Spring 2026

These modules are intended to offer an opportunity to gain credit towards award bearing programmes for work or for prior experiential learning, which has been carried out in professional practice. This work may include practice-based projects; work done on short modules, practice based research and inquiry. The module aims to support and enable participants to critically analyse work carried out as part of their professional practice and to produce a reflective portfolio which substantiates the claim for credits at Level M.

This module provides an introduction to research design. It will outline the purpose and key components of a research design and will discuss the different factors that influence how we design research, including the role of theory and ethics. It will present and critically analyse the different approaches to research design used in the social sciences and it will provide an introduction to core methods for data collection and analysis, their strengths and weaknesses. The module aims to help students develop a basic understanding of the different approaches and methods they can adopt when designing their research, how their theoretical positions are linked to their choice of research design, and the various steps involved in designing research. It aims to equip students with the knowledge, skills and confidence to design their own research and write a research proposal. The module fits well with the other MA SRM module offered in the Autumn term (The Philosophy of Social Science Research), as it will explain in detail and with concrete examples the role that different philosophical frameworks play in shaping the choice of research design. It will moreover provide a solid basis upon which students can develop a more nuanced understanding of research approaches, offered as part of the Spring term modules (Qualitative and Quantitative Research Approaches). Finally, it will prepare students for the Summer term module (General Research Skills), and in particular the 'Interactive session on Research Design' offered as part of the GRS module.

This module is designed to allow students who cannot, or do not wish to, continue the School Experience Module but who wish to complete their degree and pursue either a non-teaching but education-aligned career or a four-year route into teaching by gaining the QTS qualification at post-graduate level. It is a self-study module, supported by tutorials, and replaces the practical element (school experience) of the programme with a written assignment.  It draws upon the knowledge and understanding developed through the other modules in the Year 3 programme and the preparatory sessions prior to school experience and examines them through the lens of a critical analysis of current educational initiatives and their impact on the primary curriculum and the experiences of primary aged pupils.

The module provides an introduction to the philosophy of social science. It introduces students to some of the different philosophical ideas and perspectives that inform social scientists and their research. It aims to address the theoretical foundations of some of the concepts informing the module 'The Introduction of Research Design', which is taught in the Autumn term. The module provides understandings on the ontological, epistemological and methodological underpinnings of social science research in light of different philosophical traditions. It is intended to equip students with the knowledge, skills and confidence to address the theoretical and philosophical insights pertaining to research in the social sciences.

This module builds on the skills and knowledge developed in School Experience 1 & 2 and places students in the school environment, in the role of lead teacher. It facilitates students’ professional development in the five Areas of Professional Learning (Behaviour Management, Pedagogy, Curriculum, Assessment, Professional Behaviours), which align with the five core areas of the Core Content Framework. Students will begin to apply, in practice, the knowledge, skills and behaviours that define great teaching, as taught in UPPP3 and subject sessions (subject specialism, WC4 and CC5). A 57-day placement (11-and-a-half-week block) and a 3-day intensive training and practice (ITaP) experience will form part the school experience. Students will be placed in a setting within the 3-11 age range.

This module is a self study option This module is intended to allow students to complete a combined studies degree if they do not complete the School Experience module in their final year. This module is intended only for those students who will be transferring to another programme. It will replace the practical element (work experience) of the programme with an academic study. This module will be available for those students who no longer wish to attain QTS but who still retain an interest in education and the primary curriculum. Students will consider how current initiatives may impact on the primary curriculum and what the implications are for those engaged in education.

This module is designed to allow students who cannot, or do not wish to, continue the School Experience Module and who wish to progress to Year Three and pursue either a non-teaching but education-aligned career or a four-year route into teaching by gaining the QTS qualification at post-graduate level, after the completion of the degree. It is a self-study module, supported by tutorials, and replaces the practical element (school experience) of the programme with a written assignment.  It draws upon the knowledge and understanding developed through the other modules in the Year 2 programme and the preparatory sessions prior to school experience and examines them through the lens of social and emotional aspects of learning.

The National Curriculum for England (2014) and Early Years Foundation Stage (2014) require children to be taught across a broad range of subjects including those commonly known as 'foundation subjects'. It is a requirement of ITE providers that students have a consistent, quality and coherent grounding in curriculum knowledge and understanding with links made between generic phase and specific subject knowledge. This module provides an introduction to four of the foundation subjects. Students will be introduced to authoritative literature that underpins each subject, together with a practice-based pedagogy. There is a strong emphasis on student subject knowledge, current curricula and initiatives which impact on the teaching of these subjects. The module provides a basis for informed choice of curriculum focus and possible research options Y2 and Y3. These four foundation subjects allow pupils to develop an appreciation of human creativity and also develop the knowledge, skills and understanding necessary for them to be able to express themselves creatively and to solve problems. They are subjects in which some form of original and imaginative work (for example drawing, coding, performing or building) is a focus. Theoretical perspectives on teaching and learning in the Arts and Computing will inform introductions to pedagogies associated with specific aspects of these subjects. In Art and Design, students will be introduced to a range of intellectual, emotional, physical and tactile processes that will enable them to develop an understanding of the power of visual literacy, and how to harness this within a classroom context. They will learn how to engage and inspire children to learn through developing skills and knowledge of visual and expressive language, creativity, and learning through enquiry. In Computing, students will learn how pupils develop computational thinking and creativity to understand and change the world. They are introduced to the fundamental principles of computer science through computer programming; they learn to use a variety of application software on a range of digital devices; they consider critically the implications of digital technology in their lives and the life of our society. In Music, students will learn how pupils discover how to compose, perform and appraise from an eclectic range of starting points, analysing and critically evaluating their work in relation to the requirements of the National Curriculum. Through exploration of the elements of music (pitch, duration, rhythm, tempo, texture and timbre) students will learn how pupils understand the process of musical creativity, how to assess musical progression and plan activities appropriate for all within a primary classroom. In Design and Technology, students will learn how pupils discover how to design products that are fit for an intended purpose or outcome. They will develop skills in problem solving whilst learning to analyse, evaluate and reflect.

Perspectives on Quality, Education and Care

Pedagogy and Professional Practice

Promoting Active Learning and Exploration

Understanding Self and Principles of Communication

to be confirmed

This module addresses the ways in which critical life experiences and wider societal issues impact on children's behaviour and development and consequent motivation to learn. It will also identify the role of the setting, in collaboration with other agencies, in supporting the needs of the child both in terms of moral and social development as well as ensuring access to learning.

This module is designed to enable students to develop the skills of effective lesson planning with mentor support. Students will consider the promotion of inclusivity and differentiation and how assessment practices, including formative and summative ensure access to learning for all.

This module is taken by students at the discretion of the Programme Convener. This module provides flexibility within the programme to accommodate students who, for example, transfer late into the programme or have exceptional circumstances that mean they could not otherwise attain the necessary credits to graduate. The module offers students an opportunity to develop their understanding of a particular aspect of education practice through supported study on a topic of interest in relation to an appropriate aspect of education practice.

In this module you will develop an understanding of how additional languages are learnt. You will develop practical skills for facilitating this learning and deepen your own language awareness. The module will extend your skills and knowledge for supporting people who are learning English as an Additional Language (EAL) and provide a bridge to further study or training in the wider field of teaching English to Speakers of Other Languages, such as our MA TESOL programme. You will learn to demonstrate knowledge of language and language learning and understand how to put this to practical use through a variety of real-world tasks.

In this module you will learn about and critically examine the role of the Teaching Assistant (TA) within the primary and secondary classroom. You will explore specific teaching strategies and methods, which are known to be successful in overcoming barriers to learning for pupils. Whether you intend to pursue a career in teaching or as a TA, it is essential that you understand inclusive practice that promotes progress for all pupils including those with additional needs. You will analyse case studies to determine the characteristics of outstanding practice. This module fits within BA Education Practice by focusing on inclusion and encouraging you to consistently reflect analytically on practice to inform and enact the meeting of diverse needs in practice. ADDITIONAL OPTION: Students can also choose to go on to attain an additional accreditation; formal recognition of HLTA status, validated by the private company Strictly Education 4S. In order to be eligible, students need: a. To have worked as a Teaching Assistant for at least 2 terms (part-time) b. To be currently working as a Teaching Assistant and have permission from the Head Teacher to undertake the formal validation c. Have level 2 (GCSE Level 4 or higher) in English and Maths

What skills do you need to develop as an education practitioner to support learning in a range of contexts? In this module, you will become more knowledgeable about, and start to analyse the impact of, a range of approaches to teaching and learning. Academically, you’ll benefit from this module’s deeper exploration and analysis of the fundamentals of effective pedagogy: understanding and developing learners’ thinking; designing and using resources for teaching; assessment, feedback and feedforward; and science of learning principles. This will build on your learning from Professional Practice 1, and you will meet these ideas again in Year 3. On your journey to becoming an education practitioner, this module will develop your skills of critical reflection, and support decision making around your education career development.

This module is taken by students at the discretion of the Programme Convener. This module provides flexibility within the programme to accommodate students who, for example, transfer late into the programme or have exceptional circumstances that mean they could not otherwise attain the necessary credits to progress to Level 5. The module offers students an opportunity to develop their understanding of a particular aspect of education practice through supported study on a topic of interest in relation to an appropriate aspect of education practice

Research Methods and Methodology

This module offers students an opportunity to deepen their understanding of a particular aspect of sports coaching through supported study on a chosen topic of personal interest or concern. The nature and scope of the individual study will be negotiated with an allocated tutor. The rationale for this module is to give students who have reached the end of their study at level 6, but are still 20 credits short, the opportunity to graduate. They would be expected to embark on this module in the Autumn term (or the Spring term if they needed to interrupt). This independent study module gives them the opportunity to gain the additional credits by researching an aspect of sports coaching which is of particular interest to them. The module ensures that by the end of year three they have obtained the required number of credits to graduate.

This module is an updated version of the Preparation for HLTA module, which was part of the BA Education Studies Programme.

The module is updated to focus on the role of support staff in Early Childhood and Education settings from 0-11, including in specialist provisions and special schools. It no longer addresses the use of support staff in secondary schools.

In this module you will learn about the very important work that support staff do and have the chance to draw on your own experience both looking back to your time as a pupil in school and to professional roles you may have undertaken as a member of the support staff team in a setting. We will start by understanding what we mean by ‘professionalism’ in the context of the TA or EYTA’s role.

The module examines the research about how support staff can have most impact on children’s development, their learning and their well-being in settings. We will explore theories of learning including Bloom’s Taxonomy; Haring et al’s Hierarchy of Learning; Vygotsky’s zone of proximal development. We will look at research on Maximising the Impact of Support staff from the DISS project – Russell, A. Webster, R and Blatchford, P. (2012) Deployment and Impact of Support Staff in Schools, London, Routledge. Finally we will learn about and practice the Teaching Assistant role as a scaffolder of learning, through simulated learning activities.

As part of the module, you will be introduced to a range of strategies, adaptive teaching, interventions and reasonable adjustments that have been shown to have a positive impact for pupils with difficulties in specific areas. In particular you will look at the following strategies for communication:

Makaton and PECS: Attention Autism

For children with difficulties in short term memory and literacy/numeracy difficulties: Precision Teaching

For Children with attachment difficulties: The Nurture Group

We will explore how support staff can respond to children’s challenging behaviours and common approaches to de-escalate difficult situations.

You will not be a qualified practitioner in any of these interventions, strategies or approaches but you will have sufficient understanding to make decisions about your further training needs or those of your setting

This module is practiced focused both in content and assessment. It provides students with tools to audit practice and discusses ways in which they will be instrumental in working with colleagues to improve practice in leadership roles in settings.

The assessment is designed to create confidence on the part of students, in being interviewed for a leadership role.

Each week students will be set a short task (not assessed) to prepare for the following session.

This 40-credit enquiry/research project module (10,000 words) is an alternative to undertaking the 60-credit Dissertation (enquiry/research project) module (15,000 words). It is only available for part-time students who have transferred 60 credits or more (at level 7) to this MA programme (either from a NASENCO training PGCE course, a PGCE ITT course, other related education or IESEND courses/credits). Students starting this module must have already undertaken research learning and research planning at level 7 and have created an approved project proposal to act as the basis for undertaking the 40-credit enquiry. The module involves undertaking small-scale, inclusion research (drawing on critical and qualitative approaches) in an area of inclusion/exclusion and SEND relating to the student’s own practice, lived experience or work. The Inclusion Research Project (40) is a two-term length enquiry/research project, worth 40 credits, starting either in the Autumn term or the Spring term: SEN040L019 Y: start late-September, submit in late-April. SEN040L019 B: start mid-January, submit in early September.

This module opens up a range of exciting career options for you, sharing some of the possibilities of working within education in its broadest sense. It builds on the work you will have already completed on your degree, consolidating your development as an inclusive education practitioner, but applying these skills, this knowledge and your experience to interesting and varied roles. You’ll discover insider information about working in local authorities for example, and hear from experienced youth workers, and practitioners in non-school based early years and elder care settings. We'll share rich information and detail around careers in education departments within museums, galleries and the heritage sector and you will explore education roles available in the arts and sports, including outdoor education and work in residential activity centres.

The human learning process varies from person to person. Some reasons for this variation include differences in brain function, sensory or physical differences, unmet social or emotional needs, or sociocultural factors. Because of these reasons, some people differ significantly in how they engage with learning and might be identified as having special educational needs or disabilities (SEN/D). The aim of this module is to help you critically reflect on the theory and practice of inclusive education, and to recognise the needs of learners with SEN/D. Using varied methods of teaching and assessment the module is designed to help students become self-driven, reflective practitioners who know how to identify, digest, and apply theoretical, research and practice-based knowledge, and be mindful of the fluid nature of the contemporary classroom.

Building on the background to education, covered in Education Contexts 1 (EC1), your key learning on this module focuses on your own development as a primary education practitioner. Through considering the range of roles and settings for working with primary-aged learners, we will help you reflect on your aspirations and then find practical ways to make your ideals a reality, over the course of the programme. The EC1 base of history, sociology and philosophy of education is infused through this module so that you will bring a depth of understanding to your career development. You will be guided through your self-development, meeting with different professionals and planning how to enhance your skills and experiences with relevant opportunities in a practical way, but with a solid academic foundation.

Based in your employing school and in one class (agreed between employer, the University of Roehampton and your mentors), this formally assessed module will build on the formative on-the-job experiences you have had over the first six months of the degree, allowing you to demonstrate your growing skills in supporting children’s learning. It will further facilitate your professional development in the five Areas of Professional Learning (behaviour management, pedagogy, curriculum, assessment, professional behaviours), which align with the five core areas of the Initial Teacher Training and Early Career Framework (ITTECF DfE, 2024) and support progress towards meeting the Teachers’ Standards (DfE, 2021). You will apply, in practice, the knowledge, skills and behaviours that define great teaching. The module will require you to draw on the learning and teaching knowledge acquired through the taught curriculum to move towards evidence-informed practice. As the Teacher Degree Apprenticeship is an employment-based model, the integration of theory and research (and the critical insight it brings) can help you challenge your assumptions and rethink your own practice. It will provide you with expert-supported guidance and feedback so that you are able to practise the strategies and skills you have refined and rehearsed during the first term-and-a-half of learning. You will participate in an intensive training and practice (ITaP) week before the six-week assessed school experience so that you can develop vital skills needed to manage a positive classroom culture and pupils’ behaviour from the start of the assessed period of school experience. During the assessed school experience, you will learn about how to scaffold pupils’ learning through a further five-day mathematics-focussed ITaP. 30 days of assessed assessed school experience (six weeks) and 10 days of intensive training and practice (ITaP) will form the school experience. You will work in settings within the 3-11 age range as agreed with your employing school and to meet your professional and developmental needs.

The Teaching Assistant Apprenticeship (Level 3) module is a non-credit bearing module that prepares apprentices to be teaching assistants through equipping them with the knowledge, skills and behaviours (KSBs) required to meet this Level 3 Occupational Standard. The module enables apprentices to develop the knowledge, skills and behaviours required to support class teachers to enhance children and young peoples’ progress and development while working with children and young people both individually and in groups. It empowers apprentices to develop their understanding of how to support individual children and young people, helping children and young people to understand their work, know their learning objectives, and display positive learning behaviours in their classrooms and schools so that they make progress. Apprentices will develop their competence in delivering small group and individual teaching utilising a range of strategies to support children and young people under the professional direction and supervision of a qualified teacher. Apprentices will be supported to develop their knowledge and understanding of safeguarding practices, the inclusion of British values within the curriculum and the Prevent requirements. Additionally, this module enables learners to develop their knowledge of, and skills in, working with children and young people who are disadvantaged, have SEND, EAL and are high attaining. Apprentices will use the context of their workplace to underpin the development of the KSBs. All learners on this module are required to be employed in a school, have agreement from the school to undertake the apprenticeship, have an appropriate school-based mentor to support the development of the KSBs and their practice and engaged in work-based learning throughout their studies. *Note regarding End Point Assessment: All learning outcomes are assessed by an End Point Assessment (EPA), which is conducted by an independent assessor through the agreed EPAO. The EPA consists of an observation with questions and a professional discussion underpinned by a portfolio of evidence

Speech and Language Therapists are professionals who work in partnerships clients and family members and with multiple other professionals across different sectors. Exploration around the nature of these relationships will support the learners as they develop a professional identity. The importance of these relationships will be taught during this module and appreciation given to skills needed for effective relationships to be sustained. Consideration of the impact that Speech and Language Therapists can make will be explored and learners will have an opportunity to consider some of the underpinning theories which relate to this area of practice. This module will involve developing understanding about the importance of forming and sustaining meaningful professional relationships with service users and carers, and working within a multidisciplinary team. This will build on principles of professionalism and person-centered holistic care that were introduced in ’Foundations for Professional Practice´ as part of the spiral curriculum principles of curriculum design. Developing the reflective skills of the learning further will support awareness of potential bias and barriers to developing successful professional relationships. Exploring the role of Speech and Language Therapy in a wide range of sectors will support learners to understand the diversity of practice settings, inviting in visiting lecturers from different sectors and people with lived experience will open opportunities to hear different voices and experiences. This will help to support the transition into practice placement. Development of the health promotion role and working closely with communities will highlight the importance of partnership working. Principles of health psychology and behaviour change and management will be applied in this context. Communication culture will be explored within teaching material. Supporting learners to explore their own biases and challenging these within a supportive context will further prepare for working with others in a professional manner. Concepts such as consent and working within the Mental Capacity Act will be introduced and applied to case examples to apply and embed this knowledge. Social, emotional and mental health development will be introduced as examples of the integrated and holistic principles of Speech and Language Therapy practice. Learners will be introduced to foundational psychological principles which underpin the development of speech, language and communication skills and the functional use of these skills in disorders such as depression, anxiety and elective/situational mutism. The concept of systems working will be introduced and this will support understanding of communication contexts and environments. The importance of neurodiversity affirming approaches will be modelled and taught and the impact that inclusive practice and supporting difference will be applied to self and case examples. Having a wider context of the health and education contexts where Speech and Language Therapists work and the wide range of professionals that can become part of an MDT is helpful to consider holistic professional partnerships.

Eating and drinking and swallowing assessment and management is a core aspect of the professional role of a Speech and Language Therapist. This module is an introduction to the anatomy, physiology, structure and functional aspects of these skills which will be broken down into smaller constituent parts at the beginning of the module, and considered as a whole towards the end of the module. The wider systems and contexts within which eating, drinking and swallowing takes place within will be considered and the impact of these on function will be explored. This module has been designed to introduce the anatomy and physiology necessary for eating, drinking, swallowing and saliva management. Typical and atypical development of swallowing function will be taught with case examples across the lifespan including in infancy with sucking and swallowing skills development, eating and drinking and swallowing skills in childhood, adolescence, adulthood and in older age. The focus of this module will be on the usual/typical and this will be built on with spiral curriculum principles in later modules such as ‘Assessment and management of dysphagia and voice disorders’ in year two and ‘Therapeutic and functional management skills’ in year three. The health and well-being and health promotion aspects will be explored, appreciating the importance of nutrition in overall development, health and well-being. Holistic views of eating and drinking including psychosocial and cultural aspects will be highlighted as well as discussion of person-centered care including sensory preferences. Understanding of dental and ear, nose and throat (ENT) structures will be applied to functional skills of saliva management and the role of orthodontics. Possible co-morbidities and terminology will be introduced, and this will be further developed in year two and three modules. There will be frequent opportunities to engage in experiential and simulated practice to support the start of competency completion the RCSLT EDS competencies and this forms part of the assessment for the module. It is anticipated that the learning from this module will be developed within practice placements in year one.

This module places you in the school environment, in the role of supporting teacher. It facilitates your professional development in the five Areas of Professional Learning (behaviour management, pedagogy, curriculum, assessment, professional behaviours), which align with the five core areas of the Initial Teacher Training and Early Career Framework (ITTECF DfE, 2024) and support progress towards meeting the Teachers’ Standards (DfE, 2021). You will begin to apply, in practice, the knowledge, skills and behaviours that define great teaching. The module brings together the learning and teaching knowledge acquired through the taught curriculum and secures the opportunity for immersion in professionally focused learning in a school setting. It will provide you with expert-supported guidance and feedback so that you can practice the strategies and skills you have refined and rehearsed during the first term-and-a-half of learning. You will participate in an intensive training and practice (ITaP) week before the six-week placement so that you can familiarise yourself with a school setting from a professional perspective and observe and understand some of the vital skills needed to manage a positive classroom culture and pupils’ behaviour from the start of block school experience. During the placement, you will learn about how to scaffold pupils’ learning through a further five-day mathematics-focused ITaP. 30 days of assessed placement (six weeks) and 10 days of intensive training and practice (ITaP) will form the school experience. You will be placed in settings within the 3-11 age range.

The first two sessions of the module will introduce and examine inclusion in education and developing inclusion in practice, drawing on the critical values and principles for education set out in the programme learning outcomes. This will enhance the theoretical coherence underpinning the students’ learning about critical educational principles and social pedagogies as strategies for developing person-centred inclusion in practice. As well as teaching students explicitly about the pedagogy of transformability (within the Learning Without Limits approach) (Hart et al, 2004) and about the person-centred approach to planning and reviewing (Sanderson, Goodwin & Kinsella, 2014) the module will also, now include an introduction of further person-centred inclusionary pedagogical approaches. This is the Self-Managed Learning approach (Cunningham, 2020). Self-Managed Learning is historically new, but it is currently being applied in an alternative provision practice context (e.g. see The Self-Managed Learning College, Brighton). A reflective experiential analysis task (focused on an experience in practice relating to the inclusion / exclusion of learners) will be introduced and started by students at the end of session 2/3 of the module, which students then present informally to their peers for feedback and discussion during week 4/5. This is to replace the previous reflective experiential learning process which was designed as part of the summative assessment.

This module provides flexibility within the programme to accommodate students who, for example, transfer late into the programme or have exceptional circumstances that mean they could not otherwise attain the necessary credits to progress to HE6. The module offers students an opportunity to develop their understanding of a particular aspect of education practice through supported study on a topic of interest in relation to an appropriate aspect of early childhood studies.

This module is taken by students at the discretion of the Programme Convener. This module provides flexibility within the programme to accommodate students who, for example, transfer late into the programme or have exceptional circumstances that mean they could not otherwise attain the necessary credits to progress to level 6. The module offers students an opportunity to develop their understanding of a particular aspect of education practice through supported study on a topic of interest in relation to an appropriate aspect of education practice.

This module explores current perspectives on child development for children up to the age of 8. It examines distinct conceptualizations and approaches in researching child development. The module appraises key contextual factors in conceptualising social-emotional, cognitive, sensory-motor and communication development. Interpretations and applications of child development research are considered in relation to practice, further research and policy development. The complexity of ethical considerations related to researching child development is also analysed in the module. The module addresses the following key areas: - Distinct approaches in researching and conceptualising child development; - Contemporary constructs and research on social-emotional, cognitive, sensory-motor and communication child development; - Implications and applications of current perspectives on child development for practice and policy; - Complexity of contextual factors in conceptualising child development; - Ethical considerations related to researching child development.

The World Health Organisation estimates that up to 1 in 160 people worldwide are on the autism spectrum, whilst in the UK, the National Autistic Society estimates that the number of UK citizens on the autism spectrum is about 700,000. In schools and colleges, the prevalence of ASD in learners with educational difficulties is high; Autism Spectrum Disorder (ASD) is the most common primary focus of special educational need (SEN) (29%) amongst learners with Education and Health Care Plans (EHCP) whilst amongst learners identified as requiring SEN support (with no EHCP) it is the primary focus of 10% of learners. Most learners on the autism spectrum are educated within mainstream education, but Government data indicates that these learners are three times more likely than those with no special educational needs to be excluded from school. So, the education of learners on the autism spectrum is relevant to all educators and all education institutions for children, young people and young adults. This module introduces students to key issues involved in the education of learners on the autism spectrum including understandings of types of autism/ASD and the prevalence of autism spectrum learners in different (ordinary, special & PRU, primary, secondary & post 16) education contexts. Students are presented with different perspectives/framings and underpinning assumptions and values for understanding the issues involved in ASD education and the implications of these for priority questions, for research and for practice and policy. International policy frameworks (e.g. UN; WHO) in relation to ASD education will be explored, along with a recognition that national differences, founded in culture and history, can vary significantly as contexts within which policy and practice is and can be developed; the national policy context of England (& its SEND Code of Practice) is reviewed along with contrasting national policy contexts. The module addresses the neurodiversity debates, and supports students to consider critically the issue of the 'voice' and the perspectives of those on the autism spectrum. Students are enabled to analyse common practice strategies, additional support and reasonable adjustments for ASD learners, in relation to models of disability & difference, values and assumptions about inclusion. Students are encouraged to consider possible strategies and practices, which support inclusive and person-centred principles and human rights, through engagement with evidence and theory in published literature and other relevant sources.

Students will be introduced to the relationship between business and sport. General business concepts and themes will be explored and investigated with the intention that the student could develop their own business idea which is economically viable and sustainable. At the start of the week-by-week programme students will be encouraged to think of a sports business they would like to start. They will then refine their idea in relation to market opportunities, the various consumers the business would serve, and how it would be marketed and promoted. When your business idea has been refined, you would then need to consider what resources you need, and how your business might be financed. Finally, you will consider your marketing strategy, and how you might convince customers to buy your product and / or use your service. When all that is done you present your business in a pitch to a panel of academics and sports business executives.

In this module you will learn about the ideas and principles of early years pioneer, Friedrich Froebel, and about his connection with the University of Roehampton. You will discover how his ideas, for example about children’s self-directed and adventurous play and the importance of nature, can inform learning and teaching today. You will evaluate the ways in which Froebel’s ideas are relevant in contemporary settings and for learners of all ages. The module links to other aspects of BA Education Practice by investigating how pedagogical decisions are informed by understanding diverse learners’ needs. It will help you by focusing on the academic skills of justifying decisions and evaluating relevance in context. In terms of developing your education practice, you will gain experience articulating a rationale for an inclusive approach to engaging learning and teaching, based on Froebel’s ideas.

Do you want to become an inclusive practitioner and to learn how you can support the participation and learning of all students in your setting? Using a hands-on approach to learning, this module will provide the foundation to understand inclusion and inclusive education. Additionally, it will help you understand the process whereby we create inclusive learning environments that respect and nurture individual differences. As well as developing subject-based knowledge, this module will give you the opportunity to transfer the skills that you will develop across modules (e.g. Lifespan Development in Practice) and apply them in novel situations. Additionally, you will be able to strengthen your educational practice, as we use a practice-based approach in our delivery, drawing on real-life experiences from different education settings.

This modules allows students to further develop their research skills within sport, and learn how to critically appraise published research in the field of management in order to gain the skills to design your own research proposal and project. The core objective of Researching the Sports Industry is to prepare students for their Final Year Project at level 6 (year 3) by equipping with a range of research methodological knowledge, understanding and skills. The module content will include a focus on research questions, design, data gathering, interpretation and data analysis, reporting, ethics, and issues such as sampling, carrying out research, working in different social and cultural settings, applying findings to practice. Students will gain an understanding of data, data analysis, and how data might be used to inform decision making in sports organisations. Specific attention will be paid to the principles of action research and how research data can be used to inform strategy and practice within the management of sport.

This module introduces students to the work of Friedrich Froebel, a key pioneer in early childhood education and a prominent figure in the history of the University. It aims to promote well informed, critical and lively debate about his contribution to current theory and practice in the field of early childhood. The module examines Froebelian principles, particularly including the importance of his ideas concerning children’s active and adventurous play and learning in and through nature.

This module provides a broad foundation for learning and studying inclusion, additional needs and SEND. It is designed to enable students to gain a broad overview of the field of inclusive education both internationally and in the UK, in relation to the education of learners identified as having educational difficulties relating to SEN, disability, other difference or additional needs. The taught sessions firstly address broad concepts including educational difficulty, SEN, disability, additional needs and difference, drawing on different perspectives, including historical development of special education and current global perspectives of inclusive education. Students will be introduced to the idea of the contested meanings involved in inclusion/inclusive education in the context of struggles and changes made for inclusion, human rights and equalities for groups traditionally marginalized from and within society including education. The module also introduces students to some key contemporary issues as a basis for critical examination and further development of their knowledge and understanding of inclusive education, additional needs and SEND in practice and policy, in order to be able to apply analysis to their own national and local contexts. Students will be enabled to explore the connections between issues, perspectives and debates in theory, policy and practice, drawing on international literature, their own experiences and other resources.

This module is designed for a range of students on MA programmes in the School of Education, most of whom are practicing professionals within educational or early childhood settings, including part-time, full-time, home, EU and international students. This is a shared module that develops knowledge and understanding of research both broadly and at a course specific level. The key aim of the module is to develop students' knowledge and understanding of empirically-based social and educational research in diverse contexts. Successful completion of the module will provide students with the knowledge, understanding and research tools to enable students to design and plan their own empirical studies as part of the Dissertation module. The module introduces students to the key issues and dilemmas surrounding research in the broad field of education, while also enabling them to develop a critical understanding of research on policy and practice within their specialist area. The module provides students with opportunities to engage with the philosophical foundations of social and educational research and to explore the values, purposes and ethical considerations that underpin research methodologies. The module also addresses the practicalities of planning, conducting and completing a small-scale empirical study in their specialist area, with an emphasis on common methods of data collection and interpretation that are accessible, relevant and appropriate to students' needs. As part-time and full-time students encounter the module at different stages of their programme, the content of module sessions is adapted in order to ensure that the needs of all students in each cohort are fully met.

Students will focus on inclusive practice in Early Childhood Education and Care for children with disabilities or who may be identified as having some learning difficulties or SEND, in one of the four areas of SEN. It is important that when in practice, students are aware of legislation and policy in this area and also how they might address the needs of young children in the process of being identified with a disability or learning difficulty. The module will give students the confidence to address this area with sensitivity and caution not to ‘diagnose’. They will learn how to work with other professionals to support families and children at the early stages of a diagnosis.

They will become familiar with policy in England in relation to SEND.

Students are supported to present a poster about inclusive practice in an EY content for a specific child with an SEN or disability. They receive feedback during a poster conference and then have the chance to amend their posters and upload them for assessment with a voice clip, which explains how the practice is inclusive.

This module is designed to move students beyond theoretical knowledge to reach an informed position in relation to equality, diversity and social justice in education. The module raises awareness of past and current international discourses in education, critically examining how they impact on children, young people, families and communities. Students are introduced to key concepts of race, ethnicity, class and gender. This will include key concepts from anthropology, post-colonial theory, critical race theory and critical multiculturalism which can inform international perspectives on constructs of childhoods and education. Drawing on key class and gender literary theorist, students will explore the dynamics of gender and social class and the significant impact on a person's educational opportunities. The module aims to assist students to develop critical understanding of addressing these social inequalities in relation to policy design and implementation. The module will examine international perspectives on constructs of childhoods and education. Students will explore and deconstruct these theories across global communities and examine the related social, cultural and political factors. The module will raise critical awareness of constructions of childhood and identity. How social and cultural influences operate in social policies and learning environments in the Western context. The module examines inequalities both structural and institutional that take place within contemporary society to address the unequal power relations. Students will be supported to develop understanding of power, how it can be analysed and how it can affect people. The teaching approach used on the course will be that of critical pedagogy and students will be supported to examine their own values, beliefs and experiences through an overtly political lens to consider alternative approaches to education.

This module looks at the various ways in which sport satisfies the needs of its consumers. It will start with a discussion about who the consumers and stakeholders of sport are, and consider some of the specific aspects of the sports product. The module takes the view that anyone who engages with sport in any way is a customer of the sports industry. It seeks to explain what various customers would like from their sports experience, and how that need might be met by sports organisations. Using the experience gained from their visit to our sports industry partner, students will be encouraged to reflect upon the various customers that organisation serves. The module will encourage students to reflect upon the priorities an organisation might have in meeting the needs of customers and whether there are temporary or structural barriers to meeting such needs.

System leadership promotes leadership and action across boundaries within an organisation or system, is rooted within business although the growth of systems and the interdependence of systems within nations and across nations has seen other sectors adopt a systems leadership approach. A holistic rather than an atomistic view of organisations, their interconnections to each other and their connections within a social framework encourages change and reform across teams and organisations rather than intra organisationally. Schools, particularly in English and western contexts, have been strongly influenced by the industrial model of education to ensure that growing populations in the nineteenth and twentieth centuries could be effectively and efficiently educated to meet the needs of nations. However, schools and the education systems in which they are a part, have often found it challenging to break free from this model of education despite changing social needs, emerging research and the desire of stakeholders for reform. Robinson (2009) and Senge (2006) offer critiques of contemporary education systems with factory models suggesting that reforms within the system could lead to change and benefit the various stakeholders who are participants within the system. Such critiques are in line with the transnational and global nature of education that have emerged over the last half century but can also be levers for change at the local and national levels as well. In short, schools today rarely exist as solitary education entities, alone and with authority rooted in one leader and situated in one community. Schools, and those who lead schools, groups of schools and education systems, are therefore increasingly challenged to take a holistic rather than an atomistic stance in addressing educational issues. The module is positioned to be one of the final leadership modules that students will take within the Education Leadership and Management course prior to beginning their dissertation. The complex nature of organisational systems, whether this is conceptualized within a school, an academy chain, national education system or global systems, suggests the need for students to have developed nuanced knowledge and understanding of key issues faced by leaders, broad leadership debates within education, the models of leadership commonly utilised, education policy trajectories and the development of learning opportunities across different communities in schools and educational organisations. These act as both a foundation and embarkation point to discuss, debate, analyse and critique system leadership through a detailed consideration of the research literature. Students, both local and international, will be able to draw on their professional experiences to reflect upon and consider the impact of system leadership as a lever for change drawing upon both discussions and reading of research in the field to do so.

This module explores the principles and practices of listening and responding to children under three. It engages with their perspectives as socially interactive and attuned to relate to other human beings even before birth. The module considers the implications for adults working professionally forming relationships in quite different social contexts from that of the family. The essential but challenging democratic principles of ethics in research and practice with young children will be central to discussion.

Students will develop and consolidate subject knowledge and pedagogical content knowledge in four national curriculum foundation subjects. Students will engage with authoritative literature that underpins each subject, together with in-depth exploration of some core principles of pedagogy. They will bring these elements together in order to evaluate critically the ways in which these principles of pedagogy support subject specific learning. They will analyse effective practice through supported observations of learning and teaching and will develop skills in planning and assessing these subjects.

The module develops students’ knowledge and understanding of the Core Content Framework (DfE, 2019), particularly strands two – how children learn – and three – curriculum and subject knowledge. This knowledge is used and applied in placement to meet the ‘curriculum’ area of professional learning and will complement learning in the ‘Understanding Pedagogy and Professional Practice 2’ module which runs concurrently. It will also complement the practice developed in the scaffolding Intensive Training and Practice week in Year 2 and the in-depth knowledge and understanding being developed in students through the subject specialism one module.

In this module, students will develop their understanding of key concepts in learning and teaching and, specifically, will gain an understanding of: literacy in the dialogic classroom, using quality children’s literature, poetry and supporting children’s reading practices (English); early algebra, measures and geometry (mathematics); the physics domain and adaptive teaching (science). This builds on the foundations of learning from previous modules and begins to secure depth of knowledge in key areas of pedagogical practice in core curriculum subjects.

An intensive training and practice (ITaP) experience will be used to support learning about the teaching of systematic synthetic phonics (SSP): this will involve learning supported with lectures and seminars, input from class teacher experts in SSP who will model and help analyse effective practice and the opportunity to observe and reflect on the teaching of SSP across the different phases of SSP in the primary school.

Through the development of subject knowledge, students will become more adept at planning, teaching and assessing effectively and will be able to implement principles of instruction, cognitive science and formative assessment strategies during placement. This aligns with learning more about how children learn through the ‘understanding pedagogy and professional practice’ module which is studied concurrently.

Research and key concepts from the Core Content Framework (DfE, 2019) will continue to inform the reading which underpins the module.

Policy and provision is underpinned by theory and research and critical evaluation of this is necessary for good practice. This module aims to support students in critically appraising various research methods appropriate to the students’ field of study and appreciate the need for ethical practice in research. Students will start to prepare the foundations for their dissertation in year three, should they continue, or to scope out a practice based enquiry that they might undertake in their setting.

Building directly on your work in Engaging Learners, here, you'll investigate learning beyond classroom settings, in places such as the outdoors, museums, galleries, heritage sites, zoos and theatres. The module expands ideas of Education Practice, showing you the breadth and depth of varied and exciting free-choice and informal learning that can happen outside of formal education, in local natural and built environments. We'll open your eyes to the wide range of graduate career possibilities available to those wanting to support learners, working in education beyond schools and colleges. And, if you do want to work in schools, you will be better equipped to plan, manage and enhance the learning from trips and external experiences you'll undertake with your learners.

The module aims to support students to develop their understanding of the different professionals that work with children. It emphasises the importance of multi-agency working to support the needs of the child. The module aims to develop students’ awareness and understanding of the importance of equity and inclusion in the early years.

The module will support you in considering your own career and what you hope to gain from doing this degree, reflecting on what being a professional in early years means and key values. 

The module provides an introduction to qualitative research methods of data collection and analysis. It will introduce students to a range of interpretative and inductive approaches available for analysing qualitative data and phenomena. It aims to develop and comment upon the content and discussions in the Autumn term MA SRM modules (The Philosophy of Social Science Research and Introduction to Research Design). The module provides an explanation of the epistemological underpinnings of qualitative methodologies and examines how researchers go about using qualitative research methods. The module is intended to equip students with the knowledge, skills and confidence to utilise qualitative approaches to data collection and analysis in their own research.

The module provides an introduction to quantitative research methods of data collection and analysis. It will familiarise students with a range of statistical procedures available for analysing quantitative data and guide them in understanding how to choose the appropriate method based on the research design and interpret findings. Students will be introduced to SPSS and learn through weekly activities how this statistical package can be used to analyse data sets and provide answers to research questions. In addition, they will learn to critically evaluate the use of quantitative methods in published work. The module is intended to equip students with the knowledge, skills and confidence to utilise quantitative approaches to data collection and analysis in their own research.

Students will have a grounding in subject knowledge and pedagogical content knowledge in the national curriculum foundation subjects. They will be introduced to age and phase requirements in subject knowledge and will make links with the wider pedagogical understanding they have developed through the ‘understanding pedagogy and professional practice 1’ module which is taught in the autumn semester in HE4.

They will be prepared to support learning in these subjects in classroom practice and will become familiar with curriculum guidance and sources of curriculum support. This module is a parallel to Wider Curriculum 1 (running in the autumn semester in HE4) and provides an introduction to four of the foundation subjects: art and design, computing, design and technology, geography, history, music and physical education. The four not introduced in this module will be introduced in Wider Curriculum 1.

Students will be introduced to authoritative literature that underpins each subject, together with a practice-based pedagogy. They will analyse effective practice through supported observations of learning and teaching and will develop skills in planning and assessing these subjects. The module introduces students to key elements of the Core Content Framework (DfE, 2019), particularly strand three on curriculum and subject knowledge. This knowledge is used and applied in Wider Curriculum 2, and then in placement to meet the ‘curriculum’ area of professional learning.

Students will continue to develop understanding of the primary core curriculum subjects of English, Science and Mathematics, and their associated pedagogies. They will secure foundational subject knowledge and the pedagogies associated with these subjects (including early reading and numeracy) which will support their development as beginning teachers. Students will further develop understanding of the key theoretical perspectives on the teaching of core subjects and will be supported in their engagement with authoritative texts and relevant research to secure the foundations of evidence-based practice. The Core Content Framework (DfE, 2019) will inform some pedagogical and subject-specific content and links will be made to students’ understanding of how children learn from the ‘understanding pedagogy and professional practice’ module. Connections will be made with students’ learning from the first school experience.

Educators often work in a rapidly evolving field, one marked by the development and adoption of new policy initiatives developed to meet the policy goals of the national, regional or local governments. A change in government or the government's policy focus can therefore mean that what was once a priority has been replaced by a policy initiative that may promise greater change and impact within the education system. While national education policy initiatives are developed largely for a national system, the implementation of policy initiatives and the initial subsequent impact that they may have is often at the school or organisational level. Leaders and managers, who are policy actors within the system, therefore need an understanding of the policy process, including how policy develops, how policy actors impact policy development, how policy at the international and national levels can impact at the local level and how policy can be shaped and mediated both by and within the local context of the school or organisation, to effectively implement policy within their schools. While national policy initiatives are most likely to be viewed as the key focus for leaders at the grassroots level, an awareness of policy initiatives by international organisations and the impact that these can have on the development of national education policy and broad education cultures are key areas for leaders to consider in their impact within the school or organisation.

Education throughout the world is practised within and through organizations in formal and informal contexts. This module explores, from international perspectives, organizational theory and practice in the context of education and considers organizational approaches in relation to leadership and management. Throughout the module the importance of ethical issues and the particular values of education organizations are considered including issues of diversity and equality, social justice, and the decolonisation of leadership theory and practice. If decolonisation involves the ‘removal of an oppressive authority’ then misalignments between theory and practices need to be criticality identified along with a questioning of social efficiency and functionalist ideologies, the Anglophone context use of ‘leadership’ and those approaches which may offer simply a change in the hierarchy but do not promote human wellbeing and welfare. The module supports students who are currently, or aspiring to be, involved in leading an educational organisation and/or seeking to understand more about the topic for future research. The module will develop their knowledge, understanding and skills of theory and practice in leading educational organizations.

This module is intended to provide a flexible opportunity for students in one of three circumstances: 1.to study, theoretically a specific area of interest within the field of the programme where no appropriate taught module is available (this may be called an 'alternative study'); or 2. to extend their study on a taught module taken, by undertaking an additional assessment (this may be called an 'extension study'); 3. to critically describe and reflect on practice learning undertaken in the course of a practical work placement within a work setting relevant to the programme (this may be called a 'work placement study'). The Programme Convener will decide if the Independent Study is appropriate for the student's profile in meeting the requirements of the intended MA programme and that it is relevant to their needs and interests. For an alternative study, the Programme Convenor will identify an appropriate tutor to guide the student and mark the assignment. For an extension study, the student will be guided by the Module Convenor, who will also mark the assignment. For a work placement study the Programme Convenor will agree on an appropriate work placement for the study and will identify an appropriate tutor. Generic learning outcomes, and assessment criteria will apply. It is noted that no more than 60 credits should be gained through APEL and the Independent Study module, combined.

This module provides a critical examination of Froebelian practices in the past and the present. We will examine Froebel's practice and underpinning philosophy and that of key historical pioneers working in a child-centred tradition of which embodies advocacy and respect for children and their families. Through examination of primary and secondary historical and contemporary literature, including material from the Froebel Archive for Childhood Studies, the module seeks to develop students' ability to articulate an informed rationale for relating historical approaches to varieties of current theory, policy and practice in local and international contexts. Students are encouraged to draw on and critically examine their own experiences in relation to the historical services under discussion. In this way their collective personal experiences are all put to good use in achieving critical understanding. This module provides a significant contribution to the overall programme's Froebelian foundations.

This module aims to develop students' knowledge and understanding of diverse family forms, parenting practices, professional services and young children's developing sense of self and others within the context of their families, communities and societies. The module will build upon the specific prior knowledge and experience of students, and consider the role of parenting and professional services in contemporary society. Work in this module will be informed by academic research in the social sciences, in particular, child and family studies and policy developments.

The aim of this module is for students to put into practice their knowledge of different aspects of the Sounds of Intent framework and materials with which they have become acquainted in Module 1. In addition, a series of practical workshops will be offered. The module involves a placement based within the participant's own professional context. This module requires students to use the Sounds of Intent resources over a period of up to 4 weeks to deliver a music programme for up to 6 children or young people, and to assess the impact of the programme using the online Sounds of Intent assessment framework. During the placement and shortly afterwards, students will assemble a portfolio, which will include some or all of • detailed case notes • personal reflections • observations of sessions • graphs and tables showing musical development according to Sounds of Intent • evidence of using the Sounds of Intent resources • comments from individual presentations • reports and feedback from professionals and/or colleagues and/or peers.

Knowledge and understanding of the development of cognition, including children’s thinking and understanding, forms an essential part of the study of young children. This module draws on significant theory and research on children's thinking and understanding. Using these theories, you will learn acquire a deep understanding of children’s cognitive development. You will learn how to support a young children’s cognitive development. You will be able to articulate an informed rationale for provision and practice.

This module is designed to introduce you to the essential concepts and skills used in sports marketing management. A sports organisations customer is at the core of any successful sports business and are the most important assets. In sports marketing it is about identifying and satisfying the customers wants and needs and this is essential due to the diversity of products and services. This module introduces students to the sports marketing environment where digital technologies such as websites and communication platforms involving social media are increasingly important. The underlying theories behind many key sports marketing decisions such as the pricing of goods and services, the use of promotional tools such as sports advertising and digital sports marketing, will be covered. The use of sports marketing campaigns working with industry partners will underpin students’ knowledge on the module.

This module aims to provide you with an insight into the key factors involved in the successful management of sports projects and events. It provides you with the theoretical frameworks and the project management tools necessary to develop your skills of how to plan, implement and control projects. During this module, you will be able to systematically review and evaluate the concepts and techniques of project management. You will demonstrate business readiness by presenting your understanding of the practical application of project management techniques and event planning tools as used in the sports industry, applying knowledge to case study scenarios, by critiquing the various implications of project planning options and being able to offer relevant and well-informed recommendations. By the end of this module students will demonstrate practical skills of how to implement strategies that can achieve successful sports events and effective management of sports projects.

In this module you will extend your expertise in learning, teaching and assessment, building on your learning from Professional Practice 1 and 2. You will start to prepare for your career in your chosen area of education practice. You will reflect upon and consolidate your identity as an education practitioner. You will advocate for principles of inclusive practice in a range of settings. This module will develop your understanding of behaviour for learning, including working with challenging learner behaviours.

The placement module comprises 175 hours of learning on placement. Students use the knowledge and skills they have acquired on their other modules to put into practice. There are 3 x 1-hour online workshop sessions at the start, in week 4 and again in week 9. Students are also visited and assessed by their university tutor during placement. The placement setting completes a mentor report. The student submits a placement handbook to evidence learning on placement. The Module Tutor writes a final summative placement report based on the evidence - pass/fail.

This module is designed to allow students who cannot, or do not wish to, continue the School Experience Module and who wish to progress to Year Two (or alternative education degrees) and pursue either a non-teaching but education-aligned career or a four-year route into teaching by gaining the QTS qualification at post-graduate level, after the completion of the degree. It is a self-study module, supported by tutorials, and replaces the practical element (school experience) of the programme with a written assignment.  It draws upon the knowledge and understanding developed through the other modules in the Year 1 programme and the preparatory sessions prior to school experience and examines them through the lens of professional responsibility.

This module employs a problem-based learning approach in which learning prepares you to develop intellectual and personal skills in analysing and problem-solving sports management challenges. This module is intended to develop your ability to understand the main features of dealing in a variety of management paradigms in the world of sport, considering various aspects of sports management and sports leadership whilst applying commercial acumen. Through the lectures, seminars, workshops, industry practical situations and networking in addition to the supported learning materials, wider reading, industry visits and speakers they will be introduced to academic concepts enabling them to apply sports management theory to sports organisational practice. Through the learning and assessment strategy, you will be encouraged to develop your knowledge and skills in problem-solving and apply this to your role as an aspiring sports manager.