Course content

The ‘topics’ students follow depend on whether they have been accepted onto the two-year programme or the three-year programme (please see the Admissions Criteria section for further details).

Students will be told whether they have been accepted on to the two-year or three-year programme at the time of acceptance.

The course is built around the same four main topics for both Parts 1 and 2, but each Part adopts a different perspective on them.  Part 1 is an introduction to Masters level work.  It starts by focusing on teaching, and then considers how this affects pupils and schools.  In Part 2, the course starts by focusing on pupils, and then considers how teachers and schools can respond.  The course for Part 1 covers:

  • TEACHERS/LEARNERS
  • CURRICULUM, ASSESSMENT AND MOTIVATION
  • RESPONDING TO PUPILS
  • SCHOOLS, EQUITY AND ACHIEVEMENT

Students have some seminars together and work in either subject-specific groups or general groups.  Students who have completed Part 1 will join with those who are starting in Part 2.  The course for Part 2 covers:

  • TEACHERS/LEARNERS
  • CURRICULUM, ASSESSMENT AND MOTIVATION
  • RESPONDING TO PUPILS
  • SCHOOLS, EQUITY AND ACHIEVEMENT

 

1. Teachers and Learners

Part I: Teacher identity and agency: educational research about and for teachers, notably theories of efficacy and agency.

Part II: Pupil identity and agency: how pupils learn, including pupils’ perspectives on learning, teaching, the curriculum and schooling.

2. Curriculum, pedagogy and assessment  

Part I: Curriculum, pedagogy and assessment – introduction: notably the interplay between generic and subject-specific issues in curriculum, pedagogy and assessment.

Part II: Mediation, alignment and assessment design: particularly theories of assessment, theories of alignment, and how they inter-relate.

 3. Responding to pupils

Part I: Learners, diversity and inclusion: Special educational needs, adolescence and well-being

Part II: Motivation and task design: mediation, task design and writing, including classroom talk and curriculum development

 4. Schools, equity and achievement

1. Part 1: Educational research, professional communities and networks: schools in policy; professional collaboration within and between schools, and inter-agency working

2. Part II: Policy, schooling and research: reviewing current educational policy, and the inter-relationship between achievement, diversity and disadvantage

In the final year

All students undertake a Research and Development unit in which they research an aspect of teaching in their subject for a dissertation.

Core teaching for all students is supported by work in supervision groups exploring the specific applications and implications of these key ideas in their curriculum areas.

Page last modified: September 1, 2017