Learning activities will include a mix of strategies combining elements such as lectures, group discussions and learning conversations through the use of a Virtual Learning Environment (VLE), and action research.
Assessments are designed to encourage critical engagement with literature and reflect on professional practice.
Why study this course?
The Master of Arts (MA) in Teaching and Learning is a school-based qualification developed to help teachers extend their teaching skills and abilities. This will benefit the children and young people they teach.
Features:
Participants will study six modules plus a dissertation. Accreditation for prior learning can be applied for in relation to any of the non-core modules on the MA in Teaching and Learning course (up to 60 credits).
As well as the MATL there are three specialist routes that can also be taken as an option in English, Mathematics and Science enabling teachers to tailor the course to their own Professional Development needs.
Programme Structure:
Pathway 1
MA in Teaching and Learning
The Master of Arts (MA) in Teaching and Learning is a school-based qualification developed to help teachers extend their teaching skills and abilities. This will benefit the children and young people they teach.
Pathway 2
MA in Teaching & Learning (Science)
A specialist masters route for teachers who aspire to excel as science educators. This course will provide you with the opportunity to develop your skills and knowledge of practical and physical science learning models, science beyond the classroom and realistic science learning models. You will also explore the impact of constructivism on children’s learning in science and creativity in science curriculum delivery.
Modules include: Enhancing Scientific Knowledge and Understanding; Subject Knowledge and the Science Classroom and Practitioner enquiry in science to enhance Expertise.
Pathway 3
MA in Teaching & Learning (English)
A specialist route for teachers who wish to excel in the teaching and learning of English. This course will provide you with the opportunity to develop your skills and knowledge of linguistics, literacy and literature. You will also explore topics such as genre and gender, literature across the curriculum and writing children’s literature.
Modules include: Linguistics for teachers of English, Engaging and enriching education through children's literature and English and the new literacies.
Pathway 4
MA in Teaching & Learning (Maths)
A specialist masters route for teachers who aspire to excel as mathematics educators. This course will provide you with the opportunity to develop your skills and knowledge of practical and physical mathematics learning models, creativity in teaching and learning mathematics and engaging and enriching mathematics lessons.
Modules include: How children learn Maths; Engaging and enriching Maths education and Emerging expertise through practitioner enquiry in Maths.
Module Options:
Module 1
CD7201. Professional Development Review.
This module aims to engage teachers in reviewing and evaluating their own professional biography. It requires them to take stock of where they are currently, to reflect on their professional learning journey and to make explicit what they have learned from their experience. To do this, the module enables participants to develop the capacity to reflect critically in ways that reveal the knowledge, skills, values and beliefs on which they draw in their daily professional practice. The module also facilitates participants being able to utilise this enhanced self-awareness to identify and plan appropriate future personal and professional development and learning.
Module 2
CD7202. Coaching
To enable teachers to improve the effectiveness of their coaching techniques through critical reflection and analysis of their practice and by interrelating theory with first-hand experience. It is designed to offer an opportunity to reflect critically on their own experience of coaching /coaching practice and advance their capability, professional knowledge and skills in the field of coaching. Additionally participants will develop and apply their own coaching skills in order to enhance their professional effectiveness.
Module 3
CD7203. Teaching, Learning and Assessment.
This module aims to develop participants’ understanding of a range of learning, teaching and assessment strategies which promote pupil/child/young person progress in order that all pupils/children/young people achieve their learning potential.
Module 4
CD7204. Curriculum Development.
This module aims to provide an understanding of the socio-political influences upon curriculum development, as well as an insight into possible theoretical frameworks for teacher and school led curriculum development, with a dual focus upon theoretical understanding and participant contribution to curriculum development within the school or setting.
Module 5
CD7205. Inclusive Practice.
The module aims to expand participants’ knowledge and understanding of pupil/child/young person development, inclusive practice and social inclusion through critical analysis and reflection on current educational theory, research, policy and their own practice.
Module 6
CD7206. Collaboration & Leadership.
This module aims to give participants a clear understanding of how effective styles of leadership and management contribute to the achievement of the child, the teacher and the school community. It also aims to help participants to locate themselves as an effective member of the inter-agency team that supports children and families.
Module 7
CD7207. Understanding Development and Learning.
This module offers an understanding of the way in which aspects of development and learning impact throughout childhood and adolescence and enables participants to develop a critical perspective of the inter-relationship between learning and development theories and the influence of these throughout childhood and adolescence. Students will critically explore the impact of theories relevant to their specific practice and own experiences. The module aims to give students the skills and knowledge to analyse and challenge current practice and to critically justify diverse approaches that enable them to meet the needs of children and adolescents within contemporary society.
Module 8
CD7208. Dissertation*
This module requires participants to undertake a substantial empirical enquiry in a professional setting, reflect on the individual experience of carrying out research and link research to the possibilities for change in a professional context. The dissertation module will include delivery of research methods.
*Dissertation is compulsory and is worth 60 credits.
The assessments within the programme are generally designed to focus on a work-based product or process that is part of your normal work and development and is integral to a range of professional practice. You will produce a critical commentary through writing or another presentational format that includes engagement with, evaluation and application of, relevant literature and theory.
We believe in flexible forms of assessment. We try to ensure that the assessment for a module or project is matched to the content and learning outcomes. Assessments for projects and dissertations are usually negotiated with tutors. Currently, modules and projects are assessed using a combination of evidence, ranging through:
- Portfolios of annotated evidence
- Professional logs
- Live presentations
- Observation of practice
- Video presentations
- Podcasts or audio diaries
- Essays
- Reports
- Articles fit for publication
- Professional documentation (e.g. policies used within school, planning documents, lesson plans and schemes of work)
- Briefing documents for colleagues
- Reflective accounts
Credit Accumulation and Transfer (CAT)
In Chester, each module is worth 20 Credit Accumulation and Transfer (CAT) points. CAT points are a nationally recognised system which ensures that there is parity across Higher Educational Institutions (HEIs) in the way their modules and courses are organised
For postgraduate awards across the UK:
- 60 credits = a postgraduate certificate
- 120 credits = a postgraduate diploma
- 180 credits = a Masters degree
These credits are transferrable and hence, if you have passed modules in other HEIs, you can use them towards your qualification with us, and vice versa.
Hence, a certificate requires the successful completion of 3 modules (or equivalent) a diploma requires the successful completion of 6 modules (or equivalent) and a Masters Degree requires the successful completion of 9 modules (or equivalent).
Extended projects or dissertations usually accumulate more than 20 credits.
| Type of Module |
CATS |
Cost per Module |
| Single Modules |
20 points |
£415 |
Postgraduate Certificate
3 modules |
60 points |
£1245 |
Postgraduate Diploma
6 modules |
120 points |
£2490 |
|
MA in Teaching and Learning
6 modules,
Dissertation worth 3 modules.
|
180 points |
£3735 |
This is a typical pattern for a full MATL, although you do have 6 years to complete the programme.
| |
Term 1 |
Term 2 |
Term 3 |
| Year 1 |
Professional Development Review
20 CATs
|
Coaching
20 CATs
|
Understanding Development and Learning
20 CATs
|
| Year 2 |
Module 4 (optional)
20 CATs |
Module 5 (optional)
20 CATs |
Module 6 (optional) 20 CATs |
| Year 3 |
|
Dissertation
60 CATS
|
|
Can I transfer credit from other Universities?
Yes through Accreditation of Prior Learning (APL) and Accreditation of Prior Experiential learning (APEL). If you have credit that you think may be able to contribute to a qualification contact the CPD Co-ordinator and make an individual appointment to enable us to review your profile.
Study skills support
We offer whole group tuition on Masters level study including:
- critical thinking
- research methods
- and writing for academic purposes
Students who engage in Chester's Masters programme will become reflective practitioners and critical thinkers who can articulate their views with confidence and conviction.
They will have expert knowledge of the political arena of education. They will have read widely and engaged with theoretical frameworks which have challenged their values, beliefs and understanding. They will have become confident researchers, finding solutions to challenges in their professional setting and practice.
Their professional integrity will have been affirmed and they will have become sufficiently professionally secure to confront and manage change and to lead others, should they choose.
Many of our students enrol on this programme to develop their potential as leaders or future leaders in educational settings.
Minimum entry requirements is a first degree. A first degree and a recognised teaching qualification will allow automatic entry. Other candidates will be asked to attend an interview.
