Modules for course X3AB | MA/ED
MA Education Studies (part-time)
These are the modules currently offered on this course in the 2019–20 academic year.
You can also view the modules offered in the years: 2018–19.
90 credits from:
- XME-4001: Research Methods in Education (30) (Semester ) 1. An Introduction to Educational Research; 2. The Research Question; 3. An Overview of Quantitative Research Methods; 4. Ethics and Educational Research; 5. An Overview of Qualitative Research Methods; 6. Structured Observations; 7. Evaluating Articles; 8. Writing Questionnaires; 9. Presenting Questionnaire data; 10. Conducting Interviews; 11. Analysing Qualitative Data; 12. Assignment 2 – The Mini Research Project; 13. Single Case Experimental Designs; 14. Case Studies; 15. Action Research; 16. The Research Proposal; 17. Tutorial(s); 18. Internet Research; 19. Academic Writing;
- XME-4005: Behaviour Management (30) (Semester 1 + 2) 1. Analysis of the concepts of behaviour management, current research and theories, equality of rights and opportunity, entitlement, access, and inclusion within the evolving legislative framework; 2. Recent legislation and reports relating to Wales; 3. Current parliamentary acts relating to children and education; 4. The Inspection framework especially relating to the inspection of pupil referral units; 5. The role of the local education authority in responding to the above legislation and evidence from research of good practice that appears to be effective in the area of behaviour management; 6. The continuum of provision available in managing behaviour and how this relates to current practice locally, nationally, and internationally.
- XME-4016: Dyslexia: Theory (30) (Semester ) This is a wide ranging module, covering psychological research into the range of difficulties that are characteristic of developmental dyslexia, neurophysiological research into its possible causes, and models of reading and spelling acquisition as well as the role of memory. Topics include: 1. Survey of the main theories about dyslexia and its aetiology; 2. The nature of dyslexic difficulties as found by research and observation; 3. Introduction to assessment tools for the purpose of assessing attainment, and to using test results to formulate teaching approaches and programmes; 4. The ways that difficulties with mathematics are related to those of reading and spelling difficulties; 5. An introduction to those aspects of phonetics, phonology, and philology which will be of assistance to teachers in work with dyslexic learners; 6. Social and emotional issues in dyslexia; 7. A historical introduction to dyslexia, its identification and approaches to teaching; 8. Current statutory provision for learners with additional educational needs; 9. Required to keep up-to-date with a combination of recent, relevant texts, books and peer reviewed research articles and to build skills of critical review and evaluation of this material.
- XME-4017: Teaching Dyslexic Learners (1) (30) (Semester ) This module includes compulsory practical teaching and assessment work which link in various ways with the course seminars and provides the main material for the assignments. Course members will assess and identify the particular difficulties of a study pupil in reading, spelling, and handwriting and formulate suitable programmes for intervention. They are expected to show how their work (informed by on-going formative evaluation) developed over the teaching period and to take a critical approach when selecting materials for teaching and assessing their pupils. Ingenuity and originality of teaching approaches are encouraged, particularly in the use of games and visual material to assist further learning. . General introduction, background and related topics: o the nature of dyslexia and its aetiology; o current research studies; o memory and literacy learning; o speech and auditory perception: an introduction to phonetics; o other specific learning difficulties and their interaction with dyslexia; o emotional and social factors in dyslexia, including adults; the role of the teacher/tutor as counsellor; o statutory and legal issues for dyslexic children and students. (Code of Practice, exam access arrangements and Disability legislation as it applies to education.) Diagnosis and assessment: o the role of the Educational Psychologist in assessment of learning difficulties; o recognition by the teacher, including early recognition of dyslexia, and classroom assessment. Intervention: o principles of teaching and multisensory procedures; o approaches to the teaching of reading and spelling using a phonic approach; o introduction to a range of published programmes; o drawing up and delivering a structured phonic programme for an individual pupil/student based on the teacher’s own diagnostic assessment and other reports; o making a phonic dictionary – the Bangor way of recording the phonological work; o the teaching diary – an essential professional tool; o selection and use of appropriate materials; o handwriting and the development of fine motor skills; o written language skills for pupils in KS2 and 3; o study skills and preparing for examinations; o mathematics work with dyslexic pupils in KS2 and 3; o the use of computers and computer software; o thinking skills, learning strategies and individual styles; o whole school approaches and inclusion, and the National Curriculum. Topics will include: 1. Principles of teaching dyslexic learners, with particular reference to the Bangor Dyslexia Teaching System (Elaine Miles); 2. Assessing learners' difficulties and drawing up a programme of structured phonic work; 3. Approaches and multisensory procedures for teaching reading and spelling; 4. Reading books and teaching resources for dyslexic learners at school and FE college.; 5. Written language skills for pupils in Years 7-11 and FE college; 6. Study skills and preparing for examinations; 7. Handwriting and the development of fine motor skills; 8. Using software and IT tools to help with spelling, writing, and study needs; 9. Dealing with difficulties in mathematics; 10. Helping dyslexic learners in classroom and whole-school/college setting; 11. An introduction to thinking skills and different learning strategies; 12. A teaching programme and books for Welsh dyslexic pupils.
- XME-4029: Towards Inclusive Education (30) (Semester ) The module will focus on the concepts underlying Inclusive Education, i.e., inclusion and diversity and the challenges of educating diverse learners in a bilingual environment. Content will include: discrimination, policy, and legislation, and the responsibilities of teachers and schools in this regard, the role of the teacher in creating a just and equal society. and enabling the diversity of learners to participate fully in education at school and beyond. A range of approaches to inclusion will be examined, including differing approaches to classroom management. Evaluation of interventions intended to increase inclusion, taking account of complexity. Identifying needs and making provision for pupils' diverse linguistic and cultural backgrounds. The role of the multi-professional team, including parents, and the importance of home and community factors.
- XMC-4041: Methodoleg Addysgu Dwyieithog (30) (Semester ) Nod yr hyfforddiant hwn yw cynyddu nifer yr ymarferwyr sy’n addysgu’n ddwyieithog, gan yn ei dro arwain at gynnydd yn hyder a niferoedd y dysgwyr sy’n defnyddio’r Gymraeg fel cyfrwng dysgu. Bydd ymarferwyr yn cael eu paratoi i weithio’n Gymraeg a Saesneg yn hyderus ac effeithiol gan ddefnyddio’r ddwy iaith yn gytbwys a phriodol yn unol ag anghenion ieithyddol y grwp dysgu.
- XME-4043: Counselling in Education (30) (Semester 1 + 2)
- XME-4044: Mental Health (30) (Semester 1 + 2)
- XME-4079: Digital Competency (30) (Semester 1 + 2)
- XME-4083: Educational Leadership (30) (Semester 1)