This MEd Specialist option draws on a wide range of academic disciplines such as philosophy, psychology and sociology to further our understanding of learning and educational contexts. Drawing on up-to-date research, the programme focuses on how we learn, from early childhood through compulsory schooling and into adulthood, and offers a rigorous analysis of broader educational systems such as curricula, policies and schools in their societal context.
Students are encouraged to consider fundamental questions about the nature and aims of education; to engage with the problematic nature of educational theory, policy and practice; and to develop and express their own reasoned viewpoint on a wide range of issues.
The course will enable you to:
- develop a critical understanding of how education systems can be developed to ensure that all learners achieve to their full potential
- encourage reflection on existing policy and practice
- question concepts and theories and interrogate assumptions underpinning theory and research
- critically consider how recent international research relates to students’ own educational contexts.
How will I study?
Depending on the modules selected, teaching and learning is delivered through a blended approach of online lectures, virtual learning activities and reflective, self-directed study. For your dissertation, you will be allocated a Personal Tutor who will guide and support you throughout your dissertation
Contact time
The majority of module sessions begin at 5pm or 6pm, although attendance at weekend workshops may occasionally be required. All modules are taught fully online.
Who will be teaching me?
You will be taught, assessed and supported by an exceptional team of internationally recognised, research-informed and experienced practitioners.
How will I be assessed?
There are no written examinations. Modules are assessed by coursework.
Entitlement
A MEd is awarded to students who have completed 180 CAT points at M-level. Students who have accumulated 60 points may graduate with a Postgraduate Certificate and those who have accumulated 120 points may graduate with a Postgraduate Diploma.
Programme Specification
For full programme specification click here
Download the Postgraduate Studies flyer here for more information on all programmes on offer.
To be awarded an MEd Education Studies, you will need to complete 180 CATs, which will normally comprise of four 30 CAT point taught modules plus a 60 CAT point final dissertation. In addition to Research Methods, which is normally a compulsory module, the other three taught modules must include at least two of the specific MEd Education Studies modules below.
STR7020-CAREERS EDUCATION 1
This module will support the practitioner who wishes to develop a Gatsby focused ‘Careers Education’ provision in school or college. This module will support the practitioner who wishes to develop a Gatsby focused ‘Careers Education’ provision in school or college. Module 1 focuses on Careers Education in Practice. It is suitable for teachers, tutors in FE plus Careers Advisors and Mentors.
The program integrates practical, work-based experiences and professional learning, to ensure meaningful, hands-on learning directly relevant to progression and employability. A range of examples of good practice will be shared: Career Ready, UK and NI Academies, UNESCO and OECD. Learners will cultivate adaptable skills for the dynamic world of work, including critical thinking, problem-solving, self-management, and collaboration, aligned with employer demands and the ‘skills and knowledge economy
EDC7096-SUPPORTING LEARNERS WITH DIFFICULTIES IN MATHEMATICS
COMMENCING WEDNESDAY 1ST OCTOBER 2025 (6-8PM)
This course offers students the opportunity to develop their knowledge and understanding of how to support learners with mathematics learning difficulties. Students will examine key theories of learning and consider their influence on the current mathematics curriculum. They will explore the development of early number sense and consider the difficulties experienced by learners with dyscalculia. Key principles and strategies of a learning programme to support learners with mathematics learning difficulties will also be considered. Students will examine the role of multisensory mathematics teaching and the use of mathematical models in developing mathematical understanding. They will explore the development of competency in mathematical problem solving. The use of meaningful contexts and the role of language in learning mathematics will also be addressed.
STR7017 -DIGITAL CITIZENSHIP
COMMENCING MONDAY 6TH OCTOBER 2025 (7-9PM)
This module will explore global and cyber citizenship in the 21st century school/college in the development of a digital competence framework. It considers how the Universal Design for Learning (UDL) framework and neuroscience research can be used to improve inclusivity. The role of Gaming in developing cognitive, creative and collaborative skills will also be considered and students will critically assess cyber awareness strategies and skills within the whole-school curriculum. The impact of cyber citizenship as a digital competence will be addressed.
STR7016-DEVELOPING BEST PRACTICE IN STEM EDUCATION
COMMENCING WEDNESDAY 1ST OCTOBER 2025 (6-8PM) Please note there will be one Saturday class (23rd October 10am -3pm)
The Developing Best Practice in STEM Education module will explore the learning theories and cognitive development in STEM Education from Early Years through to end of KS2 and the transition phase to KS3. It aims to develop conceptual understanding within STEM Education and encourages the use of hands-on classroom activities to support engagement and learning within STEM areas such as science and technology. The digital skills agenda and the prominent position which computing education continues to have dictates that thinking skills and computational thinking through STEM learning is of high importance.
In line with the General Teaching Council Northern Ireland (GTCNI) document ‘Teaching: the Reflective Profession’ the course will develop teacher reflection and practitioner enquiry. Developing digital video skills to evaluate classroom practice is one avenue through which this will be developed.
STR7019-A CURRICULUM APPROACH TO DIGITAL SKILLS
COMMENCING MONDAY 9TH FEBRUARY 2026 (7:30-9:30PM)
The module considers a curriculum approach to digital skills and will be of particular interest to those involved in education. The course will investigate digital skills in the context of the digital divide and digital literacy through a curriculum approach to whole-school development. Students will critically reflect on digital skills needs at a whole-school level to improve pupil literacy and innovation in pedagogy for digital skills. Students will have the opportunity to audit the needs of school and design a digital skills (from the wider Transversal skills) and computational thinking plan for curriculum change and improvement as a whole-school intervention to promote digital confidence as a curriculum or extra-curricular approach to the digital decade.
EDC7098-SEN IN PRACTICE
Discover this transformative module designed for educators and leaders dedicated to meeting the needs of every child and young person in schools and colleges. Built around the latest SEN Code of Practice, this program emphasizes evidence-based, pupil-centered approaches for identifying, assessing, and supporting learners across the full continuum of need.
You will learn in partnership with leading specialist providers, key stakeholders, and sector researchers – ensuring practical expertise, current research, and genuine collaboration guide your journey. Lesson study is woven throughout the module, empowering you to reflect, collaborate, and refine teaching in real schools for real impact.
Our comprehensive curriculum covers all five major areas of SEN, spanning learning difficulties, behavioral issues, sensory and physical impairments, communication needs, and medical conditions. You’ll explore early identification, inclusive provision, and multi-agency collaboration, with a constant focus on pupil voice, parental engagement, and the principle that every child matters.
By the end, you’ll be equipped to champion the new SEN Code of Practice in your setting, lead innovative partnership working, and deliver the best educational outcomes for all learners.
EDC9090-CHILDHOOD ADVERSITIES AND DISADVANTAGE
COMMENCING TUESDAY 10TH FEBRUARY 2026 (5:30-7:30PM)
The module provides an in-depth analysis of the critical perspectives associated with disadvantage, the impact on children and young people and the intervention role of schools and educational settings. It also examines policy and practice developments regarding disadvantage; the role of education professionals in recognising and responding to the factors associated with disadvantage; the significance of developmental neuroscience and global education-based preventative intervention; and international models of good practice.
STR7009-LEARNING LEADERSHIP
COMMENCING TUESDAY 10TH FEBRUARY 2026 (5:15PM-7:15PM)
The module explores and analyses the concept of effective leadership at different levels, the relationship between effective leadership and school performance and the key issues affecting educational provision. Leadership and management style and issues are examined in the context of personal professional practice and the influence of leadership and innovation on effective teaching and learning.
STR7014-STATEGIC AND OPERATIONAL LEADERSHIP: FROM CULTURE AND VISION TO SCHOOL/COLLEGE IMPROVMENT
COMMENCING TUESDAY 10TH FEBRURARY 2026 (7:15-9:15PM)
The second module is very focused on the skills of the educational leader and how this impacts the whole organisation. Developing a collaborative approach to leadership using distributed approaches to team development and the promotion of a collective vision is a key part of the initial leadership journey. The module will then progress leaders by focusing on resources and building capacity within teams as they work to operationalise often strategic or challenging change initiatives in the workplace. 10X and the skills economy require outcome-focused deliverables, particularly at the current time. The assessment for the module will align to the school/college development plans, with a whole-school/college plan for improvement, affording the student the opportunity to develop and inform practice while on the course.
EDC7021-CAREERS EDUCATION 2
COMMENCING WEDNESDAY 11TH FEBRUARY 2026 (6-8PM)
Leading in Careers Education: Empowering Visionary Champions.
Unlock your leadership potential in careers education with our Advanced Careers Education module. This module is designed for current and aspiring champions dedicated to shaping outstanding learner’ futures. This professional development journey equips educators to drive whole-school and college transformation through evidence-based pupil/learner profiling and strategic planning across curriculum, pastoral, and community engagement. The module will delve into critical policy areas like work experience, mentorship, and widening access, building robust pathways that connect students with further and higher education opportunities. Join a dynamic learning community committed to continuous improvement and equitable, high-impact careers education for every learner.
STR7015-DEVELOPMENT LEADERSHIP SKILLS IN STEM EDUCATION
COMMENCING WEDNESDAY 11TH FEBRUARY 2026 (6-8PM) Please note there will be one Saturday class (Date to be advised)
This module will develop the students’ planning and STEM enquiry skills across the primary school. STEM skills from Early Years to Key Stage 2 will be explored and planning for transition in STEM learning across Key Stages within the primary school and into Key Stage 3 will emphasise the critical position these teachers play in the pupils’ learning journey.
The increasingly important area of sustainability and climate change in the primary school will be covered through the use of innovative curricular resources and approaches, as well as the outdoor learning environment and the use of external STEM stakeholders. To maximise course impact students will develop leadership skills to mentor and support peers and colleagues in developing STEM education in their school.
SEC7010-OUTDOOR LEARNING
COMMENCING THURSDAY 12TH FEBRUARY 2026 (6-8PM)
This module investigates the scope, benefits and difficulties of providing learning opportunities outdoors and presents professionals from foundation, primary and post primary phases, with a range of empirical evidence which will enhance their understanding of effective teaching outdoors. Although the module takes a cross-curricular approach, the focus is on outdoor learning, play and project based learning, encouraging participants to reflect critically on outdoor learning provision in their own settings.
STR7004-GLOBAL AND SHARED EDUCATION AND THE NEW AGE CONNECTED CLASSROOM
COMMENCING THURSDAY 12TH FEBRUARY 2026 (5:15-7:15PM)
UNDERSTANDING THE PROCESS OF SENSORY PROVISION FOR CHILDREN’S LEARNING AND PERSONAL DEVELOPMENT
COMMENCING FEBRUARY 2026 DATE TO BE ADVISED
The growth in the use of sensory supports in educational and non-educational settings has significantly risen since the Sensory Processing Difficulties was formally recognised as a feature of ASD in 2013. However, autistic children, young people and adults are not the only group impacted by sensory issues. A recent audit of sensory provision in NI (Beck et al.,2021) has highlighted a lack of practitioner confidence in evaluating sensory need and providing effective sensory provision in the schools.
This module, based on current cross-professional research, will explain sensory processing difficulties and their link with:
- Cognition and Learning,
- ADHD,
- ASD,
- Motor skill development,
- SBEW – Anxiety, Depression and Trauma,
and aims to encourage and support your active application of this knowledge in your setting, on a daily basis, at the point of need.
STR7003-ADDRESSING UNDERACHIEVEMENT AND DIVERSITY IN EDUCATION: POLICY AND PRACTICE
COMMENCING WEDNESDAY 17TH JUNE 2026 (5-7PM)
The module will consider the impact of diversity, difference, disadvantage and learning difficulty in schools. It will explore appropriate literature to allow acquisition of knowledge bases and develop critical conceptual skills to decode and deconstruct prejudice. It will help students to understand and work with the contradictions of cultural life and will address models of deficit and low expectation that characterise the gap between traditional classroom materials and those used to teach disadvantaged students.
EDC7024-RESEARCH METHODS
COMMENCING THURSDAY 2ND OCTOBER 2025, THURSDAY 12TH FEBRUARY 2026 & THURSDAY 25TH JUNE 2026 (5-7PM)
Research Methods is normally required to be completed before a student starts their dissertation. The module covers the areas required for effective educational research including; qualitative and quantitative research methods and techniques: the quasi-experimental approach; research method selection; questionnaire design and analysis; research and project preparation; and reporting the findings.
All modules are 30 CATs unless otherwise started.
All Modules are taught online mostly in evening sessions.
Full programme specification can be found here.
How to Apply
Please click ‘apply now’ at the top of the page to complete the application.
The next intake for this programme is for January 2026. The deadline for applications is 12noon on Thursday 8th January 2026. Applications received after this date will be treated on a case by case basis.
Applicants will normally hold a relevant 2:2 Honours degree or above in a related discipline. Applicants who do not meet the requirements may be considered on an individual basis, where there is evidence of relevant experience. Applicants may be required to attend an interview to determine their suitability for entry.
Prior Accreditation
The degree recognises and supports existing professional development activities whether these are part of induction, early professional development, threshold assessments or programmes of staff development and performance management. All students who have successfully completed a PGCE at Master’s level will be eligible to apply for 30 M-level credit points towards a Master’s qualification. Candidates may also seek accreditation for completed school-based professional development activities. Application for credit transfer and exemption from module requirements must be made upon enrolment.
| 2025 - 26 MEd /MA ECS/ MTeach | CATS Points | NI/ROI | GB | EU Other* | International |
|---|---|---|---|---|---|
| Rate per module | 30 | £1,217 | £1,542 | £3,584 | £3,584 |
| Dissertation Module | 60 | £2,434 | £3,084 | £7,168 | £7,168 |
| Full-Time Course | 180 | £7,300 | £9,250 | £21,500 | £21,500 |
*EU Other – Students from the EU (excluding Republic of Ireland), other EEA and Swiss Nationals and their family members.
Tuition Fee loans are available for Postgraduate Study via Student Finance NI.
Additional Course Costs
There may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies. Students can borrow books and access online learning resources from the Library. However, If students wish to purchase recommended texts, rather than borrow them from the Library, prices per text typically range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges. There are also additional charges for graduation ceremonies, examination resits and library fines.
There may be costs associated with transport for field trips, transport and materials for your dissertation research project and additional costs for printing and binding.
This MEd Specialist option draws on a wide range of academic disciplines such as philosophy, psychology and sociology to further our understanding of learning and educational contexts. Drawing on up-to-date research, the programme focuses on how we learn, from early childhood through compulsory schooling and into adulthood, and offers a rigorous analysis of broader educational systems such as curricula, policies and schools in their societal context.
Students are encouraged to consider fundamental questions about the nature and aims of education; to engage with the problematic nature of educational theory, policy and practice; and to develop and express their own reasoned viewpoint on a wide range of issues.
The course will enable you to:
- develop a critical understanding of how education systems can be developed to ensure that all learners achieve to their full potential
- encourage reflection on existing policy and practice
- question concepts and theories and interrogate assumptions underpinning theory and research
- critically consider how recent international research relates to students’ own educational contexts.
How will I study?
Depending on the modules selected, teaching and learning is delivered through a blended approach of online lectures, virtual learning activities and reflective, self-directed study. For your dissertation, you will be allocated a Personal Tutor who will guide and support you throughout your dissertation
Contact time
The majority of module sessions begin at 5pm or 6pm, although attendance at weekend workshops may occasionally be required. All modules are taught fully online.
Who will be teaching me?
You will be taught, assessed and supported by an exceptional team of internationally recognised, research-informed and experienced practitioners.
How will I be assessed?
There are no written examinations. Modules are assessed by coursework.
Entitlement
A MEd is awarded to students who have completed 180 CAT points at M-level. Students who have accumulated 60 points may graduate with a Postgraduate Certificate and those who have accumulated 120 points may graduate with a Postgraduate Diploma.
Programme Specification
For full programme specification click here
Download the Postgraduate Studies flyer here for more information on all programmes on offer.
To be awarded an MEd Education Studies, you will need to complete 180 CATs, which will normally comprise of four 30 CAT point taught modules plus a 60 CAT point final dissertation. In addition to Research Methods, which is normally a compulsory module, the other three taught modules must include at least two of the specific MEd Education Studies modules below.
STR7020-CAREERS EDUCATION 1
This module will support the practitioner who wishes to develop a Gatsby focused ‘Careers Education’ provision in school or college. This module will support the practitioner who wishes to develop a Gatsby focused ‘Careers Education’ provision in school or college. Module 1 focuses on Careers Education in Practice. It is suitable for teachers, tutors in FE plus Careers Advisors and Mentors.
The program integrates practical, work-based experiences and professional learning, to ensure meaningful, hands-on learning directly relevant to progression and employability. A range of examples of good practice will be shared: Career Ready, UK and NI Academies, UNESCO and OECD. Learners will cultivate adaptable skills for the dynamic world of work, including critical thinking, problem-solving, self-management, and collaboration, aligned with employer demands and the ‘skills and knowledge economy
EDC7096-SUPPORTING LEARNERS WITH DIFFICULTIES IN MATHEMATICS
COMMENCING WEDNESDAY 1ST OCTOBER 2025 (6-8PM)
This course offers students the opportunity to develop their knowledge and understanding of how to support learners with mathematics learning difficulties. Students will examine key theories of learning and consider their influence on the current mathematics curriculum. They will explore the development of early number sense and consider the difficulties experienced by learners with dyscalculia. Key principles and strategies of a learning programme to support learners with mathematics learning difficulties will also be considered. Students will examine the role of multisensory mathematics teaching and the use of mathematical models in developing mathematical understanding. They will explore the development of competency in mathematical problem solving. The use of meaningful contexts and the role of language in learning mathematics will also be addressed.
STR7017 -DIGITAL CITIZENSHIP
COMMENCING MONDAY 6TH OCTOBER 2025 (7-9PM)
This module will explore global and cyber citizenship in the 21st century school/college in the development of a digital competence framework. It considers how the Universal Design for Learning (UDL) framework and neuroscience research can be used to improve inclusivity. The role of Gaming in developing cognitive, creative and collaborative skills will also be considered and students will critically assess cyber awareness strategies and skills within the whole-school curriculum. The impact of cyber citizenship as a digital competence will be addressed.
STR7016-DEVELOPING BEST PRACTICE IN STEM EDUCATION
COMMENCING WEDNESDAY 1ST OCTOBER 2025 (6-8PM) Please note there will be one Saturday class (23rd October 10am -3pm)
The Developing Best Practice in STEM Education module will explore the learning theories and cognitive development in STEM Education from Early Years through to end of KS2 and the transition phase to KS3. It aims to develop conceptual understanding within STEM Education and encourages the use of hands-on classroom activities to support engagement and learning within STEM areas such as science and technology. The digital skills agenda and the prominent position which computing education continues to have dictates that thinking skills and computational thinking through STEM learning is of high importance.
In line with the General Teaching Council Northern Ireland (GTCNI) document ‘Teaching: the Reflective Profession’ the course will develop teacher reflection and practitioner enquiry. Developing digital video skills to evaluate classroom practice is one avenue through which this will be developed.
STR7019-A CURRICULUM APPROACH TO DIGITAL SKILLS
COMMENCING MONDAY 9TH FEBRUARY 2026 (7:30-9:30PM)
The module considers a curriculum approach to digital skills and will be of particular interest to those involved in education. The course will investigate digital skills in the context of the digital divide and digital literacy through a curriculum approach to whole-school development. Students will critically reflect on digital skills needs at a whole-school level to improve pupil literacy and innovation in pedagogy for digital skills. Students will have the opportunity to audit the needs of school and design a digital skills (from the wider Transversal skills) and computational thinking plan for curriculum change and improvement as a whole-school intervention to promote digital confidence as a curriculum or extra-curricular approach to the digital decade.
EDC7098-SEN IN PRACTICE
Discover this transformative module designed for educators and leaders dedicated to meeting the needs of every child and young person in schools and colleges. Built around the latest SEN Code of Practice, this program emphasizes evidence-based, pupil-centered approaches for identifying, assessing, and supporting learners across the full continuum of need.
You will learn in partnership with leading specialist providers, key stakeholders, and sector researchers – ensuring practical expertise, current research, and genuine collaboration guide your journey. Lesson study is woven throughout the module, empowering you to reflect, collaborate, and refine teaching in real schools for real impact.
Our comprehensive curriculum covers all five major areas of SEN, spanning learning difficulties, behavioral issues, sensory and physical impairments, communication needs, and medical conditions. You’ll explore early identification, inclusive provision, and multi-agency collaboration, with a constant focus on pupil voice, parental engagement, and the principle that every child matters.
By the end, you’ll be equipped to champion the new SEN Code of Practice in your setting, lead innovative partnership working, and deliver the best educational outcomes for all learners.
EDC9090-CHILDHOOD ADVERSITIES AND DISADVANTAGE
COMMENCING TUESDAY 10TH FEBRUARY 2026 (5:30-7:30PM)
The module provides an in-depth analysis of the critical perspectives associated with disadvantage, the impact on children and young people and the intervention role of schools and educational settings. It also examines policy and practice developments regarding disadvantage; the role of education professionals in recognising and responding to the factors associated with disadvantage; the significance of developmental neuroscience and global education-based preventative intervention; and international models of good practice.
STR7009-LEARNING LEADERSHIP
COMMENCING TUESDAY 10TH FEBRUARY 2026 (5:15PM-7:15PM)
The module explores and analyses the concept of effective leadership at different levels, the relationship between effective leadership and school performance and the key issues affecting educational provision. Leadership and management style and issues are examined in the context of personal professional practice and the influence of leadership and innovation on effective teaching and learning.
STR7014-STATEGIC AND OPERATIONAL LEADERSHIP: FROM CULTURE AND VISION TO SCHOOL/COLLEGE IMPROVMENT
COMMENCING TUESDAY 10TH FEBRURARY 2026 (7:15-9:15PM)
The second module is very focused on the skills of the educational leader and how this impacts the whole organisation. Developing a collaborative approach to leadership using distributed approaches to team development and the promotion of a collective vision is a key part of the initial leadership journey. The module will then progress leaders by focusing on resources and building capacity within teams as they work to operationalise often strategic or challenging change initiatives in the workplace. 10X and the skills economy require outcome-focused deliverables, particularly at the current time. The assessment for the module will align to the school/college development plans, with a whole-school/college plan for improvement, affording the student the opportunity to develop and inform practice while on the course.
EDC7021-CAREERS EDUCATION 2
COMMENCING WEDNESDAY 11TH FEBRUARY 2026 (6-8PM)
Leading in Careers Education: Empowering Visionary Champions.
Unlock your leadership potential in careers education with our Advanced Careers Education module. This module is designed for current and aspiring champions dedicated to shaping outstanding learner’ futures. This professional development journey equips educators to drive whole-school and college transformation through evidence-based pupil/learner profiling and strategic planning across curriculum, pastoral, and community engagement. The module will delve into critical policy areas like work experience, mentorship, and widening access, building robust pathways that connect students with further and higher education opportunities. Join a dynamic learning community committed to continuous improvement and equitable, high-impact careers education for every learner.
STR7015-DEVELOPMENT LEADERSHIP SKILLS IN STEM EDUCATION
COMMENCING WEDNESDAY 11TH FEBRUARY 2026 (6-8PM) Please note there will be one Saturday class (Date to be advised)
This module will develop the students’ planning and STEM enquiry skills across the primary school. STEM skills from Early Years to Key Stage 2 will be explored and planning for transition in STEM learning across Key Stages within the primary school and into Key Stage 3 will emphasise the critical position these teachers play in the pupils’ learning journey.
The increasingly important area of sustainability and climate change in the primary school will be covered through the use of innovative curricular resources and approaches, as well as the outdoor learning environment and the use of external STEM stakeholders. To maximise course impact students will develop leadership skills to mentor and support peers and colleagues in developing STEM education in their school.
SEC7010-OUTDOOR LEARNING
COMMENCING THURSDAY 12TH FEBRUARY 2026 (6-8PM)
This module investigates the scope, benefits and difficulties of providing learning opportunities outdoors and presents professionals from foundation, primary and post primary phases, with a range of empirical evidence which will enhance their understanding of effective teaching outdoors. Although the module takes a cross-curricular approach, the focus is on outdoor learning, play and project based learning, encouraging participants to reflect critically on outdoor learning provision in their own settings.
STR7004-GLOBAL AND SHARED EDUCATION AND THE NEW AGE CONNECTED CLASSROOM
COMMENCING THURSDAY 12TH FEBRUARY 2026 (5:15-7:15PM)
UNDERSTANDING THE PROCESS OF SENSORY PROVISION FOR CHILDREN’S LEARNING AND PERSONAL DEVELOPMENT
COMMENCING FEBRUARY 2026 DATE TO BE ADVISED
The growth in the use of sensory supports in educational and non-educational settings has significantly risen since the Sensory Processing Difficulties was formally recognised as a feature of ASD in 2013. However, autistic children, young people and adults are not the only group impacted by sensory issues. A recent audit of sensory provision in NI (Beck et al.,2021) has highlighted a lack of practitioner confidence in evaluating sensory need and providing effective sensory provision in the schools.
This module, based on current cross-professional research, will explain sensory processing difficulties and their link with:
- Cognition and Learning,
- ADHD,
- ASD,
- Motor skill development,
- SBEW – Anxiety, Depression and Trauma,
and aims to encourage and support your active application of this knowledge in your setting, on a daily basis, at the point of need.
STR7003-ADDRESSING UNDERACHIEVEMENT AND DIVERSITY IN EDUCATION: POLICY AND PRACTICE
COMMENCING WEDNESDAY 17TH JUNE 2026 (5-7PM)
The module will consider the impact of diversity, difference, disadvantage and learning difficulty in schools. It will explore appropriate literature to allow acquisition of knowledge bases and develop critical conceptual skills to decode and deconstruct prejudice. It will help students to understand and work with the contradictions of cultural life and will address models of deficit and low expectation that characterise the gap between traditional classroom materials and those used to teach disadvantaged students.
EDC7024-RESEARCH METHODS
COMMENCING THURSDAY 2ND OCTOBER 2025, THURSDAY 12TH FEBRUARY 2026 & THURSDAY 25TH JUNE 2026 (5-7PM)
Research Methods is normally required to be completed before a student starts their dissertation. The module covers the areas required for effective educational research including; qualitative and quantitative research methods and techniques: the quasi-experimental approach; research method selection; questionnaire design and analysis; research and project preparation; and reporting the findings.
All modules are 30 CATs unless otherwise started.
All Modules are taught online mostly in evening sessions.
Full programme specification can be found here.
How to Apply
Please click ‘apply now’ at the top of the page to complete the application.
The next intake for this programme is for January 2026. The deadline for applications is 12noon on Thursday 8th January 2026. Applications received after this date will be treated on a case by case basis.
Applicants will normally hold a relevant 2:2 Honours degree or above in a related discipline. Applicants who do not meet the requirements may be considered on an individual basis, where there is evidence of relevant experience. Applicants may be required to attend an interview to determine their suitability for entry.
Prior Accreditation
The degree recognises and supports existing professional development activities whether these are part of induction, early professional development, threshold assessments or programmes of staff development and performance management. All students who have successfully completed a PGCE at Master’s level will be eligible to apply for 30 M-level credit points towards a Master’s qualification. Candidates may also seek accreditation for completed school-based professional development activities. Application for credit transfer and exemption from module requirements must be made upon enrolment.
| 2025 - 26 MEd /MA ECS/ MTeach | CATS Points | NI/ROI | GB | EU Other* | International |
|---|---|---|---|---|---|
| Rate per module | 30 | £1,217 | £1,542 | £3,584 | £3,584 |
| Dissertation Module | 60 | £2,434 | £3,084 | £7,168 | £7,168 |
| Full-Time Course | 180 | £7,300 | £9,250 | £21,500 | £21,500 |
*EU Other – Students from the EU (excluding Republic of Ireland), other EEA and Swiss Nationals and their family members.
Tuition Fee loans are available for Postgraduate Study via Student Finance NI.
Additional Course Costs
There may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies. Students can borrow books and access online learning resources from the Library. However, If students wish to purchase recommended texts, rather than borrow them from the Library, prices per text typically range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges. There are also additional charges for graduation ceremonies, examination resits and library fines.
There may be costs associated with transport for field trips, transport and materials for your dissertation research project and additional costs for printing and binding.