Education - Pastoral Care
This M-level specialist option addresses a need among teachers and education professionals for high-quality professional development in the crucial, challenging and fast-evolving area of pastoral care in education. Students are introduced to local, national and international research and are challenged to respond critically, applying their learning to their own context. This specialist option is open to teachers and other professionals working with children from pre-school through to post-16.
HOW WILL I STUDY?
Depending on the modules selected, teaching and learning is delivered through a blended approach of lectures, virtual learning activities, reflective, self-directed study. For your dissertation, you will be allocated a Personal Tutor who will guide and support you throughout your dissertation.
WHO WILL BE TEACHING ME?
You will be taught, assessed and supported by an exceptional team of internationally recognised, research-informed and experienced practitioners.
The course will equip students with the understanding and skills required to respond effectively to a range of challenging pastoral situations such as children experiencing abuse, bullying or mental ill-health, help develop a clear understanding of how schools can be proactive in safeguarding children more effectively and use the curriculum to pre-empt these issues sensitively and effectively. To be awarded an MEd Pastoral Care, 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 a compulsory module, the other three taught modules must include at least two of MEd Pastoral Care modules below.
EDC7067 – SAFEGUARDING IN THE DIGITAL WORLD
This is an exciting new module to the programme for 2020/2021. In today's increasingly online world, increased ownership of mobile devices such as smartphones and tablets has resulted in 24/7 access to the internet. Despite the many social and educational benefits that the internet has brought, access to online technology has also exposed children and young people to increased risk, with parents and educators often at a loss as to how best to keep them stay safe.
The module will examine a wide range of issues relating to safeguarding in a digital world. Students will consider the balance between positive and negative technological experiences, and will examine recent national and international research into the online experiences of children and young people. Students will also learn more about the legal and policy context of digital safeguarding in relation to the misuse of digital technologies, abusive images of children, and child sexual exploitation. Attitudes of young people towards sexting will be explored along with relevant theoretical underpinnings.
Responses to digital safeguarding issues will be critically investigated including preventative strategies through the curriculum. The module will be relevant to all those working with children and young people, as well as those with a broader interest in education and technology.
EDC9076 – HEALTHY MINDS, HEALTHY BODIES
The module explores the interplay between mental and physical health, the mental health needs of children and young people and the impact of mental ill-health on learning and development. Topics include: the neuroscientific links between adversity, mental health and wellbeing; bereavement, suicide and self-harm; childhood trauma, maltreatment and mental health; indicators of mental ill-health; and working with organisations to address psychological and physical wellbeing proactively and collaboratively
EDC9075 – INTERNATIONAL PERSPECTIVES ON BULLYING
This module examines international research into best practice in tackling bullying in schools including physical and verbal bullying, cyberbullying, homophobic bullying and disablist bullying. In each case there will be a focus on the nature, extent and impact of bullying on children in primary and post-primary schools and on possible preventative and reactive interventions on a whole-school and individual classroom level. Students are encouraged to consider the relevance of the research for their own educational contexts.
EDC9071 – SOCIAL, BEHAVIOURAL, EMOTIONAL AND WELLBEING (SBEW)
Supporting pupils with social, emotional and behavioural difficulties can often be challenging. The module considers a range of topics including Developmental Trauma and Attachment; Social and Emotional Learning; Mental Health and Well-being; Positive Behaviour Management; and ADHD. The aim is to help practitioners identify underlying issues and promote pupil emotional health and wellbeing.
EDC9074 – SAFEGUARDING CHILDREN AND YOUNG PEOPLE
DATE TO BE ADVISED
This module covers issues related to safeguarding and trauma-informed practice in schools and related professional settings and the impact of adverse childhood experiences (ACEs) on learning and development e.g. child maltreatment, domestic violence, parental mental ill-health and substance abuse, social disadvantage etc. The module highlights how safeguarding practice contributes to improving outcomes for children from pre-school through post-primary and explores the importance of post pandemic nurture and attachment in classrooms and strategies to support transitions post lockdown. Other topics include the teacher/practitioner's role, becoming a trauma-informed organisation and early intervention and prevention.
EDC7024 – RESEARCH METHODS
SEPTEMBER 2023 & JANUARY 2024, JUNE 2024
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 the evenings.
Applicants will normally hold a relevant 2:2 Honours degree or above in a related discipline, and a professional teaching qualification. Applicants who do not meet the requirements above 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.
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.
HOW TO APPLY
Application for admission to all Masters Programmes should be made by downloading the application form and reference form and returning the completed forms by email only to email@example.com
Flexible: Normally 3 years
The majority of module sessions are in the evenings, although attendance at weekend workshops may occasionally be required. In some modules there is an online taught element. Modules are taught on-campus, with each module lasting approximately 10 weeks, with the equivalent of 30 hours of contact time per module.