Education Studies

MA Education

OFSTED have commended this MA for: "the excellent relationship between stakeholders, participants and the institution provide a good basis for all parties to contribute to the assessment of impact."

This flexible Masters programme has been specifically designed for education professionals from a wide range of settings and phases.

It encourages and supports rigorous and critical professional development that can have significant impact on pupil outcomes, and organisational change. There is a range of specialist routes, thereby providing you with maximum choice and relevance to your professional context.

There is a thriving postgraduate community with opportunities to attend conferences, study days, lectures and seminars on campus and at other locations.

As part of the MA Education, we offer the generic Postgraduate Certificate in Education pathway as well as the following range of Specialist Postgraduate Certificates, please see further information below or contact us for more information:

We also offer Postgraduate Certificates in different aspects of Special Educational Needs which are delivered locally on request, for schools and other organisations:

  • Physical Disabilities
  • Cognition and Learning
  • Autistic Spectrum Disorders
  • Social, Emotional and Behavioural Difficulties
  • Specific Literacy Difficulties
  • Speech, Language and Communication Needs.

Organisations must recruit a minimum of 15 applicants per cohort.

Postgraduate Certificate credits or other relevant Level 7 credits awarded within the last 5 years may be brought into the main programme. Contact us to discuss the opportunities available.

Specialists MA Education pathways

  • MA Education (Steiner Philosophy)
  • MA Education (Academic Practice) This follows on from the Postgraduate Certificate in Academic Practice, for those working in Higher Education.

The following themes run across all Pathways:

You will study three modules per year. The first three modules marked * are normally studied in Year 1.  This will depend on whether you apply to import Masters level credits you have already achieved.

Modules run subject to viable numbers.

  • Critical reflection in professional practice (MTLA)* (20 credits)
  • Enquiry and evidence in professional practice (MTLA)* (20 credits)
  • Reading the changing policy landscape (MTLA)* (20 credits)
  • Learning theories (MTLA) (20 credits)
  • Issues in mentoring, coaching and critical friendship (MTLA) (20 credits)
  • Leading and managing change (MTLA) (20 credits)
  • Critical theory and evidence-informed practice (MTLA) (20 credits)
  • Curriculum and pedagogy: creativity and innovation (MTLA) (20 credits)
  • Negotiated module – on a focus of your choice (MTLA) (20 credits)

Stage 3

  • Evaluation and research methods and dissertation (MTLA) (60 credits)

The part-time course sessions are held at our Canterbury campus and are run in the evenings from 6-9pm. If you study Part-time, you will attend one module a term (each module consists of six sessions) and you will complete three modules per year. 

As a full-time student, you will complete two modules per term as well as attending the stage 3 module and completing your dissertation.  Teaching again takes place during evenings. Therefore, the full-time course involves studying two parallel modules each university term, along with the dissertation. International students normally study the full-time course.

All MA Modules carry the additional award of membership of the Teaching and Learning Academy (MTLA).  You will be entitled to use the suffix MTLA after their names and will have personal use of the Teaching and Learning Academy’s logo. When you successfully accumulate MTLA awards you are awarded a Fellowship of the Teaching and Learning Academy (FTLA). There are no additional costs for the award of MTLA as this is part of the Canterbury offer and built into the selected credits awarded for each module. 

The NQT Accreditation Scheme is aimed at all NQTs beginning their induction year and continuing their early professional development. Linking closely to the core standards, the scheme enables active involvement and opportunities to continue improving professional knowledge and practice alongside critical reflective analysis.

Newly Qualified / early career teachers  can use our NQT / early career module (20 credits) to add to existing Level 7 credits (e.g. from PGCE), or it is the ideal way to start your postgraduate study, leading into the full MA Education. This single module normally runs from November to June, to allow plenty of time to support critical reflection and development of your professional practice. 

You'll attend three Saturday sessions spaced throughout the induction year, at a gentler pace than our other modules, to take into account the challenges of your first year in teaching. Successful completion leads to 20 Level 7 credits. You can then continue with Masters study, with opportunities to build in other recent and relevant credits (awarded within the last 5 years, e.g. from PGCE).

The part time course is normally studied alongside full-time or part-time employment as a teacher or in other education settings, while full-time students often use this opportunity to enhance employability or change direction.

Your promotion prospects and performance at interview are enhanced not only by the Masters qualification itself but also by discussing interesting and valuable research in progress and by showing confidence in understanding contemporary issues in education.

We have a wide network of alumni who may continue with postgraduate study on our popular EdD programme or a PhD, contribute to Masters programmes as associate staff and offer expert support to colleagues engaging in Masters study and school-based research.


The 2016/17 tuition fees for this course are:

Part time - per stage:UK/EUOverseas*
Certificate stage



Diploma stage



MA stage



Full-time, full MA



Tuition fees for all courses are payable on an annual basis, except where stated. For the MA Education, students remain on the fee structure in place when they commenced their studies, unless they have interrupted for a period of one or more academic years.

Students may self-fund their course or a Sponsor may fund or part-fund. 

Further information

*Overseas fee scholarships may be available. See further information about funding and scholarships or contact the International Office .

Additional course costs

Although we aim to minimise any additional costs to students over and above the course tuition fee, there will be some additional costs which students on courses are expected to meet. 

Read further information about the general additional costs which apply to courses at Canterbury Christ Church University.

The course is normally delivered through group seminars and lectures, one to one tutorials, workshops and activities, enquiry and guided independent study. Online resources and facilities are available through the virtual learning environment and blended learning is used where appropriate. Members of the thriving postgraduate community meet for conferences and study weekends at various times during the year and there is a strong element of peer support.

Oral presentations, written papers, portfolios and reflective learning journals, and final dissertation.

You will normally need a good honours degree to enter a Master's level course. However, it is recognised that some applicants may not meet these standard requirements, yet may be desirable candidates with other and appropriate skills and knowledge. In this case they may be offered the opportunity to complete an orientation module or a portfolio to demonstrate their ability to work at level 7. Applicants may be asked to attend an interview.

For further information or to speak to someone about this programme please contact us.


Tel: 01227 782486


Fact file


  • 1 year full-time or 3 years part-time

Entry requirements

  • Evidence of successful completion of study at Higher Education Level 6 (equivalent to Year 3 of an undergraduate degree programme).
  • Students benefit from current or recent experience of working in education settings and will normally have access to such a setting for practitioner research, particularly at Stage 3.



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Last edited: 30/06/2016 19:55:00