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This course is eligible for Master's loan funding. Find out more.
This course is eligible for Master's loan funding. Find out more.

Overview

On this course you’ll focus on developing your professional knowledge and understanding of practice related to your own context in formal education. It will help you to understand how a teachers’ role is constructed. What teacher identities are and how these shape the role of teachers. You’ll have the opportunity to gain research skills and reflective awareness. The course can help you progress into middle and senior management roles within a wide range of educational settings.

Why Education (Teaching and Learning)?

  • You’ll have the opportunity to develop an understanding of critical reflection and how to employ independent learning strategies to enable you to evaluate and inform your professional practice.
  • You’ll also develop and deepen your knowledge and understanding of educational research and be able be able to use these skills in researching an aspect of teaching and learning for your dissertation.
  • A further key component is the ability to exchange and share learning with and from others; you’ll have ample opportunities to work with students from a wide range of disciplines and organisations.
  • The course is tailored around you.You can expand on your teaching and learning focus by choosing from a range of options to match your role, experience or organisation to help you progress as an informed, reflective and inspirational practitioner.
  • You’ll be taught by an outstanding team of teachers, and will have access to our extensive professional and academic network which feeds directly into course design and delivery and to excellent facilities and specialist equipment.

Key Information

Entry requirements

You should have an honours degree in a relevant subject at 2:2 or above, or a professional equivalent.

The University will determine whether a degree can be recognised as UK equivalent.

If your first language is not English, you will need to meet the minimum requirements of an English Language qualification. The minimum for IELTS is 6.0 overall with no element lower than 5.5, or equivalent. Read more about the University’s entry requirements for students outside of the UK on our International Entry Requirements page.

Start dates

22 September 2025

12 January 2026

18 May 2026

Duration

1 year full-time
2 years part-time (Sept. only)

Course Detail

Core modules:

Exploring Teaching and Learning

This module will develop your understanding of the ideas of curriculum: what is taught, how it is taught and why it is taught. You'll explore elements of the hidden curriculum, including hierarchy, power, values, confidence, stereotypes and labelling. The module will also help you to understand how a teachers’ role is constructed. What are teacher identities and how do these shape the role of teachers? Is teaching a professional activity? What are the ideas around this aspect? What is a reflexive/reflective teacher and how does this enhance professional development? You'll also consider some learning theories and their practical application within your setting.

Methods of Enquiry

This module will develop and deepen your knowledge and understanding of research methods, in both academic and professional contexts. It considers some of the theories, methods and implication of research and the complex role of researchers and of practitioner-researchers. You'll explore a range of methods of enquiry in order to enable you to understand the significance and ethics of research.

Dissertation

This module seeks to deepen your knowledge and understanding of educational research. You'll learn about traditions of educational research; positivism, interpretism and action research and the strengths and challenges of carrying out research in these traditions. This module provides you the opportunity to carry out a piece of research based on a contemporary or work-related issue or problem.

Option modules:

In addition, you choose two modules from the ‘Option modules’ tab below.

Please note: If you start your course in September, you will complete four modules and then your dissertation. If you start your course in January, you will complete two modules, then your dissertation, then the remaining two modules.

One module in each of the September, January and May terms:

Core modules:

Exploring Teaching and Learning

This module will develop your understanding of the ideas of curriculum: what is taught, how it is taught and why it is taught. You'll explore elements of the hidden curriculum, including hierarchy, power, values, confidence, stereotypes and labelling. The module will also help you to understand how a teachers’ role is constructed. What are teacher identities and how do these shape the role of teachers? Is teaching a professional activity? What are the ideas around this aspect? What is a reflexive/reflective teacher and how does this enhance professional development? You'll also consider some learning theories and their practical application within your setting.

Methods of Enquiry

This module will develop and deepen your knowledge and understanding of research methods, in both academic and professional contexts. It considers some of the theories, methods and implication of research and the complex role of researchers and of practitioner-researchers. You'll explore a range of methods of enquiry in order to enable you to understand the significance and ethics of research.

Option modules:

In addition, you choose one module from the ‘Option modules’ tab below

One optional module from the list below in the September term, and from January to July/Aug

Dissertation

This module seeks to deepen your knowledge and understanding of educational research. You'll learn about traditions of educational research; positivism, interpretism and action research and the strengths and challenges of carrying out research in these traditions. This module provides you the opportunity to carry out a piece of research based on a contemporary or work-related issue or problem.

International Approaches to Early Childhood Education

The module will help you to reflect on a range of international perspectives on early childhood education. It will emphasise the relationship between theoretical perspectives and aspects of practice in early childhood education. You'll critically engage with debates about early childhood education and will focus on the education of children in a range of settings.

Exploring Teaching and Learning

This module will develop your understanding of the ideas of curriculum: what is taught, how it is taught and why it is taught. You'll explore elements of the hidden curriculum, including hierarchy, power, values, confidence, stereotypes and labelling. The module will also help you to understand how a teachers’ role is constructed. What are teacher identities and how do these shape the role of teachers? Is teaching a professional activity? What are the ideas around this aspect? What is a reflexive/reflective teacher and how does this enhance professional development? You'll also consider some learning theories and their practical application within your setting.

Children, Childhood and Society

This module explores the meaning of childhood in different social, cultural and historical contexts, from a range of theoretical perspectives, and how social, economic and political factors impact on children’s lives and their later development. We consider the positioning of children within society and identify current debates about children’s well-being and holistic development and how these are reflected in policy and practice. We discuss children’s understanding of social and/or cultural issues for example, gender roles and expectations, mental health, prejudice, developing sexuality and sexual identity. We explore how the voice and autonomy of the child is taken into account in responding to social and/or cultural issues. This module will be of interest to those wanting to work with children and young people in a range of educational and support roles, encouraging you to take a critical perspective in discussing how our understanding of childhood shapes policy and provision and supports the rights of the individual.

Special Education Needs and Disability (SEND): Understanding policy and practice

You will study historical attitudes to disability including, for example, medical intervention from the early part of the 20th century and more recent social changes including the disability rights movement in the 1960s and 1970s, and a range of models of health and disability. You will critically evaluate appropriate policy and legislation and how this has influenced the development of appropriate provision and practice. You will explore how our understanding of SEND has developed, and the impact of this on our understanding of inclusion. You will investigate the needs arising from specific SEND conditions, and what this means for educational practice. This module will also support you in developing some of the professional knowledge and understanding required within the NCTL National Award for SEN Co-ordination, related to the following standards: 1. The statutory and regulatory context for SEN and disability equality and the implications for practice in your school or work setting 2. How SEN and disabilities affect pupils’ participation and learning 3. Strategies for improving outcomes for pupils with SEN and/or disabilities

Special Educational Needs and Disability: Evaluating Policy and Practice

In this module, you'll study changing cultural and historical attitudes to disability including recent social changes that encompasses the disability rights, human rights and equality, and models of health and disability. You'll explore how our understanding of SEND has developed, and the impact of this on our understanding of inclusion, as well as investigate how the needs arising from specific SEND conditions are culturally and socially defined, and what this means for educational policy and practice.

Understanding E-Learning

You will be introduced to a range of ICT tools and techniques for innovation in teaching and learning. Emphasis is placed on the selection of approaches appropriate to the learners’ needs. Alongside the practical aspects of using these tools you will consider how they can transform learning and develop a deeper, theoretical and analytical understanding. You'll also explore current debates in the field of e-learning.

E-Tutoring

This module will help you to develop understanding and skills in the area of online tutoring, facilitation, and in the design, planning and implementation of e-learning and blended learning courses.

Critical Perspective in Higher Education

In this module you will discuss, from a critical point of view, a range of approaches to teaching and learning that are appropriate for use in higher Education settings. You will also engage with the theories and practices within HE settings that are used to design curricula, to encourage student engagement, and to quality assure and administer higher education courses. You will consider methods and approaches for evaluating student learning within HE as well as methods for evaluating student satisfaction and academic practice. Key policies and educational ideas that relate to higher education will also be discussed.

Mentoring and Coaching

This module will help you to explore the role of mentoring and coaching. You'll have the opportunity to examine issues linked to implementing and managing mentoring/coaching schemes, the role of mentors and/or coaches, the strategies that could be used within a mentoring and/or coaching relationship and the ethical issues governing them.

Understanding Curriculum Development in Primary and Early Primary Education

This module will encourage you to critically reflect on how curricula are developed for children in primary and early primary education, exploring the influence of social, political and cultural drivers in this development. You will consider how children's learning needs are identified and prioritised as curricula are established, and how appropriate pedagogies are promoted to support effective teaching and the assessment of learning.  

On this course you’ll have the opportunity to develop an understanding of critical reflection and how to employ independent learning strategies to enable you to evaluate and inform your professional practice. You’ll also develop and deepen your knowledge and understanding of educational research.

The full-time route starts in either September or January and takes 12 months to complete. The modules are normally taught in weekly seminars and workshops. Some modules may take place on Saturdays.

The part-time route starts in September and takes 24 months to complete. The modules are normally taught at Saturday Day Schools.

You'll also use our Virtual Learning Environment and online library facilities which provide access to a wide range of high-quality learning materials.

The course is normally assessed through course work. The assessment on the course allows you to demonstrate your practical knowledge and skills alongside developing your critical and theoretical understanding of the subject.

The assessment builds on your particular interests and context and is likely to have outcomes that will be of benefit to your professional life and to your employer.

You’ll be provided with guidance to help you develop your assignment work by module tutors and specialist learning support staff. For international students, we provide a weekly academic study skills support workshop to help you get the most from the main modules.

Feedback (usually written) is normally provided on all coursework submissions within three term time weeks – unless the submission was made towards the end of the session in which case feedback is available after the publication of results.

On average 13%* of the study time on this course is spent with your tutors (either face to face or online) in lectures, seminars, workshops etc. Study and assessments will be based on your choice of modules. Your module specification/course handbook will provide full details of the assessment criteria applying to your course.

*based on 22/23 programme specifications

  1. Triple proof of teaching excellence: our staff rank in the top three in England for the proportion who hold doctorates, who have higher degrees, and hold teaching qualifications (HESA 2024). So, you’ll learn from some of the best, helping you to be the best.

  2. We are first in the country for National Teaching Fellowships, which mark the UK’s best lecturers in Higher Education, winning a total of 22 since 2008 (2023 data).

  3. We won the first Global Teaching Excellence Award, recognising the University’s commitment to world-class teaching and its success in developing students as independent learners and critical thinkers (Higher Education Academy, 2017).

Discover more about the course

Your Career

Discover the job roles our graduates are working in now.

Inspiring Graduate

Get inspired by real students and their careers.

Student Support

Discover all the support available so you can thrive.

Further Study

Learn about pursuing a Master’s or PhD at Huddersfield.

Research Excellence

See how our innovative research shapes what you'll learn.

Important information

We will always try to deliver your course as described on this web page. However, sometimes we may have to make changes as set out below.

Changes to a course you have applied for

If we propose to make a major change to a course that you are holding an offer for, then we will tell you as soon as possible so that you can decide whether to withdraw your application prior to enrolment.

Cancellation of a course you have applied for

Although we always try and run all of the course we offer, we may occasionally have to withdraw a course you have applied for or combine your programme with another programme if we consider this reasonably necessary to ensure a good student experience, for example if there are not enough applicants to ensure you have a good learning experience. Where this is the case we will notify you as soon as reasonably possible and we will contact you to discuss other suitable courses with us we can transfer your application to. If we notify you that the course you have applied to has been withdrawn or combined, and you do not wish to transfer to another course with us, you may cancel your application and we will refund you any deposits or fees you have paid to us.

Changes to your course after you enrol as a student

We will always try to deliver your course and other services as described. However, sometimes we may have to make changes as set out below:

Changes to option modules

Where your course allows you to choose modules from a range of options, we will review these each year and change them to reflect the expertise of our staff, current trends in research and as a result of student feedback or demand for certain modules. We will always ensure that you have a range of options to choose from and we will let you know in good time the options available for you to choose for the following year.

Major changes

We will only make major changes to the core curriculum of a course or to our services if it is necessary for us to do so and provided such changes are reasonable. A major change in this context is a change that materially changes the services available to you; or the outcomes, or a significant part, of your course, such as the nature of the award or a substantial change to module content, teaching days (part time provision), classes, type of delivery or assessment of the core curriculum.

For example, it may be necessary to make a major change to reflect changes in the law or the requirements of the University’s regulators; to meet the latest requirements of a commissioning or accrediting body; to improve the quality of educational provision; in response to student, examiners’ or other course evaluators’ feedback; and/or to reflect academic or professional changes within subject areas. Major changes may also be necessary because of circumstances outside our reasonable control, such as a key member of staff leaving the University or being unable to teach, where they have a particular specialism that can’t be adequately covered by other members of staff; or due to damage or interruption to buildings, facilities or equipment.

Major changes would usually be made with effect from the next academic year, but this may not always be the case. We will notify you as soon as possible should we need to make a major change and will carry out suitable consultation with affected students. If you reasonably believe that the proposed change will cause you detriment or hardship we will, if appropriate, work with you to try to reduce the adverse effect on you or find an appropriate solution. Where an appropriate solution cannot be found and you contact us in writing before the change takes effect you can cancel your registration and withdraw from the University without liability to the University for future tuition fees. We will provide reasonable support to assist you with transferring to another university if you wish to do so.

Termination of course

In exceptional circumstances, we may, for reasons outside of our control, be forced to discontinue or suspend your course. Where this is the case, a formal exit strategy will be followed and we will notify you as soon as possible about what your options are, which may include transferring to a suitable replacement course for which you are qualified, being provided with individual teaching to complete the award for which you were registered, or claiming an interim award and exiting the University. If you do not wish to take up any of the options that are made available to you, then you can cancel your registration and withdraw from the course without liability to the University for future tuition fees and you will be entitled to a refund of all course fees paid to date. We will provide reasonable support to assist you with transferring to another university if you wish to do so.

When you enrol as a student of the University, your study and time with us will be governed by a framework of regulations, policies and procedures, which form the basis of your agreement with us. These include regulations regarding the assessment of your course, academic integrity, your conduct (including attendance) and disciplinary procedure, fees and finance and compliance with visa requirements (where relevant). It is important that you familiarise yourself with these as you will be asked to agree to abide by them when you join us as a student. You will find a guide to the key terms here, along with the Student Protection Plan, where you will also find links to the full text of each of the regulations, policies and procedures referred to. You should read these carefully before you enrol. Please note that this information is subject to change and you are advised to check our website regularly for any changes before you enrol at the University. A person who is not party to this agreement shall not have any rights under or in connection with it. Only you and the University shall have any right to enforce or rely on the agreement.

The Office for Students (OfS) is the principal regulator for the University.

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