 modules from relevant, associated disciplines such as: Psychology in education; teachers: Policy and practice in international contexts; curriculum, learning and society; childhood and youth in global perspectives: Rights, protection and justice; critical higher education; practical teaching techniques for teachers of English as a foreign language; summer term: You work on a dissertation on a topic of your choice, either in the form of empirical research or a literature-based study. Part-time course structure: All students typically take the following: Critical Reflection: Professional and context bound learning. This module enables you to gain 15 M-credits by demonstrating prior professional learning via presentation of a portfolio of evidence and discussion at interview; Educational theory and practice: critical reflection; contexts, curricula and values: literature review; research methods: a poster presentation evaluating the piloting of a research instrument; minor project: a small-scale, empirical project; dissertation: an empirical project or literature based review on a topic of your choice. We offer variations on this part-time course structure: Newly Qualified Teacher route (for all subject specialists): this route is suitable for newly qualified teachers who can bring up to 90 credits of advanced standing from their PGCE. The module enhancing professional knowledge provides support through the NQT year leading towards the final dissertation; school research leaders route: this is designed for our school-University partnership supporting schools wishing to develop a culture of classroom research by designating and sponsoring future school research leaders; coaching and mentoring: this develops the understanding and skills of those involved in mentoring student teachers or coaching peers through reading, journals and seminars; Special Educational Needs and Disabilities (SEND): this route is particularly suitable for anyone working in a special-needs context as all assessed work will be based on experience of SEND practice.
Assessment is through coursework assignments to help you acquire greater confidence, enhanced capabilities and different ways of thinking. The form of assessment varies and includes written critical reflection, literature review, poster presentation, minor project and essay. All routes culminate in a dissertation on a topic of your choice.
|Qualification||Study mode||Fee||Course duration|
|MA||Full-time||£ 6,060 per Academic year (home fees)||12 months|
|MA||Full-time||£ 14,450 per Academic year (overseas fees)||12 months|
|Campus name||Town||Postcode||Region||Main campus||Campus||Partner|
|Sussex House||Brighton||BN1 9RH||South East|