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BA Early Childhood
BA Early Years Education (3-7) with QTS)
BA Primary Education (5-11) with (QTS)
Please find below the various programmes offered by the School of Education.
Please note you may be eligible for a non-means tested PGT Loan of £11,570 (for 2021/22) if you do the full course part time or full time.
We offer a number of scholarships and loans to help fund your postgraduate studies. Visit our scholarships pages for more details.
The MA Education programme is designed for practising teachers, educators and others with an interest in the field of education. The programme aims to provide opportunities for engagement with the key theories, concepts and ideas in education.
The Interdisciplinary Masters in Education are designed to give students the opportunity to study across different disciplinary domains. Students will gain experience on distinctive perspectives on Education by choosing curriculum elements from the suite of research informed taught provision indicated below.
*Students on the MA Interdisciplinary Studies pathway will choose two of the 60 credit curriculum blocks from the list below and will also undertake a 60 credit dissertation component.
**Students on the MEd Interdisciplinary Studies pathway will choose three 60 credit curriculum blocks from the list below.
This block provides the theoretical and practical knowledge and understanding of mentoring and coaching, which is relevant to an individual’s role as a mentor in educational settings in a variety of capacities such as a trainee teacher mentor, induction tutor or mentor to a new school leader. The programme draws significantly on a professional learning model that encourages students to make clear connections between relevant research, theory and practice. Applicants must hold Qualified Teacher Status (QTS) or Qualified Teacher Learning and Skills (QTLS) status or Early Years Teacher Status, or equivalent. Applicant must be either actively mentoring when they start the course or be about to start mentoring.
The Developmental Psychology block is designed for practising early years educators, teachers, early years professionals and others with a personal or professional interest in how infants and children learn and develop. The block aims to provide opportunities for engagement with key theories and contemporary research in the area of infant and child development. The first module covers a range of theories relating to cognitive development within infancy and childhood. The second module examines the biological, sociocognitive and socioemotional basis of development within infancy.
View full course information here.
The Disability Studies block offers opportunities for engagement with key theories, concepts and ideas in this discipline. The first module of the block, Critical Disability Theory, focusses on critical theory from the modern and postmodern eras, and provides a basis for an interrogation of Disability Studies and Special Educational Needs. The second module of the block, Modelling Disability, takes a critical journey through religious, charity, medical, social, affirmative, cultural, and other models of disability.
View full course information here.
The Early Childhood block is designed for practising early years educators, teachers, early years professionals and others with a personal or professional interest in the field. The block aims to provide opportunities for engagement with the key theories, concepts and ideas related to young children, with a specific focus on children’s rights and children’s learning in socio-cultural contexts. The module, The Development of Young Children’s Thinking and Learning in Socio-Cultural Context, focuses on a range of theories relating to young children’s learning. The module, Children’s Rights and Participation, examines contemporary understandings of children’s rights and participation to explore meaningful engagement informed by theory and practice.
View full course information here.
With its focus on personal and professional development, an exploration of critical perspectives and with the involvement of several external guest speakers the course has been designed to challenge, inspire and support those developing their skills in leadership and management roles, within and across a range of different educational settings. The module, Education Leadership and Management 1: Perspectives on Leadership, explores the concepts of leadership and management within and across education organisations and considers some of the key challenges facing those in leadership roles. The module, Education Leadership and Management 2: Working Effectively with Others, has been designed to develop both functional knowledge and critical understanding of several key perspectives on human behaviour within organisations and on the nature and processes of leading, managing and organising human activity.
View full course information here.
Education Policy, Practice and the Professional
The Education (Interdisciplinary Studies) block is designed for practising teachers, educators and others with a personal or professional interest in the field of education. The block aims to provide opportunities for engagement with the key theories, concepts and ideas in education. The module, Education Policy, Governance, and Professionalism, examines who and what shapes educational policy at local, national, and international levels, including the role of social, technological, and political factors, and the influence of different stakeholders, such as international organisations, educators, researchers, and parents. The module, Learners and Learning in a Changing Landscape, explore different disciplinary perspectives to analyse developments in education and learning. This will involve investigation into psychological theories on how we learn, philosophical perspectives on the current discourse of learning, historical perspectives on where theories of learning come from and how they have shaped schooling, and sociological perspectives on the impact of economic and social trends on our understanding of learning.
This block consists of two 30-credit modules designed individually and collectively to provide a theoretical lens through which to explore a range of contemporary educational issues. There is an emphasis on the sharing of professional experience and opportunities for critical reflection and dialogue informed by relevant research. The module, Learning, Teaching and Assessment, critically explores key issues in teaching, learning and assessment. The module, Curriculum Theory and Development, explores the theoretical and practical dynamics of curriculum design and development within the context of professional practice.
View full course informaito here.
The Special Educational Needs block offers opportunities for engagement with key theories, concepts and ideas in this discipline. The first module of the block, Critical Disability Theory, focusses on critical theory from the modern and postmodern eras, and provides a basis for an interrogation of Disability Studies and Special Educational Needs. The second module of this block, Segregation, Integration and Inclusion, maps out how learner’s differences have been conceptualised across time and examine the range of influences that have been significant to the changing landscape of what we now call SEN.
View full course information here.
With opportunities to develop the skills to become a Special Educational Needs Co-ordinator (SENCo) in your school, this course gives you the knowledge to help students with SEND explore and develop their potential. The module, Professional Knowledge and Understanding of the SENCo, explores the legislative context for SEN, and helps you in developing a working-knowledge of it so you can be successful in your role as a SENCo. The module, Leading and Coordinating SEND Provision, focuses on how effective partnerships can be created to meet the needs of children and young people and their families. There are specific entry requirements for this course such as the applicant must hold a QTS, QLTS, must be working within a school.
and/or assessor for dyslexia. In this block, you investigate research and literature relevant to SpLD dyslexia and relate this to specialist teaching and assessment. The module, Identification, intervention and teaching (ATS/APS), provides the knowledge, understanding and practical experience required to be specialist SpLD teacher of dyslexic learners (up to the age of 18). The module, Psychometrics and diagnostic assessments (AMBDA), focuses on supporting practitioners to further investigate the role of the specialist SpLD (dyslexia) teacher of dyslexic learners (up to the age of 18).
To be offered from Oct 2022 (subject to recruitment)
This block focuses on developing your knowledge and understanding of aspects needed to help you to develop your expertise in teaching. The module, Values and Evidence Informed: Practitioner, offers the the opportunity to engage in an in-depth, critical consideration of contemporary research linked to educational improvement. The module, Social and Emotional Learning Dimensions: Practitioner, social and emotional aspects of learning. It explores how children’s familial contexts, early developmental experiences and consequent attachment patterns, impact on their attitudes to learning, to relationships and to their ability to reach their educational potential.
The block focuses on developing your knowledge and understanding of how to undertake research within educational settings. The module, Research Informed Practitioner, offers the opportunity to gain systematic understanding of common research methods used in professional inquiry for the purposes of educational system improvement. The module, Research Informed Practice in Action, provides an opportunity to undertake a professional development project using appropriate research methods.
The MEd/MA Leading in Education is an innovative masters programme that enables education leaders to carry out masters level study which is clearly linked to developing their professional leadership practice in an appropriate setting. It is designed to support them in their journey as educators and system leaders and to meet the increasing prioritising of leadership training by the teaching profession.
The new MA Leading for Educational Advantage is designed primarily for professionals working in schools within disadvantaged contexts or educational professionals working with disadvantaged children. It is designed to ensure leaders are equipped with the latest thinking, research and practice that takes account of challenges due to socio-economic circumstances.
This MBA has been designed to enable participants, through the development of their management and leadership capabilities, to assist or direct organisations to become more effective and efficient in a rapidly changing, complex and global economy. This course is suitable for experienced professionals working in education in the public, private and not-for-profit sectors in the UK and abroad.
* Applicants must hold Qualified Teacher Status (QTS) or Qualified Teacher Learning and Skills (QTLS) status or Early Years Teacher Status, or equivalent. Some of these courses require students working in the role of SENCo. Please check the special entry requirements of these courses. These courses are only available for UK applicants.
Part-time students can choose any of the curriculum elements listed above, however due to timetabling restrictions not all elements are available to full-time students.
Most of the masters provision runs over Saturdays and/or evenings. If you do a part-time Masters you are typically required to attend one evening each week or a Saturday every fortnight. If you choose to do this course full-time you would be required to attend two evenings /one evening each week and one Saturday in a fortnight/ one Saturday each week. The days you are requested to attend will depend on the subject you choose to study.
The following courses can be taken as standalone PDL courses and some of their modules by qualified teachers as well, please contact the PLD team (firstname.lastname@example.org ) for further details:
- Advanced Mentoring and Coaching
- Expert Teaching
- Education Leadership and Management
- Research Informed Practitioner
- Special Educational Needs Coordinator [SENCo]
- Special Learning Difficulties (Dyslexia)
The full Masters award requires you to gain 180 credits. Within the interdisciplinary Masters you would choose to study two of the 60 credits blocks listed above depending on your interests making up the 120 credits. The remaining 60-credits would be made up from the 60-credit dissertation.
Accreditation of Prior Learning:
Accreditation of Prior Learning allows you to claim "credit" for previous learning on some of our Masters courses. The previous learning must be relevant to the programme for which you are applying, and if your application is successful, the credit will count towards your chosen programme of study.
The PGCE Early Years (3-7) course is particularly intensive. You can be timetabled from Monday morning until 6pm on a Friday. You will study across a number of areas including; initial professional development covering the principles of the teaching profession, the EYFS areas of learning including Prime and Specific areas such as Communication and Language, Physical Development, Personal, Social and Emotional development, Literacy, Maths, Expressive Arts and Design and Understanding the World. .
The PGCE Primary (5-11) course is a postgraduate qualification aimed at high-quality graduates wishing to pursue a career in primary teaching. It is an intensive, demanding yet very rewarding programme running from late August to July Tutors are dedicated to individual student support and to working closely with our partners in local schools. .
All our PGCE Secondary courses run within the context of the Liverpool Hope Partnership. This combines the best of the university training with high-quality professional placements in a range of schools, academies and colleges. Throughout, you will experience high quality training and learn the latest approaches and strategies to enable you to become an outstanding Hope Teacher, fully prepared to start your new career. .