About the course
The Master's in Teaching at Brunel University London, for Newly Qualified Teachers with 60 credits, aims to help them to make a real difference to pupils’ learning outcomes.
The course combines a close focus on educational practice while stimulating early career teachers’ professional learning. It develops their understanding of key educational and social science concepts such as pedagogy, socio-cultural diversity and motivation.
Some key benefits of undertaking the Masters in Teaching at Brunel University London include:
- opportunities to accelerate career progression by developing high quality pedagogical expertise that makes a real impact on pupil outcomes;
- the transformation of 60 PG Cert credits into a Master's degree;
- part-time mode of delivery: three Saturday conferences each year incorporating seminar workshops, action learning sets and tutorials;
- blended approach to learning: face-to-face sessions supported by online components and ongoing participation in the course Virtual Learning Environment;
- flexibility to stage learning: working toward 20, 40 and 60 assessed credits in years 1,2 and 3 respectively;
- Year 1 fee waived for Newly Qualified Teachers working in enhanced partnership schools.*
*For further information about the enhanced partnership please contact: Partnership Development Manager, Michelle Evans – firstname.lastname@example.org
The Master's in Teaching at Brunel University London:
- engages students in intellectually challenging research and experientially-based exploration of questions of teaching, learning and schools, while systematically developing their professional knowledge and understanding, and awareness of current problems and new insights;
- helps students to develop an informed, enquiring, self-sustaining approach to professional practice and to professional learning;
- equips students with the strategies necessary to identify, locate and critically evaluate relevant research and theoretical literature, and other forms of evidence that could usefully inform their practice;
- enables students to conduct worthwhile practitioner enquiries in their own professional setting, including research and development projects specifically intended to improve pupil outcomes;
- encourages students to work collaboratively with colleagues and other professionals or stakeholders (including parents), engaging them in the processes of research and its findings
- helps students to develop a creative and constructively critical approach towards educational innovation.
The Masters in Teaching at Brunel University London is designed for early career teachers who are interested in developing a research-informed, critical approach to the development of their practice. The focus is on the processes of teaching and learning and the programme is rooted in participants’ own school-based experience. It involves carrying out investigations in school, supported by appropriate reading, and attendance at three intensive conference days normally held on a Saturday at Brunel University London each year. Throughout the programme there is a strong emphasis on collaboration. The university’s Virtual Learning Environment (Blackboard Learn) is used extensively to support the school-based tasks and to sustain critical discussion.
Year 1 - starts by focusing on pedagogical approaches to teaching and learning that can positively impact, and make a real difference to, pupils and schools.
Students will have some seminars together, and work in smaller groups with teachers from a range of subject areas or phases.
For example, the Responsive Teaching module provides a lens through which students critically explore a range of contemporary issues relating to educational provision and their own practice framed around five key themes: folk pedagogies; funds of knowledge; culturally responsive teaching; pupil voice; and, assessment for learning.
Year 2 - the programme begins by focusing on pupils, and then considers how teachers and schools can respond. Students will have some seminars together and work in either subject-specific groups or general groups.
For example, the Learners and Learning module provides a lens through which students critically explore a range of contemporary issues relating to educational provision and their own practice framed around four key themes: learning; designing learning/mediating a curriculum; assessment and motivation; and, schools, equity and achievement.
Year 3 - all students will undertake a Research and Development project which involves implementing a new strategy and reviewing its progress, while working with colleagues.
Core teaching for all students will be supported by work in supervision groups and action learning sets exploring the specific applications and implications of these key ideas in their curriculum areas.
All students are expected to contribute to an annual conference held for course participants by presenting ideas about effective research instruments and strategies to evaluate the efficiency of the teaching innovations they have introduced.
An overview of the modular structure for the programme is presented in the table below.
MA in Teaching: Programme Structure
Associate student Year 1
|Associate student Year 1
|Practitioner Research 1
||10 credit study block
PG Diploma student Year 2
|Learners and Learning
|Practitioner Research 2
||10 credit study block
|Research and Development Project Proposal
||20 credit assessment block
PG Diploma in Teaching
Masters student Year 3
|Research and Development Project
Master of Arts in Teaching
Read more about the structure of postgraduate degrees at Brunel
and what you will learn on the course.
The Master’s level the Masters in Teaching at Brunel University London has the following signature characteristics:
- distinctive combination of social science and educational concepts with practitioner enquiry outcomes;
- opportunities for NQTs to develop high quality pedagogical expertise and undertake research studies rooted in their own school-based practice;
- collaborative engagement with colleagues and peers as well as networking with NQTs from other educational contexts;
- modular content driven by research across the national and international landscape of teacher education and continuing professional development (CPD);
- International currency due to its alignments and synergy with similar programmes in countries with highly effective school systems and where teaching is already a Master's level profession.
Head of Hillingdon Teaching School Alliance
"As a Teaching School we are keen to provide an experience which takes staff on a journey from their initial teacher training to their career goal. Part of this journey is enhanced by the chance, at an early stage, to engage with current thought on Teaching and Learning from a highly regarded university and the chance to identify an issue in their school and research the impact of an innovative pedagogical idea to improve current outcomes. The Brunel MA in Teaching is already engaging a number of our NQTs and they are growing their practice."
Professional Coordinating Mentor, The Chalfonts Community College
It is incredibly important that Newly Qualified Teachers continue to develop and build on the successes of their training year. A course which provides a flexible approach to learning gives the opportunity to combine studying with day to day work in schools. Working with mentors and fellow participants provides a wealth of support for NQTs in their engagement with the programme, as well as giving access to an invaluable support group for wider NQT issues and concerns. The MA in Teaching programme at Brunel University will enable NQTs to take charge of their own career development and maximise the learning opportunities which are presented by studying alongside likeminded professionals.
Head Teacher, Haydon School
"I was delighted to find out about this new programme and we will be encouraging our Newly Qualified Teachers to sign up when they join the school in September. The opportunity to study at a local university and network with a group of other local newly qualified teachers will be invaluable for the professional development of our staff. The course will support newly qualified teachers in their first post and will result in them achieving a Master’s level qualification after three years."
To qualify for an exemption through Accreditation of Prior Learning (APL), a student must provide a portfolio of evidence, including a certificate, that the course(s) for which credit is sought is recent, relevant and equivalent in level to the award being applied for. This evidence will include details of:
- processes of learning
- course location and management
- tasks completed and assessment
- dates completed.
Any course from which exemption is sought must have been completed not more than five years before the application for exemption.
Other applications for advanced standing, such as Accreditation of Prior Experiential Learning (APEL), will be considered by the Exemptions Committee. Applicants will be required to complete a pro-forma and a written reflective statement identifying their prior learning. The programme leader will provide advice on this process.
Facts and Figures
Education is very important to Brunel and has its origins in the Borough Road College founded by Joseph Lancaster in 1798, the Maria Grey College and Shoreditch College of Education. Each has its own distinctive mission for the training of teachers, the education of women and the academic study of education. Built on the foundations of three of the oldest teacher training colleges in the British Commonwealth, Brunel’s commitment to Education is reflected in an expanding portfolio of innovative taught programmes and an increasingly strong research profile.
The Master's in Teaching at Brunel University London has been specifically designed for practising teachers interested in developing their understanding of the learning processes and the conditions that best support it. Its purpose is to develop in early career teachers the skills and confidence necessary to draw on high-quality research in developing their practice, and to generate new knowledge about effective teaching strategies.
Education policy over the last five years has driven the development of school teaching as a Master’s level profession. Initial teacher education courses (PG Cert and similar) now carry 60 or more M-level credits and many universities have designed post-PG Cert provision to engage teachers in their locality, enabling them to complete a Master's degree and build strong partnerships with local and regional schools. The continued demand for study at Master’s level is due to government priorities for an increasing emphasis on higher-level continuing professional development (CPD). The Masters in Teaching at Brunel University London responds to these drivers by providing a next step in meeting the CPD needs of the teaching workforce.
Teaching and Assessment
The delivery of the Masters in Teaching at Brunel University London follows a blended learning approach which not only supports student progression through the programme but is designed to suit the needs of busy professionals.
Online materials are provided to help participants undertake the school-based tasks, fulfil coursework requirements and ‘knit’ together the concerns of the programme and professional concerns in their own teaching.
All participants are encouraged to draw from their school-based experience through pre-session preparatory and post-session follow-up tasks. Up-to-date resource materials as well as interactive teaching strategies are used to accommodate the needs and characteristics of a diverse range of learners as well as the inspiration and intellectual needs of each student.
The block teaching component for students in Years 1 and 2 is delivered over 3 full one-day Saturday conferences spread throughout the academic year e.g. one each term.
A similar format is used in Year 3 which also incorporates student presentations to demonstrate the impact of their Research and Development Project at an annual conference. The supervision of students’ work for this research and development project is mainly offered within small subject-specific or phase support groups, and from a university supervisor with expertise in a particular subject area or phase.
Students become part of an action learning set with their peers to further harness collaborative ways of working.
Approaches to teaching and learning therefore comprise a combination of:
- online tasks and group discussions through the university VLE, supported by digitised materials and electronic access to the Library and information services
- workshops: participant-led discussions; tutor-led seminars; speakers at 'conference' settings; problem/issue based paired and small group work, debates and poster presentations; tutorials (face-to-face, e-mail and/or Internet-based conferencing/asynchronous interactions)
- directed private study to:
- supplement and consolidate the points above
- broaden individual knowledge and understanding of effective pedagogical approaches to teaching and learning.
The strategy of 20, 40 and 60 assessed credits for years 1, 2 and 3 respectively fully embraces the philosophy of a staged Master's programme and creates multiple opportunities for formative assessment during the course of the programme.
Formative assessment is designed to provide highly focused, constructive feedback to students and primarily takes the form of workshop/seminar feedback, and feedback on summative assessments. Students are informed about the specific nature of each summative assessment at the beginning of modules and study/assessment blocks and specific criteria against which their work is to be judged.
The assessment strategy provides opportunities for students to be evaluated in a range of modes e.g. written assignments, oral presentations, poster presentations, evidence based portfolios and a Research and Development Project. The choice of mode is commensurate with the intended learning outcomes for each module or study block and specific programme aims.
The strategy facilitates a move away from a 'silo' approach of assessment toward a more diverse and flexible approach. This is realised in the design of two study blocks (one in Year 1 and one in Year 2) each with a credit value of 10 and the assessment block with a credit value of 20 in Year 2, informed by the indicative content of the two study blocks.
This enables students to demonstrate that they are agile, reflective learners who can synthesise information from a range of sources and apply it to a specific context.
Fees for 2016/17 entry
UK/EU part-time students:
Year 1 – Credit value 20 - Home/EU fee £810.00
Year 2 – Credit value 40 - Home/EU fee £1620.00
Year 3 – Credit value 60 - Home/EU fee £2435.00
Read about funding opportunities available to postgraduate students
UK/EU students can opt to pay in six equal monthly instalments: the first instalment is payable on enrolment and the remaining five by Direct Debit or credit/debit card.
Overseas students can opt to pay in two instalments: 60% on enrolment, and 40% in January for students who commence their course in September (or the remaining 40% in March for selected courses that start in January).
Fees quoted are per annum and are subject to an annual increase.
Entry Criteria 2016/17
The programme aims to recruit early career teachers, normally Newly Qualified Teachers (NQTs), employed by schools on at least a 0.5 FTE contract across the UK and who be undertaken part-time.
Normal entry requirements for Year 1 are:
- undergraduate degree normally with a 2:2 classification or above (or equivalent) in a relevant subject
- qualified Teacher Status (QTS) award
- 60 credits at Master’s level from a UK university or equivalent institution
- for candidates without 60 credits at Master’s level, the Admissions Panel may accept alternative evidence eg Accreditation of Prior Learning (APL) or Accreditation of Prior Experiential Learning (APEL) offered against evidence of previous professional work, qualifications and experience
Progression from Year 1 to Year 2 is normally dependent upon:
- successful completion of module and study block requirements of Year 1
- successful completion of NQT Induction Year professional probationary requirements
Progression from Year 2 to Year 3 is normally dependent upon:
- successful completion of module, assessment and study block requirements of Year 2
Entry criteria are subject to review and change each academic year.
International and EU Entry Requirements
If your country or institution is not listed or if you are not sure whether your institution is eligible, please contact Admissions
This information is for guidance only by Brunel University London and by meeting the academic requirements does not guarantee entry for our courses as applications are assessed on case-by-case basis.