school of education - liverpool john moores university · 2018-06-06 · 18 area by area waterfront...

School of Education

POSTGRADUATE STUDY AND RESEARCH

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WaterfrontResurgent after too many years in the doldrums, Liverpool’s Waterfront really is world-class. With the new extension to the Leeds/Liverpool canal scything through the Pier Head, the jaunty new Museum of Liverpool, the scrubbed up Three Graces (the triptych of grand buildings of which the Liver Building is best known) and the handsome huddle of warehouses making up the Albert Dock, the city has returned to the river in style. The Dock’s museums and galleries, bars and restaurants can easily fill a half day’s exploration and, should you itch to get closer to the water you’ve a few options: you can take a ‘ferry ‘cross the Mersey’ or try your hand at canoeing (or a range of other watersports) at the Watersports Centre. Further south, the promenade walk of Riverside Drive offers great river views all the way to the pretty Festival Gardens.

AREA BY AREA

Albert Dock © Pete Carr

seven streets guide12.indd 18 08/08/2014 11:58

Liverpool LifeOne of the most affordable and safest student cities in the UK, Liverpool is packed with attractions. There’s a legendary music scene that’s bigger than the Beatles; a city centre brimming with clubs, pubs, bars, restaurants and cafes; award-winning shopping facilities, museums, galleries and theatres, not to mention two Premier League football clubs, golf courses, beautiful parks and outstanding countryside just a short drive away.

Come to study in this magnificent city and you are guaranteed a second home for life.

And when it comes to exploring Liverpool, thanks to our numerous cultural partnerships, you’ll have a host of opportunities to get involved with the city’s arts scene during your studies. Whether it’s listening to a classical concert in the newly refurbished Philharmonic Hall, watching a performance in the award-winning Everyman, or visiting Tate Liverpool in the Albert Dock, as an LJMU student you will have unprecedented access to world-class attractions.

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1 8 A R E A BY A R E A

WaterfrontResurgent after too many years in the doldrums, Liverpool’s Waterfront really is world-class. With the new extension to the Leeds/Liverpool canal scything through the Pier Head, the jaunty new Museum of Liverpool, the scrubbed up Three Graces (the triptych of grand buildings of which the Liver Building is best known) and the handsome huddle of warehouses making up the Albert Dock, the city has returned to the river in style. The Dock’s museums and galleries, bars and restaurants can easily fill a half day’s exploration and, should you itch to get closer to the water you’ve a few options: you can take a ‘ferry ‘cross the Mersey’ or try your hand at canoeing (or a range of other watersports) at the Watersports Centre. Further south, the promenade walk of Riverside Drive offers great river views all the way to the pretty Festival Gardens.

AREA BY AREA

Albert Dock © Pete Carr

seven streets guide12.indd 18 08/08/2014 11:58

Welcome to LJMU’s School of EducationComprising Teacher Education, Education and Early Childhood Studies, LJMU’s School of Education provides the knowledge, understanding and skills to inspire learning and enrich communities.

The School’s dynamic and diverse team of academics are committed to collaborating with various partners to investigate and enhance the educational experiences of individuals, families and communities, in a wide range of settings. Our partners include:

n schools

n early, further and higher education providers

n voluntary, public and private sector organisations

We offer a high quality research and teaching environment in which to analyse the political, economic, social, cultural, environmental and technological context of educational theory and practice.

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In 2016, LJMU became the first university to receive two commended judgements in the Higher Education Review by the Quality Assurance Agency (QAA).

All UK universities undergo a rigorous independent review by the QAA to check that they meet set standards. Our review saw us far exceeding the criteria, being commended for the quality and enhancement of our student learning opportunities and being praised for nine other areas of good practice.

The benefits of studying at LJMU were clearly outlined by the QAA. The report commented on our:

n provision of clear expectations for students

n curriculum enhancing placements

n continual development of teaching staff

n work enabling students to reach their graduate potential

n programme monitoring and improvement processes

n ability to collect and act on student feedback

n identification of enhancement opportunities for students

n strengthening collaborative partnerships

n partnerships with postgraduate research students

This ground-breaking result means that, as a future student, you can have total confidence that LJMU delivers an exceptional learning experience and ranks amongst the very best in the UK.

Leading the way in education

Postgraduate study options

LJMU offers a wide range of taught and research programmes delivered by academics actively involved in innovative research and ground-breaking consultancy projects. Indeed, it is this combination of academic expertise and ‘real world’ experience that helps ensure our programmes: are up-to-date, accredited by key professional bodies and deliver the knowledge, skills and experience required to achieve your professional ambitions.

Postgraduate Certificates (PgCert) and Diplomas (PgDip)

n can act as stand-alone professional qualificationsn can mark interim achievements en route to a full (taught) masters qualification

The Postgraduate Certificate or Diploma in Education (PGDE or PGCE)

n offers a route into teaching for those with an undergraduate degreen focuses on developing teaching skills

Taught Masters (MA, MSc, MBA)

n builds on undergraduate knowledge and skillsn can be studied 12 months full-time, with a two year part-time option often available n often enables you to select specialist optional modules based on your own interestsn involves a dissertation n sometimes available for those with little/no academic experience in the subject area

Master of Research (MRes)

n focuses on individual research project workn ideal if you want to pursue a research careern provides you with an academic mentor who will become your Director of Studies should you progress to a PhD programme

MPhil

n focuses on using appropriate research methods and techniques to conduct an independent enquiry n can be completed in one to four years, depending if you are a full or part-time student

Doctorate or PhD

n focuses on making an original, personal contribution to the understanding of a problem, the advancement of knowledge or the generation of new ideasn takes between three and six years to complete, depending on your mode of study

QUALIFICATIONS AVAILABLE

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Why study at LJMU?

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A global universityLJMU is a global university, welcoming students and staff from over 100 different countries and working in collaboration with businesses, professional bodies and educational institutions from all over the world.

We offer students and staff exciting opportunities to work, train or study overseas, encouraging them to embrace international employment opportunities. Our appetite for collaboration has created huge success and inspired our graduates to see beyond national boundaries and cultural traditions.

Excellent facilitiesOn-campus teaching in the School of Education takes place at IM Marsh, just a few miles outside Liverpool city centre, in the leafy suburb of Aigburth. The campus has:

n independent study spaces with IT facilitiesn a library with relevant resources and study spaces (open 8am – 11pm)n a cafeteria and shopn a fitness roomn access to student welfare and support

You will also be able to use the full range of facilities in the City Centre Campus, including the Aldham Robarts and Avril Robarts libraries, which are open 24 hours a day in term time.

World-leading researchFounded in 2004, the Centre for Educational Research (CERES) has an extensive record of conducting research that has been influential locally, nationally and internationally. It conducts research and evaluation across all sectors of education and in activities concerned with learning outside the traditional boundaries of institutions. Our expertise is clustered around five themes:

n Technologies of learning, teaching and trainingn Relational learningn Professional research, practice and learningn Sustainability, social justice and inclusionn Critical pedagogies and theories for post-compulsory and informal education

Current projects include:

MyTime, Dr Lorna Bookes

MyTime is a project that aims to provide support to children of prisoners. Currently we are building a self help app for children of prisoners which is being co-created by a group of prisoners children from Liverpool with app designers. Once the prototype is complete, children of prisoners nationally and internationally will evaluate this prototype and this will inform the design of the intended end product. Our vision is that children of prisoners from around the globe will have a safe digital space from which to access support, both from their peers and from professionals.

Exam Anxiety, Professor Dave Putwain

Professor Putwain has a long-standing interest in the stress and anxiety that students experience when undertaking high-stakes exams. He is currently working on a British

Academy funded project to develop an instrument that will be able to identify those students for whom high levels of exam anxiety present an emotional or academic risk, and then conduct cognitive-behavioural intervention to help students to manage their exam anxiety more effectively.

Chemistry for All (CfA), Dr Andrea Mallaburn

Chemistry for All (CfA) is a 5-year longitudinal project that has been funded by the Royal Society of Chemistry (RSC) to investigate the barriers for low socio-economic status (SES) learners in making the transition to study Chemistry at University. It is recognised that pupils from disadvantaged backgrounds are underrepresented in Higher Education and in graduate careers, particularly in the sciences. These pupils may have lower attainment, attitudinal issues and low levels of self-esteem and aspiration. The programme is designed to engage this demographic learner to enthuse them with Chemistry and to potentially raise attainment by them accessing tasks with a high cognitive demand.

Employment opportunitiesThe School of Education has an excellent employability record.

Postgraduates from the School go on to work in a variety of roles. Recent alumni are now working as: Director of Business and Education, Assistant Faculty Leader, Assistant Head of 6th Form, Director of Music, Inclusion Manager, Learning Support Officer, Special Needs Teacher, Learning Technology Development Officer, PSHCE Coordinator, Head of Year and Senior Lecturer.

First class learning resourcesLJMU has three libraries: the Aldham Robarts library at the Mount Pleasant Campus, the Avril Robarts library in the City Centre and the IM Marsh library.

A hub for all front-line student services, our libraries are the place to: register and enrol, hand in your coursework, pay fees and get guidance on anything related to the student experience. All libraries have WiFi so you can work on your own device, borrow a laptop or book a PC. You can also book a space to work quietly with friends and can print, copy and scan items here too.

In essence, our libraries offer:

n 2,000 study spaces - including designated postgraduate areas for when you need some quiet time to focus and meeting areas so you can collaborate in groupsn helpful and friendly academic liaison librarians for each Department/Facultyn Wi-Fi accessn networked PCs and access to 2000+ applications n laptops you can borrow when you need to be out and aboutn helpdesk and induction sessions to familiarise yourself with the resources and facilities availablen a user-friendly search engine to search more than 820,000 items including 650,000 printed resources, 129,000 e-Books, 45,000 electronic journal titles, online newspapers, legal databases, company journals and special collections

“I would encourage anyone to come to LJMU to study at postgraduate level.” Mature student, Catherine Gadd

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Our peopleOur academics have the specialist knowledge and industry insight to make a real difference to your future. Here are just some of the tutors based in the School of Education.

DR NAOMI McLEOD International Approaches to Early Childhood Education

After many years of teaching across Early Years and Key Stage 1 and as a Deputy Head teacher, Naomi led Early Childhood as part of the Undergraduate and Postgraduate Early Years Teacher Education programme at Liverpool Hope University.

Most recently Naomi is at Liverpool John Moores University teaching across Early Childhood and Education Studies and leading the MA in International Approaches to Early Childhood Education.

Her doctorate focused on developing pedagogical participation for young children, and critical reflection as a tool for Continued Professional Development for early childhood educators across the sector. This focus on valuing children as agents of change continues to be a research interest evident in her published work and in the working partnerships she has developed with educators and creative professionals in the field of Early Years, creativity and participation.

Naomi is currently leading a team of co-authors from Sweden, Finland and New Zealand writing a book entitled ‘Empowering Early Childhood Educators: International Approaches as Provocation’ which will be published in the new year.

MATT MCLAIN Secondary Initial Teacher Education Programmes

“I enjoy learning and teaching, and the opportunity to enthuse and equip new teachers. Practical and creative education is an area that I am passionate about, particularly for design and technology and I value the opportunity to have a formative role in the development of the subject at national level.”

Matt is Head of Secondary Programmes, leading our core PGDE and School Direct (training route) programmes across the range of subjects. Before joining LJMU to lead the PGCE Design and Technology programmme, Matt taught design and technology in Greater Merseyside for over a decade and developed a high profile with the D&T education community. He chairs the Design and Technology Association’s Secondary Working Group and is involved with curriculum and policy development for National Curriculum, GCSE and A Level.

Matt’s research interests involve teaching styles and in particular the practices and values of teachers of design and technology, relating to teacher modelling and explaining. He is also interested in Q Methodology research, the philosophy of technology and sociotechnological human activity.

A novice runner and lover of mindfulness meditation, Matt admits to being momentarily mistaken for a recovering drug addict by Lady Diana in the late 1990s when he worked at a drug rehabilitation centre.

“Students in the Faculty receive a cutting-edge educational experience informed by our research, scholarship and real-world experience.”

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David Lenagh gave up a successful career as a Pharmacist to train as a Chemistry Teacher and has recently completed his PGDE.

“When I decided to do my teacher training I looked at all of the programmes available and realised that Liverpool John Moores offered just what I wanted. I was really drawn to the PGDE and the opportunity to gain masters-level credits.

For the first three or four weeks of the programme all teacher training students spend time together at the University getting a good grounding in the basics. It is a great opportunity to familiarise yourself with the University, the programme structure and, of course, get to know your fellow trainees.

Once in school you begin by observing lessons, then get involved with team teaching, then lead a small portion of a lesson and

finally take your first full lesson. This initial classroom experience may seem a little daunting but it is also very rewarding.

Although giving up my career in pharmacy seemed a big step at the time I can honestly say it was the right decision for me. Seeing the progression of the children in my classes is ample recompense for any sacrifices I have had to make.”

WHAT OUR STUDENTS THINK…

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Initial Teacher Training University-led Postgraduate Diploma in Education

Initial Teacher Training (ITT) at LJMU provides the skills and confidence to inspire and motivate learners. Our programmes are designed to develop reflective practitioners who can apply a deep understanding of the curriculum, learners and learning to impact the development and achievement of young people in our schools.

We deliver innovative approaches to initial teacher education, working with primary, secondary and other education providers across the North West of England and beyond. Each year we receive outstanding feedback from our students, with 92% rating our teacher training as good or very good.

Our longstanding links with local authorities, schools and professional subject associations enable our students to gain a variety of professional experience and forge useful contacts within the sector. Our partners provide vital insights into current practice, enhancing our ongoing research and consultancy work.

The practical components of our teacher training are closely linked to the University-taught elements. This enables students to reflect on their professional development and build strategies to improve their teaching skills.

Our programmes

LJMU is one of a small number of universities offering the Postgraduate Diploma in Education (PGDE). Like the traditional Postgraduate Certificate in Education (PGCE), the PGDE leads to Qualified Teacher Status, however, it also incorporates 120 credits at masters-level, based on assessments closely linked to classroom practice.

The PGDE can be completed over the same time frame as a PGCE, for the same cost. As the course has more credits than a PGCE, graduates can go on to complete a full masters degree (MA/MSc) while working as a newly qualified teacher (NQT).

Programmes involve around 120 days on school placement where students are introduced to professional teaching practice by an experienced, university-trained mentor. Placements help to develop skills in: planning for learning, organising learners, behaviour management, assessing learning and working with others.

Training also involves a number of course-related professional development activities and small scale research projects. These provide a deeper understanding of teaching as a profession and how research skills can be applied to improve learning.

All LJMU ITT programmes are accredited by the National College of Teaching and Leadership (NCTL) and students who successfully complete our PGDE programmes graduate with Qualified

Teacher Status (QTS). This is the essential accreditation for anyone who wants to teach in state-maintained and special schools in England and Wales.

Entry requirements

All PGDE applicants should hold, or be expected to achieve:

n an Honours degree (or recognised equivalent) at 2:2 or above. Some programmes may require a 2:1 or a degree in a specific subject

n GCSEs in English Language and Mathematics at Grade C or above (or equivalent). Those applying for Primary courses will also require a Grade C or above (or equivalent) in Science

n QTS Skills Test passes in numeracy and literacy

n IELTS : 7.0 overall with a minimum of 6.5 in each element

All offers are conditional on applicants securing satisfactory Enhanced DBS Disclosure and health checks. Practical experience of working in a relevant educational environment will also be required prior to training – the duration of this varies from course to course. See our online course information for subject-specific requirements.

Subject Knowledge Enhancement programmes (SKE)If your subject knowledge is considered inadequate at the selection stage, we may offer you a place conditional on completing a relevant SKE programme. You may be entitled to receive a small cash bursary for this programme. Please contact the Faculty Admissions Team for more details.

SKE programmes involve the equivalent of eight weeks study of the subject linked to secondary curriculum demands. They are an excellent way to prepare for your initial teacher training. Most SKE programmes start in June, followed by PGDE enrolment in September.

QTS Professional Skills TestsAll trainees are required to pass computer-based QTS Professional Skills Tests in numeracy and literacy before starting their ITT course.

You will need to register for these online tests and are advised to take them as soon as possible. You are restricted to three attempts for each of these tests, which must be completed before you begin your teacher training. Attempts two and three incur a resit charge and, if you fail either the literacy or numeracy test on three

occasions, you will not be eligible to apply or be considered for a teacher training course for 24 months.

Funding your studies

As an ITT trainee, you will be charged a tuition fee of £9,250 and will be eligible for the same range of financial support as undergraduate students, including:

n a non means-tested student loan to cover your tuition fees. This money is paid direct to LJMU

n a means-tested student loan to help cover some of your living expenses. This is paid direct to your bank account

Please note: You only start repaying your student loans after you graduate and start earning over £21,000 (this guidance is based on students normally resident in England).

Detailed guidance can be found at: www.gov.uk/teacher-training-funding

Bursaries

The cost of Initial Teacher Training, in some subject areas, may be supported by the National Bursary Scheme of the National College for Teaching and Leadership (NCTL) or, in some cases, by scholarships awarded by professional subject bodies.

Bursaries vary depending on your teacher training subject and degree class or highest relevant academic qualification. Larger financial incentives are offered to trainees with 2:1 and first class degrees.

For further details, go to www.education.gov.uk/get-into-teaching/funding/postgraduate-funding

“LJMU is one of a small number of universities offering a PGDE.”

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PGDE in Primary Education with QTS

Study full-time over one year

Annual tuition fee: £9250

Our initial teacher training programmes feature 120 days of school-based training and practice in partner primary schools in Key Stage 2, Key Stage 1, reception and nursery classes.

These courses are designed to produce reflective, informed and committed professionals who are confident teaching in Primary Schools or other Early Years settings. Training is geared to meeting Teaching Standards and Qualified Teacher Status (QTS) with the development of a high degree of critical understanding of relevant education theory and practice. You will also explore reflective practice linked to your ongoing professional development and gain the practitioner research skills required for effective teaching and learning.

Primary education options:

Primary - Foundation Stage/Key Stage 1 (3-7 years)

This course stresses learning and teaching through play and interaction. To help you gain a greater knowledge and understanding of Early Years teaching and learning, you will complete placements working with different age groups (nursery, reception, and Key Stage 1), in different settings and socio-economic contexts. LJMU’s links with Forest School practitioners will enable you to experience this innovative approach to Early Years practice.

Primary General (5-11 years)

This course prepares you to teach all curriculum subjects across the 5-11 age range. The initial stages of the course focus on preparing you with the subject knowledge and practical skills to teach the core subjects of English, Mathematics and Science, with a particular focus on the teaching of phonics. Later modules span the entire breadth of the Primary curriculum including strategies to support learners with special educational needs and disabilities.

Primary with Mathematics specialism (5-11 years)/Primary with Physical Education specialism (5-11 years)

Whilst preparing you to teach effectively in primary schools, these courses focus on enhancing your understanding and skills in the learning and teaching of Mathematics OR Physical Education. They are designed for applicants with a special enthusiasm and interest in either of these subjects.

PGDE: Secondary with QTS

Study full-time over one year

Annual tuition fee: £9250

With a choice of subject specialisms and a mix of on-campus and school/college-based training, the PGDE provides the necessary skills, knowledge and attributes to prepare you for life as a teacher in Secondary education.

You will complete 120 days professional practice in two secondary schools, teaching your specialist subject to 11-16 year olds. You will also gain appropriate experience of post-16 teaching.

All programmes incorporate expert training geared to meeting the Teaching Standards and QTS. They stress the development of a high degree of critical understanding of education theory and practice relevant to your chosen subject area.

You will explore reflective practice linked to your ongoing professional development and gain the practitioner research skills required for effective teaching and learning.

Outstanding teachers are required in all subject areas but the Government is particularly trying to address a need for skilled teachers in Science, Engineering, Mathematics and Technology courses. Generous bursaries are often offered in these areas. Find out more at:

www.education.gov.uk/get-into-teaching/funding/postgraduate-funding

Secondary education options:

n Art and Design

n Biology

n Chemistry

n Computer Science

n Design and Technology (Product Design or Food)

n English

n Geography

n History

n Mathematics

n Media Studies

n Modern Languages

n Performing Arts (Dance or Drama)

n Physics

n Physics with Mathematics

n Physical Education

n Religious Education

Our Programmes

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School Direct

School Direct provides an alternative to university-led teacher training programmes. Schools, working closely with LJMU, take a lead role in all aspects of the course from recruitment to planning, delivering and managing the teacher training. LJMU works with School Direct consortia across Merseyside and Cheshire to provide Qualified Teacher Status (QTS) in:

n primary education (ages 3-7 and 5-11)

n various secondary subjects

As a School Direct trainee, you will probably be in school from the first day of the school year through to its end. You will also attend a short summer school at LJMU and a series of university-based training days throughout the year.

School Direct programmes support early career development and include a masters-level postgraduate award, such as the PGCE or PGDE. All LJMU Initial Teacher Training (ITT) programmes are accredited by the National College of Teaching and Leadership (NCTL) and lead to Qualified Teacher Status (QTS). QTS is the essential accreditation for anyone who wants to teach in state-maintained and special schools in England and Wales.

As with our university-led programmes, School Direct:

n involves 60 days of training and at least 120 days of teaching in the classroom

n covers the same subject and professional development elements

n predominantly offers training in a ‘home’ school, with a shorter placement in an alternate school

n works towards a PGCE/PGDE and QTS

School Direct partnerships

Each School Direct consortium has a Lead School which works with LJMU to develop their training programme. While the training provided by each consortium is based on a framework agreed with the University, each School Direct programme is unique. You can check the full details of training and requirements on the Lead School web pages.

There are two types of School Direct training programmes available:

n tuition feen salaried

School Direct - tuition feeStudy full-time over one year

Annual Tuition Fee: £9250

n is open to all graduates

n involves a significant amount of time spent in school

n features training provided by outstanding teachers

n has an integral university-based training element

n means you are liable for tuition fees (loans are available from the Student Loans Company)

n opens up the possibility of a bursary from the National College for Teaching and Leadership and subject specific bursaries (amount depends on degree classification and course)

n leads to a PGCE or a PGDE with Qualified Teacher Status

School Direct – salaried:Study full-time over one year

n is an employment-based route into teaching

n is open to graduates with at least three years’ work experience (this may be relaxed for some subjects)

n is ideal if you are considering a career change

n means you are employed by the school - and receive a salary - as you train (salary amount depends on subject)

n means you do not pay training costs as these are covered by the school

n involves one half day LJMU session each week

n leads to a PGCE in primary or secondary education with Qualified Teacher Status

Applications

Applications for School Direct programmes are made through UCAS to the Lead School and you may be asked to attend a selection event in a school.

Selection is based on your performance in teaching and written tasks and interviews, which may involve the school’s learners. The selection

process will involve teachers and senior leaders from the school as well as LJMU tutors.

Entry requirements

You will usually be expected to have:

n a first degree of 2.2 or above (some Lead Schools will require a 2:1 and, in certain cases, a third class honours degree may be considered for Maths and Physics)

n a minimum GCSE Grade C or equivalent in English and Mathematics (and in a science subject for Primary programmes)

n QTS Skills Test passes in numeracy and literacy

n evidence of experience in a school setting

You will also need a satisfactory Enhanced Disclosure from the Disclosure and Barring Service (formally the Criminal Records Bureau – CRB) and declaration of health questionnaire prior to starting the programme

Subject Knowledge Enhancement programmes (SKE)

If your subject knowledge is considered inadequate at the selection stage, we may offer you a place conditional on completing a relevant SKE programme. You may be entitled to receive a small cash bursary for this programme. Please contact the Faculty Admissions Team for more details.

SKE programmes involve the equivalent of eight weeks study (or slightly longer in some cases) of the subject linked to secondary curriculum demands. They are an excellent way to prepare for your initial teacher training. Most SKE programmes start in June, followed by PGDE enrolment in September.

QTS Professional Skills Tests

All initial teacher education trainees are required to pass computer-based QTS Professional Skills Tests in numeracy and literacy before starting their ITT course.

You will need to register for these online tests and are advised to take them as soon as possible. You are restricted to three attempts for each of these tests, which must be completed before you begin your teacher training. Attempts two and three incur a resit charge and, if you fail either the literacy or numeracy test on three occasions, you will not be eligible to apply for or be considered for a teacher training course for 24 months.

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School Direct

The following programmes are available through our partner schools. See partner school details by visiting the UCAS Teacher Training pages.

Primary

n Primary General

n Primary Early Years

n Primary General Mathematics

n Primary General PE

Secondary

n Art and Design

n Biology

n Business Studies

n Chemistry

n Computer Science

n Design Technology

n English

n Geography

n Health and Social Care

n History

n Mathematics

n Modern Languages

n Music

n PE

n Performing Arts – Dance

n Performing Arts – Drama

n Physics

n Physics with Maths

n Psychology

n RE

n Social Science

Programmes

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Masters programmes for educators

Our Masters programmes are designed to make study relevant to your professional requirements, impacting the learning outcomes of young people and the leadership and effectiveness of your teams.

You will develop an up-to-date perspective on specialist areas and key skills in critical analysis and practitioner research. Our blended learning approach ensures you can study at a time to suit you. All modules are supported by online study resources and individual guidance is available in person or online.

Assessments are linked to professional practice and include the completion of reports, small scale research projects, critical reflections on policy, practice and the impact of the programme on you, your school and its learners.

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Inclusion, Special Educational Needs and Disability

MA

“ Ultimately the MA course enabled me to gain a qualification which facilitated a change in my career path.” MA graduate

Learn to develop and manage inclusive special needs provision on this flexible masters programme.

Why study this course at LJMU?

This programme has been designed to help you develop the skills to manage and improve special and inclusive provision, while reflecting on the philosophical and political tensions between practice and the wider inclusion agenda. On completion of the programme you will have an enhanced knowledge and understanding of the theory, practice and evidence base for initiatives used to support learners with a range of special educational needs. You will also be able to critically assess the impact of these initiatives on learners. The programme is closely linked to professional practice needs. It is designed to support effective practice in the classroom and to develop your professional practice through an inquiry-based approach. Flexibility is at the heart of course delivery, enabling you to fit your learning around your work commitments. The programme focuses on enhancing practice and attracts professionals from across the educational sector. This results in a dynamic learning environment for all, enabling students to learn from each other through the sharing of professional experiences.

Teaching and assessment

The programme’s blended learning approach ensures you can usually study at a time to suit you. A wide range of teaching methods are used to facilitate learning. These include lectures, seminars, groupwork, discussion and problem-based learning. As with all masters level course, there is a strong emphasis on supporting independent study group. To this end, all teaching is supplemented by online study resources, with additional guidance available through face-to-face or virtual tutorials. Assessment methods on this course include: individual and group work tasks, presentations, essays, reports, critical reflection on professional practice accounts, action research reports and dissertations and other appropriate activities. All assessments are closely linked to education practice. There is a strong emphasis on the application of ideas developed in the context of your own classroom, school or other educational setting.

Graduate employment

This programme offers excellent networking opportunities. You will be encouraged to join the relevant professional association for your subject, providing valuable links with teachers, recent alumni, local professional communities and others interested in education. In general, graduates take up roles with explicit responsibility for special educational needs. However, you may want to progress to research-based study via our MPhil, PhD and EdD programmes.

Study part time over 3 years.

Entry Requirements:

Normally minimum 2.2, relevant professional experience and current employment as an educational practitioner.

Candidates with existing and relatively recent current qualifications at level 7 may be able to apply for recognition of academic credit against part of the programme.

Fees: See ljmu.ac.uk for details.

Programme Leader:Carmel Arnold: [email protected]

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Having achieved a first class degree in Education Studies Special and Inclusive Needs, Laura Marks went on to study for an MRes at LJMU. She is now a PhD student.

“I decided to stay at LJMU for my masters because of the great support I have had from my tutors and the excellent environment here.

Postgraduate study wasn’t what I expected as there were less taught sessions than I had imagined but it gave me the skills and knowledge to move straight to a PhD.

The support I have received from LJMU has

been invaluable. From an academic point of view I have had the same dissertation tutor right through from my undergraduate degree and that one constant has been priceless. All of the staff at IM Marsh have an open door policy so support with essays has been great too. The wellbeing team has provided the specialist equipment I have needed as I have moved from undergraduate to masters-level study and then on to PhD.

In essence I would say that Liverpool John Moores has given me a whole range of ‘money can’t buy’ opportunities and I would certainly

not be where I am today without the staff here. I now have an associate fellowship of the Higher Education Academy and a Supporting Learning Award from the Staff and Educational Development Association, so I am now qualified to lecture.

In my view education gives you the best possible opportunity to unlock your potential and, if I can pass my enthusiasm to another student and ignite a passion in them, that will be a huge reward.”


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Digital Literacies and Learning MA

Develop your understanding of digital literacy issues on this new distance learning masters programme which enables you to fit your studies around your existing commitments.


Digital technologies are playing an increasingly important role in modern day life, impacting a wide range of areas including social relationships, communities, space and place.

This masters offers an in-depth understanding of UK and international digital literacy issues, practices and policies. You will develop the skills, principles and practices to use digital tools effectively, safely and ethically and be able to design and lead digital literacy initiatives in schools, universities and other sectors.

Exploring the digital transformation of users, data and practices, you will benefit from the flexibility of digital learning. The course will contribute to your professional development by inviting you to examine the digital aspects of literacies and learning as they relate to new developments and social change in the family, workplace, education system and economy.

The programme will also enhance your understanding of the informatics-based techniques and computational thinking essential to digital literacy and learning.

Flexible provision is at the core of this distance learning programme. Studying at your own pace you can fit your learning around your other commitments. LJMU has a comprehensive collection of digital resources for off-campus study and our teams of expert librarians and dedicated subject specialists are on hand to offer support and advice remotely.

You will study the following modules:

n Digital Scholarship

n Digital literacies – dominant theories and practices

n Digital and textual practices in learning

n Open movement – data, resources and courses

n Research methods

n Digital Research methods

n Dissertation

Each module is equivalent to 20 credits

Teaching and assessmentThis programme is like any other MA programme in that emphasis is placed on self-directed study and independent learning. Weekly materials and tasks will be assigned for you to complete. Your active involvement and participation is key to your success in this programme. In each module, you are encouraged to respond in a timely manner to online activities and discussions. There are institutional deadlines that you need to meet to progress and advance in your studies. Having said this, all the modules will have a level of flexibility that will allow you to really make this programme your own. Let the online nature of this programme give you the time to find your way and learn deeply, purposely and passionately. You will try digital tools and think about the social and educational implications of doing things digitally.

The assessments are designed with creativity and criticality in mind. They build upon the skills and interests of the students through a variety of academic outputs or artefacts. They are not limited to the genre of academic writing that is usually expressed in 5000-word essays. They include a portfolio of work captured and represented in blogs, vlogs, posters, videos, images, content maps and any combination of these.

Graduate employment

This programme leads to excellent career opportunities in a wide range of sectors, both linked directly to education and in areas where transferable skills are valued. Typical careers for graduates may include: Academic or Content Developer, Digital Learning Services Manager, Learning Technologist, Student Learning Manager, Lecturer and IT Skills Trainer.

Some graduates will continue to doctoral research and there are various postgraduate scholarship schemes providing funding for eligible students.

Distance learning. Study part-time over two years

Entry Requirements: Minimum 2:2 honours degree in social sciences or education. Non-standard applications are welcome. International students must also have an IELTS score of 6.5 or equivalent

Fees: See website for details.

Programme Leader:Dr Judith Enriquez-Gibson [email protected]

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Educational Practice MA

Aimed at Newly or Recently Qualified Teachers (NQT/RQT), this masters enables you to explore identified professional development areas, apply practitioner research and enhance your learner impact.


Benefit from a programme specifically designed to support and meet the early professional development needs of NQTs/RQTs whilst focusing on practice-based learning

Having completed your postgraduate initial teacher training programme, you can enhance your teaching practice with this masters course which will benefit your professional development as a teacher and enhance your career prospects.

Developing as a reflective practitioner through small scale projects focusing on our impact on learners, you will explore specific areas for development. Your learning development will be aligned with both your professional setting and individual needs and assessment will involve engagement in practice-based research projects.

The programme provides enhanced knowledge of the theory and practice of current research-based initiatives in teaching and learning and the ability to critically assess their impact on learners.

Studying part-time whilst working as a teacher, you will benefit from flexible course delivery and the support you need to fit studying around your work commitments. You will be taught by staff with a wide range of expertise who contribute to the development of national initiatives and policy in curriculum development, school leadership and governance and initial teacher education. The programme team have strong links with schools, colleges, local authorities and other universities, ensuring that our curriculum and approach to professional development are relevant to the current needs of the profession.


n Professional Practice for Beginning Teachers

n Pedagogy in Practice

n Inclusion

n Subject Pedagogy

n Researching Classroom Practice

n Developing Reflective Professional Practice

n Professional Inquiry


As a practice-based programme there is a strong emphasis on the application of ideas developed in the context of your own classroom, school or setting, so all assessments are closely linked to school and college-based practice.

You will need to produce reflective practice assignments involving: presentations, reports, critical reflection on professional practice accounts and practitioner research reports.

Graduate employment

The course is intended for those working in educational settings and, on graduation, you may progress to research-based study through engaging with our MPhil and PhD programmes in education.

Many of our students go on to achieve their career goals by securing leadership and other posts of responsibility in schools and colleges.

“ The MA Educational Practice offers an excellent opportunity to develop as a practitioner thanks to an innovative course design. It provides an excellent support network of exceptional tutors and fellow NQTs/RQTs which can be utilised for the benefit of everyone on the course.”Former student

Study part-time over one to two years

Entry Requirements:

Initial teacher training qualification with QTS plus a current teaching post as an NQT or RQT. This will take into account recognition of prior learning.


Programme Leader:Rick Tynan [email protected]

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Education, Globalisation and Social Change

Open to international students MA

This new Masters programme invites you to study education in a global context, understanding the social impact of globalisation on the world’s citizens and exploring the resulting cultural diversity, multiculturalism and economic impact.


Unique in the North West, this new programme focuses on education in a local, national and global context as a catalyst for change. You will study key, contemporary issues and enhance your learning with an international work placement.

Learning from research-active staff and international academics who have extensive experience of international education and publish widely, you will undertake research in an area of particular interest to you.

The programme examines education in its broadest sense and will appeal to those looking to enhance service delivery including: policy makers, educational practitioners and researchers. It explores education in the historical, political and economic context of the nation state, aiming to understand the impact of different educational systems on individual life chances, social equality and inclusion. As such, it provides a unique opportunity to study key global issues within an education context.

As a student on this programme you will be based in the leafy suburb of Aigburth, at the IM Marsh Campus, about four miles from the city centre. The campus is known for its welcoming approach and strong sense of community.


n Education, Society and Culture

n Research Methods

n Education and Globalisation

n Competing Philosophies of Education

• Educational Governance (Politics, Power and Education)

n Dissertation

Optional modules are also available covering topics such as:

n Adult and Continuing Education & Lifelong Learning

n International Practice of Education

n Global Issues, Childhood and Education


The programme is taught via a combination of lectures, seminars, tutorials and workshops as well as online materials. As with any masters course, there is a strong emphasis on independent learning. There is the opportunity to undertake an overseas work placement in one optional module and additional opportunities to take part in short term international visits outside the curriculum.

A variety of assessment methods are used to develop academic and employment-related skills including: essays, reviews, case studies, portfolios, reports, oral presentations, proposals and research-based projects.

Constructive feedback on your work will enable you to advance in your studies, identifying both your strengths and areas needing further attention.

Graduate employment

This unique programme equips graduates with a range of transferable skills, opening up extensive employment opportunities in a range of sectors.

The critical skills developed on this programme may allow graduates to go on to work for NGOs, governmental organisations, in the voluntary or private sector or across a wide range of educational areas.

Potential positions on graduation include: Project Manager, Project Officer and Policy Maker. Some graduates may choose to continue their studies to PhD level.

Study full-time over one year or part-time over two years

Entry Requirements: Minimum 2:1 in a relevant subject such as education, social policy, health or international studies and a DBS check.

IELTS 6.5 (minimum of 5.5 in each component).


Programme Leader:Dr Sue Kay-Flowers [email protected]

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International Approaches to Early Childhood Education

Open to international students MA

This contemporary masters invites graduates and graduate-level practitioners to explore international approaches to early childhood education (ECE) and understand their relevance in a globally changing world.


With current pressures of accountability both in England and international contexts there is a need, more than ever before, for educators to understand why different approaches are more effective than others so that they can make informed decisions about challenging issues.

The course explores the philosophy and practice of early childhood education and the socio-cultural, historical, political and economic influences.

It begins by identifying personal values, beliefs and assumptions in relation to early childhood philosophies and potential implications for participatory practice in a globally changing world.

It advocates a critical lens for examining international ideas and pedagogies, and questioning early learning outcomes generated by Western educational practices.

Suitable for new graduates and returning learners, the programme can be studied as a pre-cursor to a professional qualification in early childhood education or by existing practitioners who want to expand their knowledge and understanding of democratic and participatory theoretical frameworks and their relationship with practice. Students with a wide range of professional and cultural experiences study alongside each other and share their knowledge.

This innovative MA is distinctive in the optional work-based opportunities that are integrated as part of the course, so that different international approaches such as those in Sweden and Finland can be critically evaluated.

Our academic team is made up of successful teachers engaged in research, with strong links to schools, local authorities, professional bodies, regional, national and international CPD networks.


n Philosophies of Early Childhood Education

n The Critically Reflective Practitioner

n Research Methods

n Democracy and Participation in Early Childhood Education

n Early Childhood Education Curricula in an International Context

n Global Issues, Childhoods and Education

n Dissertation


The programme offers a wide range of interactive teaching methods to support a variety of learners. There will be: lectures by LJMU staff and visiting experts, tutorials, seminars, placements, podcasts, Skype sessions, case studies, group discussions, workshops and, of course, use of the University’s virtual learning environment.

All assessment is via coursework, which may include essays, reviews, case studies, portfolios, reports, oral presentations, proposals and research-based projects. Professional practical skills are assessed through oral presentations and a research-based dissertation.

Graduate employment

The course offers valuable networking opportunities both within your peer group, during work-based learning and as part of visits from guest speakers and local professionals. You will develop a host of transferable skills which will benefit a wide variety of career roles and open up new aspirations.

The research experience gained as part of this qualification will provide a foundation for, or an enhancement of, teaching-related qualifications.

As a graduate you may go on to teach or work as part of a multi-agency team or in children’s rights charities. You may also work in non-governmental or creative organisations, or even undertake further educational research.

Study full-time over one year or part-time over two years

Entry Requirements: Minimum 2:2 honours degree with substantial practical experience in an early years setting or a 2:1 with less practical experience.

IELTS 6.5 (Minimum of 5.5 in each component) or equivalent.


Programme Leader:Naomi McLeod [email protected]

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Leadership in Education MA

Aimed at current and future educational leaders, this masters develops key skills enabling you to make a significant contribution to organisational effectiveness.


This masters programme provides a valuable opportunity for you to develop an awareness of leadership for enhancing educational practice. The programme attracts professionals from a range of educational backgrounds. This mix of learners creates a dynamic environment for all, where you learn from each other through the sharing of professional experiences. The course also offers a flexible learning approach and this enables you to fit your study around your work commitments. MA Leadership in Education has strong links with schools, colleges, local authorities and other universities. This ensures that our curriculum and approach to professional development is relevant to the current needs of educators. On successful completion, you will have an enhanced knowledge and understanding of the theory and practice of leadership in education, as well as the skills to apply your learning in a professional setting to improve organisational performance.


The programme’s blended learning approach ensures you can usually study at a time to suit you. A wide range of teaching methods are used to facilitate learning. These include lectures, seminars, groupwork, discussion and problem-based learning. As with all masters level course, there is a strong emphasis on supporting independent study group. To this end, all teaching is supplemented by online study resources, with additional guidance available through face-to-face or virtual tutorials. Assessment methods on this course include: individual and group work tasks, presentations, essays, reports, critical reflection on professional practice accounts, action research reports and dissertations and other appropriate activities. All assessments are closely linked to education practice. There is a strong emphasis on the application of ideas developed in the context of your own classroom, school or other educational setting.

Graduate employment

This programme offers excellent networking opportunities. You will be encouraged to join the relevant professional association for your subject, providing valuable links with teachers, recent alumni, local professional communities and others interested in education. In general, graduates take up leadership roles or other posts of responsibility in schools,colleges and other educational establishments. However, you may want to progress to research-based study via our MPhil, PhD and EdD programmes. Depending on your professional experience, you may be eligible for professional accreditation from the Institute of Leadership and Management.

Study part time over 3 years

Entry Requirements: Normally minimum 2.2, relevant professional experience and current employment as an educational practitioner.Candidates with existing and relatively recent current qualifications at level 7 may be able to apply for recognition of academic credit against part of the programme. Please contact the Programme Leader for further information.


Programme Leader:Debbie Duncalf: [email protected]

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Doctor of Education EdD

The EdD programme is aimed at experienced educational professionals who aspire to be at the cutting edge of their profession and seek to make a significant and original contribution to educational knowledge.


Studying for a doctorate in education is rewarding and inspiring. The Doctor of Education programme at LJMU offers the highest level of professional development for teachers and other educators, as well as those with a background in educational management or policy development. The programme is equivalent to a PhD in terms of academic rigour, but has a modular structure with taught elements and an explicit professional orientation.


The programme consists of taught modules that address a range of professional issues in education, as well as analysing methods of inquiry in educational research. These are delivered in intensive units of study that have been designed to facilitate part-time learning. In these, you will work alongside tutors, who are experienced academics and researchers, as well as fellow students from a wide range of educational backgrounds. Teaching and assessment strategies have been designed to maximise reflection on practice and professional inquiry. The modules are complemented by a supervised research thesis. In this, you will be supported to produce work that makes a unique contribution to knowledge and understanding in your field of education.

Study part-time over three years

Entry Requirements: Candidates must have a good first degree (Usually 2.1) and demonstrate successful Masters level study or equivalent. Candidates must also demonstrate experience commensurate with undertaking a professional doctorate. This usually means that they will have a professional role in a compulsory, tertiary, workplace or lifelong educational setting.


Programme Leader:Prof. David Putwain [email protected]

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Doctor of Education EdD

Holly Smyth graduated in Education Studies with Special and Inclusive Needs before moving on to her masters in Education, Globalisation and Social Change.

“At the age of 21 I didn’t really know what I wanted to do but I certainly didn’t feel ready to go into the workplace and that’s when I started thinking of masters study. Fortunately a new masters was being launched in my School which suited me perfectly and so I decided to go for it.

Education, Globalisation and Social Change is such an exciting programme because it is about the changes we see going on in the world today. The programme charts what is

happening all around us and puts us at the leading edge of knowledge in this area. Long term I am considering teaching overseas so the opportunity the programme presents to work abroad is key. I am about to travel to Malta to work in a private school for eight weeks and that will give me an experience that money simply can’t buy.

If I am honest I would say that masters study was harder than I imagined but I believe that if you don’t have to challenge yourself it really isn’t worth it.

Support is so integral to learning at LJMU and there is always someone to lend a hand whichever way you turn. To anyone

considering masters study I would say take that leap of faith, trust in yourself and trust LJMU. It’s not going to be a walk in the park but that is why a masters makes you stand out from the crowd.

As the Belfast girl who never wanted to leave home, I can’t believe how well I have settled in Liverpool. To be honest, it really is home to me now. The people here are something else, they really can’t do enough for you. There are good vibes all around the city and a real feeling that you are part of something really positive and exciting.”


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Research opportunitiesShould you be interested in a research qualification, you can study for an MPhil or PhD in the School of Education.

The MPhil can be studied full-time over 12 months or part-time over up to 48 months. The PhD can be studied full-time over 24 months or part-time over up to 84 months.

Research and scholarly advancement form the backbone of the School of Education, whilst our postgraduate community provides a thriving and supportive environment in which to study. The School works with a host of key partners to enhance learning and educational development on a local, national and international level.

Researchers currently work in a variety of fields, including: inclusive education, digital literacies, early years’ education, mentoring and professional learning, higher education, technology in education, values education and sex and sexualities education. We do, however, welcome applications from across all fields of education.

Research supervision is conducted by experts with an international reputation and close links with educational bodies and providers.

For more information please visit: ljmu.ac.uk/research

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All LJMU students have access to a wealth of support services to make your time with us as happy and fulfilling as possible.

Counselling and mental healthOur free service offers one-to-one and group counselling sessions, as well as mental health guidance and support.

DisabilityWe have disability co-ordinators in every academic School and an on-site assessment room for those with additional needs.

English language support for international studentsWe provide pre-sessional English courses for those whose language capability does not meet entry requirements. See ljmu.ac.uk/isc for more details.

FundingOur team provide information on postgraduate funding including loans, grants and bursaries as well as offering guidance on budgeting and money management.

Spiritual support Confidential, non-judgemental pastoral care and support is available for students of all beliefs and backgrounds. We have facilities for quiet meditation, prayer and contemplation on each campus, as well as dedicated space for Muslim prayers.

Student advice and wellbeingOur team offer advice and guidance on issues ranging from health to accommodation and childcare.

Study skillsWorkshops are available on various aspects of postgraduate study, including academic writing, effective reading skills, exam and revision skills, report writing and IT skills.

Support for international studentsAs well as a ‘meet and greet’ service when you arrive in the UK, our international team will help with issues such as your visa, setting up a UK bank account and an email address and registering with the police, contact: [email protected]

Student support

“In my opinion the support on offer is one of the main benefits of studying at LJMU.”Stephen Smith, LJMU student

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Career guidance

“My studies at LJMU and the help I have received from the careers team have given me the confidence to go out and work in industry,

applying the knowledge and skills I have gained at LJMU.” Omer Chiyoyo Kamwena, LJMU student

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Research shows that postgraduates earn, on average, 24% more than those with an undergraduate degree.

Postgraduate study at LJMU is geared towardsmeeting the needs of employers and animpressive 96% of our postgraduates are in workor further study six months after graduation.*

Develop the skills you needWe offer an exceptional careers supportservice which enables you to demonstrate topotential employers that you have the skills andexperience they are looking for.

Additional supportOur careers centre runs regular workshops and webinars covering topics such as CV writing, application forms, interviews, assessment centres, psychometric testing and more. Our Faculty careers zones at Byrom Street, IM Marsh and the Aldham Robarts library host regular employer visits where you can meet, network and discuss career opportunities.

Careers support for postgraduate researchersCatering for the specific needs of Postgraduate researchers, our three month ‘Your Career, Your Choice’ programme enables you to complete up to 12 interactive workshops. You will receive one-to-one career coaching as well as developing practical skills in writing impactful CVs, job hunting, preparing for interviews and creating an online profile.

Entrepreneurship If you have ambitions to be your own boss or work freelance, expert help is available from our Centre for Entrepreneurship. As well as providing mentoring services, the Centre helps entrepreneurs to achieve key milestones by offering advice on a wide range of topics including access to funding.

AccommodationAll new LJMU students are guaranteed a room endorsed by the University no matter what your level of study.

For further details of University endorsed accommodation, go to: ljmu.ac.uk/postgraduate/accommodation

For details of private rental accommodation go to: liverpoolstudenthomes.org.uk

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Funding your studiesAn annual tuition fee is payable for all postgraduate courses, either in full at the beginning of the academic year or in instalments throughout the year.

For details of full and part-time annual tuition fees, please see individual programme factfiles. You can search for your specific programme at ljmu.ac.uk/courses/postgraduate

For information about loans, scholarships and bursaries to fund your postgraduate study, go to: ljmu.ac.uk/postgraduate-funding

LJMU graduates will also find details of the 20% tuition fee reduction here.

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School of EducationT: +44 (0) 151 231 5340E: [email protected]: ljmu.ac.uk

@LJMUEHCThe University offers the information contained in this brochure as a general guide only to prospective postgraduate students wishing to apply for a place at the University to start a course in 2018/19. It does not constitute or form part of any contract and is not binding on prospective students, students or the University. The information in this brochure is correct at the time of going to press (June 2018) and the University hopes to provide the programmes and facilities set out in this brochure. However, some changes will inevitably occur in the interval between publication and the academic year to which the brochure relates and the University reserves the right to withdraw or make alterations to courses and facilities if necessary. Applicants should not rely solely on this brochure and should use this brochure in conjunction with the University website.

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