Education (Creative Practices) MA
Childhood, Education and Professional Development Postgraduate Information Events
These information events - taking place on 10th September - are designed to help you find out more about the courses we have on offer and will highlight exactly how your course of choice will become a significant part of your life-long learning continuum, and support you to become a successful lifelong learner.
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Course Summary
Course overview
Our MA Education (Creative Practices) is designed to meet the interests of a wide range of participants from schools, universities, colleges and local authorities, as well as professionals working with children and young people in an informal educational setting, for example, in museums, libraries, galleries or heritage centres. Participants will have the desire to develop their expertise in the field of creative practices and to make a real difference to the lives of the children and young people they work with.
Why study this course with us?
This course is multidisciplinary and is designed to ignite your imagination and equip you with the tools to thrive in today's creative educational landscape. As such, it will help you to explore creativity either more generally across the curriculum or in a specific area of interest to you such as music, dance, art or drama. The course contains a range of modules; some of these are practical modules, allowing you to explore your own creativity, and others are taught alongside students studying other MA Education pathways. The blend of students from different professional backgrounds enables discussion, debate and the sharing of experiences in a supportive and welcoming environment, facilitated by staff who are experts in the field of education.
The degree has been developed drawing on the latest policy, research and practice in Education, to offer a course that will equip students with skills in critical evaluation and practitioner research to be effective practitioners and to make informed contributions to development in policy and practice in a wide range of educational settings.
Students that do not wish to study the full MA programme, can choose to study to a PGDip level instead.
What you’llStudy
The MA in Education (Creative Practices) will enable you to research key issues of personal interest and relevance to your own professional context. We offer a wide range of modules, which cover key contemporary topics in the field of education as well as pathway specific modules that will enable you to specialise in Creative Practices. If you choose the Creative Practices pathway, you will complete two specialist creativity modules, “Creative Practices” and “Exploring Creativity” and you can then choose your additional modules from the selection below, exploring these modules from a creativity perspective.
Module content:
This module will focus on strategies to support enriching and engaging mathematics education. Topics covered may include
- Synthesis of links between the cognitive and affective domain in mathematics pedagogy.
- Analysis of resilience in mathematics learning.
- Analysis of physical, practical, visual, contextual and symbolic learning models to promote engagement and enrichment.
- Develop foci for interventions in mathematics teaching through an analysis of participants pedagogical and subject knowledge needs.
- Link education theory to practice through enquiry.
Module aims:
This module aims to address issues arising from mathematics anxiety, mathematical difficulties and an absence of mathematical resilience by predominantly focussing on the emotional aspects of learning mathematics in participants' professional learning and practice, by understanding and developing enriching and engaging mathematical learning opportunities for all pupils.
Module content:
This module will focus on strategies to support enriching and engaging mathematics education. Topics covered may include
- Synthesis of links between the cognitive and affective domain in mathematics pedagogy.
- Analysis of resilience in mathematics learning.
- Analysis of physical, practical, visual, contextual and symbolic learning models to promote engagement and enrichment.
- Develop foci for interventions in mathematics teaching through an analysis of participants pedagogical and subject knowledge needs.
- Link education theory to practice through enquiry.
Module aims:
This module aims to address issues arising from mathematics anxiety, mathematical difficulties and an absence of mathematical resilience by predominantly focussing on the emotional aspects of learning mathematics in participants' professional learning and practice, by understanding and developing enriching and engaging mathematical learning opportunities for all pupils.
Module content:
This module is designed to support those working with children and young people to understand how they learn mathematics and how they can creatively support the teaching of mathematics. Topics covered may include
- Misconceptions and effective learning models- concrete learning models that scaffold and build effective cognition, exemplified through mental mathematics
- The language of mathematics learning
- Problem solving in mathematics and variation theory
- Research informed mathematics teaching and learning
- Representations of mathematics understanding
- Re-engagement in mathematical debate
Module aims:
This module aims to enhance the professional learning and practice of participants in relation to the cognitive aspects of learning mathematics so that they may better understand how children and young people develop mathematical understanding and to discuss, debate and implement effective approaches to supporting mathematical learning.
Module content:
This module is designed to support those working with children and young people to understand how they learn mathematics and how they can creatively support the teaching of mathematics. Topics covered may include
- Misconceptions and effective learning models- concrete learning models that scaffold and build effective cognition, exemplified through mental mathematics
- The language of mathematics learning
- Problem solving in mathematics and variation theory
- Research informed mathematics teaching and learning
- Representations of mathematics understanding
- Re-engagement in mathematical debate
Module aims:
This module aims to enhance the professional learning and practice of participants in relation to the cognitive aspects of learning mathematics so that they may better understand how children and young people develop mathematical understanding and to discuss, debate and implement effective approaches to supporting mathematical learning.
Module content:
This module considers holistic development throughout childhood and adolescence. Students will examine all aspects of development, including physical, cognitive, social and emotional and how these impact on pupils behaviour and learning. The module will encourage students to reflect on how pupils develop identity and can be given a voice in education.
Module aims:
This module aims to
- Offer an understanding of the way in which aspects of pupil’s holistic development impact throughout childhood and adolescence.
- Enable students to develop a critical perspective of the impact of developmental aspects on behaviour and learning.
- Enable students to critically explore the interrelationship between pupils identity, agency, development and their participation in learning.
- Give students the skills and knowledge to analyse and challenge current practice and to critically justify diverse approaches that enable them to meet the needs of children and adolescents within contemporary society.
Module content:
This module considers holistic development throughout childhood and adolescence. Students will examine all aspects of development, including physical, cognitive, social and emotional and how these impact on pupils behaviour and learning. The module will encourage students to reflect on how pupils develop identity and can be given a voice in education.
Module aims:
This module aims to
- Offer an understanding of the way in which aspects of pupil’s holistic development impact throughout childhood and adolescence.
- Enable students to develop a critical perspective of the impact of developmental aspects on behaviour and learning.
- Enable students to critically explore the interrelationship between pupils identity, agency, development and their participation in learning.
- Give students the skills and knowledge to analyse and challenge current practice and to critically justify diverse approaches that enable them to meet the needs of children and adolescents within contemporary society.
Module content:
The emotional wellbeing and resilience of children and young people has come to the fore in recent years and it is important that those who work with children and young people have the knowledge and understanding to support them when needed. Topics covered in this module may include:
- Theories of emotional well-being and resilience, including a critique of new research on models of resilience.
- The relationship between resilience and emotional well-being and the behaviours of children, young people and adults.
- Approaches to supporting resilience and emotional well-being and the impact of this on professional practice.
- The impact of adverse childhood experience and how such early experiences may impact on behaviour and life outcomes for children and young people.
Module aims:
This module aims to explore the wide range of factors that can influence the emotional wellbeing of children & young people and to analyse how the key people around the child can work to support the development of positive emotional wellbeing and resilience.
Module content:
The emotional wellbeing and resilience of children and young people has come to the fore in recent years and it is important that those who work with children and young people have the knowledge and understanding to support them when needed. Topics covered in this module may include:
- Theories of emotional well-being and resilience, including a critique of new research on models of resilience.
- The relationship between resilience and emotional well-being and the behaviours of children, young people and adults.
- Approaches to supporting resilience and emotional well-being and the impact of this on professional practice.
- The impact of adverse childhood experience and how such early experiences may impact on behaviour and life outcomes for children and young people.
Module aims:
This module aims to explore the wide range of factors that can influence the emotional wellbeing of children & young people and to analyse how the key people around the child can work to support the development of positive emotional wellbeing and resilience.
Module content:
This module introduces students to current and historical views of the curriculum as a site of tension and conflict. It will encourage students to develop an understanding of the socio-cultural, political and historical contexts and theoretical frameworks for curriculum development. The module will also consider the influence of policy-making and political ideology on curriculum development.
Students will be empowered to explore and understand strategies for curriculum planning, development and change, consider how innovations in curriculum development can be conceived, whilst developing innovative approaches to curriculum design and implementation.
Module aims:
This module aims to
- Develop understanding of the socio-political influences upon curriculum development
- Critically review a range of concepts, theories and curriculum approaches to support curriculum design and development
- Identify and consider possible theoretical frameworks for curriculum development, with a dual focus upon theoretical understanding and participant contribution to curriculum development within the school or setting.
- Develop a critical understanding of the relationship between curriculum, educational improvement and learner outcomes.
Module content:
This module introduces students to current and historical views of the curriculum as a site of tension and conflict. It will encourage students to develop an understanding of the socio-cultural, political and historical contexts and theoretical frameworks for curriculum development. The module will also consider the influence of policy-making and political ideology on curriculum development.
Students will be empowered to explore and understand strategies for curriculum planning, development and change, consider how innovations in curriculum development can be conceived, whilst developing innovative approaches to curriculum design and implementation.
Module aims:
This module aims to
- Develop understanding of the socio-political influences upon curriculum development
- Critically review a range of concepts, theories and curriculum approaches to support curriculum design and development
- Identify and consider possible theoretical frameworks for curriculum development, with a dual focus upon theoretical understanding and participant contribution to curriculum development within the school or setting.
- Develop a critical understanding of the relationship between curriculum, educational improvement and learner outcomes.
Module content:
This module builds upon students prior personal and professional experience. It serves as the culmination of a Masters programme through which students are able to apply a creative focus on both their personal and professional practice.
Students will:
- Explore strategies to facilitate an advanced theoretical and professional understanding of both personal and professional practice.
- Produce evidence of knowledge and understanding of both a subject specialism and its professional context.
- Undertake individual creative practice agreed with a tutor.
- Experiment widely and be ambitious in terms of content, form and presentation of both their personal and professional research as it develops throughout the course of the module.
Module aims:
This module aims to enable participants to assemble a coherent and articulate body of creative work and to analyse and engage with contemporary theoretical frameworks of creativity.
Module content:
This module builds upon students prior personal and professional experience. It serves as the culmination of a Masters programme through which students are able to apply a creative focus on both their personal and professional practice.
Students will:
- Explore strategies to facilitate an advanced theoretical and professional understanding of both personal and professional practice.
- Produce evidence of knowledge and understanding of both a subject specialism and its professional context.
- Undertake individual creative practice agreed with a tutor.
- Experiment widely and be ambitious in terms of content, form and presentation of both their personal and professional research as it develops throughout the course of the module.
Module aims:
This module aims to enable participants to assemble a coherent and articulate body of creative work and to analyse and engage with contemporary theoretical frameworks of creativity.
Module content:
Joubert (1928) states:
“It is better to stir up a question without deciding it than to decide it without stirring it up.”
This module will ‘stir up’ some of the key contemporary issues facing children and young people today and will debate the complex effect modern day life and education is having on them. Topics will change from year to year, depending on the key issues of the day and students will have the opportunity to examine debates specific to their chosen pathway.
Module aims:
This module aims to
- Stimulate debate and promote critical thinking;
- Identify and critically analyse key issues impacting on modern day children and young people.
Module content:
Joubert (1928) states:
“It is better to stir up a question without deciding it than to decide it without stirring it up.”
This module will ‘stir up’ some of the key contemporary issues facing children and young people today and will debate the complex effect modern day life and education is having on them. Topics will change from year to year, depending on the key issues of the day and students will have the opportunity to examine debates specific to their chosen pathway.
Module aims:
This module aims to
- Stimulate debate and promote critical thinking;
- Identify and critically analyse key issues impacting on modern day children and young people.
Module content:
This module will explore a wide range of different factors that can lead to inequalities in the lives of children and young people such as poverty, health & wellbeing, race, religion and disability. It will examine barriers to learning for children and young people and will enable participants to reflect on ways in which they can work to support inclusion and equality in their schools or settings.
Module aims:
This module aims to introduce students to a wide range of different factors that can lead to inequalities in the lives of children and young people and to explore ways in which they can work to support inclusion and equality in their school or setting.
Module content:
This module will explore a wide range of different factors that can lead to inequalities in the lives of children and young people such as poverty, health & wellbeing, race, religion and disability. It will examine barriers to learning for children and young people and will enable participants to reflect on ways in which they can work to support inclusion and equality in their schools or settings.
Module aims:
This module aims to introduce students to a wide range of different factors that can lead to inequalities in the lives of children and young people and to explore ways in which they can work to support inclusion and equality in their school or setting.
Module content:
This module aims to support students in developing skills of reflective practice and to encourage an in-depth analysis of key issues related to pedagogy in a chosen area of education. The module will examine the value of Reflective Practice and will enable students to explore a range of pedagogical approaches relevant to their own sector of education. There will be the opportunity to explore alternative approaches to pedagogy from key international contexts and students will be encouraged to develop and justify their own personal pedagogy based on a set of personally held principles which underpin their educational practice.
Module aims:
This module aims to support students in developing skills of reflective practice and to encourage an in-depth analysis of key issues related to pedagogy in a chosen area of education.
Module content:
This module aims to support students in developing skills of reflective practice and to encourage an in-depth analysis of key issues related to pedagogy in a chosen area of education. The module will examine the value of Reflective Practice and will enable students to explore a range of pedagogical approaches relevant to their own sector of education. There will be the opportunity to explore alternative approaches to pedagogy from key international contexts and students will be encouraged to develop and justify their own personal pedagogy based on a set of personally held principles which underpin their educational practice.
Module aims:
This module aims to support students in developing skills of reflective practice and to encourage an in-depth analysis of key issues related to pedagogy in a chosen area of education.
Module content:
This module aims to introduce students to the concept of relational pedagogies and explore their potential for enhancing young children's learning & development. Topics explored will include the historical and social context of relational pedagogies, the role of relationships in young children's lives including relationships with adults and peers, the importance of partnership with parents in educational settings and the benefits of fostering intergenerational relationships for learning and development.
Module aims:
This module aims to introduce students to the concept of relational pedagogies and explore their potential for enhancing young children's learning & development.
Module content:
This module aims to introduce students to the concept of relational pedagogies and explore their potential for enhancing young children's learning & development. Topics explored will include the historical and social context of relational pedagogies, the role of relationships in young children's lives including relationships with adults and peers, the importance of partnership with parents in educational settings and the benefits of fostering intergenerational relationships for learning and development.
Module aims:
This module aims to introduce students to the concept of relational pedagogies and explore their potential for enhancing young children's learning & development.
Module content:
In the contemporary landscape of education, technology has become an integral component, revolutionising traditional teaching methodologies and reshaping the learning experience. The integration of technology in educational settings has sparked considerable interest and debate among educators, policymakers, and researchers alike. As technology continues to evolve at a rapid pace, it is imperative to critically examine its impact on education to ensure its effective and meaningful implementation.
Topics covered will include
- The current debate around the impact of technology on learning, development, culture, health and well-being.
- The meaning of digital literacy and its implications for children, young people and education professionals
- Factors influencing online behaviours and risk exposure.
- Educational applications of digital technologies.
- Synthesis and analysis of aspects of the theoretical field in relation to the impact of technology on education.
Module aims:
This module aims to critically examine digital technologies and the impact these have on the lives of children and young people. It will encourage students to engage critically with debates within the field and to consider appropriate and effective ways of using technology in education.
Module content:
In the contemporary landscape of education, technology has become an integral component, revolutionising traditional teaching methodologies and reshaping the learning experience. The integration of technology in educational settings has sparked considerable interest and debate among educators, policymakers, and researchers alike. As technology continues to evolve at a rapid pace, it is imperative to critically examine its impact on education to ensure its effective and meaningful implementation.
Topics covered will include
- The current debate around the impact of technology on learning, development, culture, health and well-being.
- The meaning of digital literacy and its implications for children, young people and education professionals
- Factors influencing online behaviours and risk exposure.
- Educational applications of digital technologies.
- Synthesis and analysis of aspects of the theoretical field in relation to the impact of technology on education.
Module aims:
This module aims to critically examine digital technologies and the impact these have on the lives of children and young people. It will encourage students to engage critically with debates within the field and to consider appropriate and effective ways of using technology in education.
Module content:
This module provides a concentrated period of workshop/studio creative practice and the time to develop engagement with creative practices. Students will have the opportunity to experiment and take risks in creative practice, with time to build up a necessary volume of practice evidence. Through a process of selection and reflection on this evidence, it is expected that students will develop a greater understanding of their personal creative ambitions and find the most appropriate practical methodologies to achieve these.
Module aims:
This module aims to provide the opportunity for focused, practical, reflective creative engagement, allowing students the space to experiment and to take risks with ideas, process and media.
Module content:
This module provides a concentrated period of workshop/studio creative practice and the time to develop engagement with creative practices. Students will have the opportunity to experiment and take risks in creative practice, with time to build up a necessary volume of practice evidence. Through a process of selection and reflection on this evidence, it is expected that students will develop a greater understanding of their personal creative ambitions and find the most appropriate practical methodologies to achieve these.
Module aims:
This module aims to provide the opportunity for focused, practical, reflective creative engagement, allowing students the space to experiment and to take risks with ideas, process and media.
Module content:
This module will enable students to reflect on their own engagement with creative practice and the ways in which they support creativity in educational contexts.
Module aims:
This module aims to provide participants with the opportunity to engage with creative and professional practice and to critically reflect on ways in which they can support and inform creativity in educational contexts.
Module content:
This module will enable students to reflect on their own engagement with creative practice and the ways in which they support creativity in educational contexts.
Module aims:
This module aims to provide participants with the opportunity to engage with creative and professional practice and to critically reflect on ways in which they can support and inform creativity in educational contexts.
Module content:
This module aims to support students in conducting their own piece of research within their own workplace or the wider education sector. The module will cover key aspects of conducting and writing up empirical research such as
- Employing an ethical approach to research
- Situating the research within a body of literature
- Using an appropriate methodology
- Collecting evaluating and interpreting data
- Writing up the research
Module aims:
This module aims to promote scholarship, cultivate original thinking and facilitate critical reflection as students undertake a substantial empirical enquiry in an appropriate setting.
Module content:
This module aims to support students in conducting their own piece of research within their own workplace or the wider education sector. The module will cover key aspects of conducting and writing up empirical research such as
- Employing an ethical approach to research
- Situating the research within a body of literature
- Using an appropriate methodology
- Collecting evaluating and interpreting data
- Writing up the research
Module aims:
This module aims to promote scholarship, cultivate original thinking and facilitate critical reflection as students undertake a substantial empirical enquiry in an appropriate setting.
Module content:
This module supports students to develop a range of skills in designing, planning and conducting research in a range of educational contexts. Topics covered include developing research questions, evaluating and selecting a methodological approach, the ethics of research, methods of collecting data and approaches to data analysis.
Module aims:
This module aims to:
- introduce students to a range of research strategies and methods;
- encourage critical reflection on methodological issues;
- develop an understanding of ethical issues in research and the responsibilities of a researcher;
- equip students to conduct a small-scale research project;
- enable students to write a research proposal that will serve as a basis for their work on the MA dissertation.
Module content:
This module supports students to develop a range of skills in designing, planning and conducting research in a range of educational contexts. Topics covered include developing research questions, evaluating and selecting a methodological approach, the ethics of research, methods of collecting data and approaches to data analysis.
Module aims:
This module aims to:
- introduce students to a range of research strategies and methods;
- encourage critical reflection on methodological issues;
- develop an understanding of ethical issues in research and the responsibilities of a researcher;
- equip students to conduct a small-scale research project;
- enable students to write a research proposal that will serve as a basis for their work on the MA dissertation.
Dr Heather Macdonald
Senior Lecturer, Programme Leader MA Education
Associate Professor Simon Poole
Associate Professor of Cultural Education
Dr Lynn Sampson-Chappell
Head of Childhood Education and Professional Development
Teaching methods
The course has been structured to integrate with the work patterns of busy professionals. You can attend the taught sessions here in Chester at the Exton Park or you can choose to attend via distance learning, where participants can join the classroom-based students virtually from anywhere in the world using Microsoft Teams.
As the majority of participants will be teachers or other educational professionals, our concentrated teaching sessions take place across six Saturdays each year, supplemented by six online evening seminars.
Assessment
We use a variety of assessment methods, including digital presentations, essays, projects, and critical reflections, which will enable you to apply the topics studied to your own area of interest and to the age phase or subject area in which you are working.
Entry Requirements
2:2 honours degree
Applicants should normally hold a Bachelor's degree, 2:2 or higher, in an area broadly related to Education. Those with a degree in a different area but with experience of working in educational settings will also be considered.
This course is exclusively available to UK students.
Using credits towards your MA
If you have completed a PGCE, you can use the 60 credits you have achieved from it towards your MA Education. To transfer your PGCE credits directly to the MA Education, you must have completed the PGCE within the last 5 years. If your PGCE is older than 5 years, you may still be able to use the credits but you will have to demonstrate the currency of the knowledge you gained from the PGCE and pay a fee of £220 to have your knowledge assessed.
In addition, if you have completed other level 7 courses in the area of education, you may be able to use the credits achieved from these courses towards your MA Education, for example the following Postgraduate Certificates awarded by the University of Chester can all be used as credit towards the MA Education: Postgraduate Certificate in Attachment, Trauma and Mental Health; Postgraduate Certificate in Coaching & Mentoring; Postgraduate Certificate in Leading SEND Provision and Practice; Postgraduate Certificate in Conservation and Sustainability Education; Postgraduate Certificate in Educational Practice in Mathematics. Level 7 courses from other universities may also be accepted. To transfer these credits directly to the MA Education, you must have completed them within the last 5 years. If your credits are older than 5 years, you may still be able to use them, but you will have to demonstrate the currency of your knowledge and pay a fee of £220 to have this assessed.
If you have completed a National Professional Qualification (NPQ) then you can use this as credit towards your MA Education, up to a maximum of 60 credits.
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National Professional Qualification |
Maximum number of masters credits at level 7 |
What your programme will look like.
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National Professional Qualification for Leading Teacher Development (NPQLTD) |
40 Credits |
4 taught 20-credit modules, from the list of available modules plus the 60-credit dissertation |
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National Professional Qualification for Leading Teaching (NPQLT) |
40 Credits |
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National Professional Qualification for Leading Behaviour and Culture (NPQLBC) |
40 Credits |
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National Professional Qualification for Early Years Leadership (NPQEYL) |
40 Credits |
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National Professional Qualification for Leading Literacy (NPQLL) |
40 Credits |
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National Professional Qualification for SENCOs (NPQ for SENCOs) |
60 Credits |
3 taught 20-credit modules, from the list of available modules plus the 60-credit dissertation
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National Professional Qualification for Senior Leadership (NPQSL) |
60 Credits |
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National Professional Qualification for Headship (NPQH) |
60 Credits |
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National Professional Qualification for Executive Leadership (NPQEL) |
60 Credits |
If you wish to bring more than one NPQ into the MA Education, please contact the Programme Leader to discuss if this will be possible.
To bring your NPQ into the MA Education, you need to engage in a professional discussion with the programme leader for the MA Education. This takes place once you are registered for the course. We cannot do this before your induction.
We will ask you to explain one or both of your projects (depending on the NPQ), what you did, the theories underpinning your project, the impact, and the learning you have taken from it.
The location
Modern learning resources and library
Student Services
Fitness facilities
Chapel, chaplaincy and multi-faith spaces
Accommodation
Catering
Fees and Funding
£8,775for a full-time course (2025/26)
Guides to the fees for students who wish to commence postgraduate courses are available to view on our Postgraduate Taught Programmes Fees page. Here you will also find information about part-time fees and project/placement year fees.
Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees.
The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships.
Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees and Finance section of our website.
Your future Career
Job prospects
Students who successfully engage in the MA in Education will become reflective practitioners and critical thinkers who can articulate their views with confidence and conviction.
The course will enhance participants' knowledge and understanding, developing skills that will support career progression in educational settings. Graduates may go on to work with children and young people in a variety of contexts; take up leadership and management roles; take on roles in further and higher education such as lecturing and research; or engage in advisory roles with local authorities or private companies.
Careers service
The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.
Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.
We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs .