Course fees (2018/19 entry)
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|Home/EU part-time tuition fee:||£35 per credit|
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About your course
This Masters in Advanced Educational Practice: Dyslexia from Liverpool John Moores University develops specialist teachers, confident to teach learners with dyslexia and support colleagues to do so too.
- Study part time over three years on a course designed to support effective change in the classroom
- Gain ATS and AMBDA recognition from BDA(fee payable to BDA)
- Enjoy flexible course delivery and fit studying around your work commitments
- Follow a curriculum closely linked to your professional practice needs
- Experience excellent levels of support
Ultimately, the MA course enabled me to gain the professional qualifications which facilitated a change in my career path and enabled me to become a ‘Specialist Teacher’ within the local authority and also an Associate Member of the British Dyslexia Association (AMBDA).
Introduction to the School
In the 2014 REF, LJMU's education-related research was ranked 4th in the UK’s Post-92 Universities, with over 60% of work considered world leading or internationally excellent.
This research helps ensure our postgraduate courses are at the forefront of developments in the field and that you have an opportunity to study alongside leading experts.
Our School of Education has over 100 years’ experience delivering teacher education in partnership with Primary, Secondary and other education providers.
All of our professional Masters programmes for educators are designed to make study relevant to your professional requirements. We provide space and support for professional study that will impact on the learning outcomes of young people and on the effectiveness of team leadership in schools and colleges as they enact change.
While developing an up-to-date perspective on specialist areas and key skills in critical analysis and practitioner research, our programmes offer a wide scope for you to relate your learning to your own professional practice or areas of specific interest.
Why study this course at LJMU?
This programme will help you develop the skills and knowledge to become a specialist teacher, able to design and deliver highly effective, specialist intervention programmes and coach colleagues to develop dyslexia-friendly practice.
The course enables you to make a real difference for learners with dyslexia and dyslexic type difficulties, developing your teaching capabilities and understanding the relevant theory, research and practice.
The programme has strong links with schools, colleges, LAs and other universities. It differs from many other postgraduate courses in its focus on enhancing educational practice and bringing together professionals from a range of educational sectors.
Staff are involved in a range of educational research. Interests include the Dyslexia Friendly School, the Developing Role of TAs and the use of blended learning with Postgraduate students. Team members are also involved in national and regional CPD networks and significant educational development projects.
Programme outline and structure
We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is on a part time basis, enabling you integrate your learning with your full time professional role.
University-based study includes taught sessions scheduled late afternoon (4pm to 7pm) and occasional conference style days scheduled on Saturdays.
A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.
To keep on top of your study you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course will involve the integration of study with your professional activity in school or college.
During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.
Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city.
The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop.
The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to the 24 hour, city centre Aldham Robarts and Avril Robarts libraries.
What you will study on this degree
Please see guidance below on core and option modules for further information on what you will study.
Identifying Dyslexia (Core)
Develops knowledge and understanding of the characteristics, complex nature and issues related to the identification of dyslexia
Teaching Learners with Dyslexia (Core)
Investigates recent research relating to the teaching of learners with dyslexia and the implications for critical professional practice
Multisensory Literacy Programmes for Learners with Dyslexia (Core)
Explores issues relating to effective intervention for learners with dyslexia, and investigates a range of multisensory literacy programmes and their effectiveness.
Students who complete the 60 credits of Study in year 1 may be recommended to the British Dyslexia Association for Approved Teacher Status (ATS) recognition subject to payment of a registration fee to the BDA
Researching Professional Practice (Core)
Provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry, and how to develop a research project proposal and plan
Assessment of Learners with Dyslexia (Optional)
Develops knowledge and critical understanding of, and skills in, the assessment of dyslexia and of dyslexic learners needs
Personalised Interventions for Learners with Dyslexia (Optional)
Develops professional practice in relation to devising and delivering effective intervention for learners with dyslexia following an exploration of research relating to effective intervention programmes
Developing Practice in Special Educational Needs (Optional)
Develops understanding of special educational needs and disability through engagement with current theory, research, policy and practice and their application in your professional setting
Social, Emotional and Mental Health Difficulties (Optional)
Explores current educational theory, research and policy relating to SEMHD the implications for professional setting
Specific Learning Difficulties (Optional)
Investigates current educational theory, research and policy relating to ADHD, Dyslexia and Dyspraxia and the implications for professional practice
Students who complete the 60 credits of Study in year 1, and the modules Assessment of Learners with Dyslexia and Interventionsfor Learners with Dyslexia may be recommended to the British Dyslexia Association for Associate Member of the British Dyslexia Association (AMBDA) recognition subject to payment of a registration fee to the BDA.
Involves the development and implementation of a major research project relevant to your subject area with the support of an experienced academic tutor
Involves the development and implementation of several linked practice based research projects relevant to professional practice in your subject area with the support of an experienced academic tutor
Further guidance on modules
The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.
Please email firstname.lastname@example.org if you require further guidance or clarification.
How will I be assessed?
All assessments are closely linked to school and college-based practice and involve the completion of reports, small scale practice-based research projects, presentations, and critical reflections on professional practice
As a practice-based programme there is a strong emphasis on the application of ideas developed in the context of your own classroom, school or setting.
Assessment focuses on reflective practice assignments and a professional portfolio. On successful submission of this portfolio you should be able to apply for British Dyslexia Association Approved Teacher Status (ATS).
Staff research interests
Our staff offer a wide range of expertise.
Tutors contribute to the development of national initiatives and policy in curriculum development, school leadership and governance, and teacher education.
Programme Team members are involved in national and regional CPD networks and significant educational research projects. Such activities directly inform teaching and learning on the programme, ensuring the curriculum reflects current practice and keeps you up-to-date with developments in the sector.
The principal research interests of staff working on this programme include: supporting learners with SEN, Dyslexia and the management of special needs provision in schools.
Entry requirements (Home)
The normal entry requirements for the MA Advanced Educational Practice pathways are:
- An honours degree (or its equivalent) in any subject
- Current employment as an educational practitioner
Applications are welcome from practitioners who may hold alternate qualifications, such as Certificate in Education (Post-16), with appropriate professional experience.
If your first language is not English, you will also need an IELTS score of 6.5 (minimum of Level 6 in reading and writing).
Application and selection
Applications are invited from those working in the education sector. As each case is considered on an individual basis, in consultation with the Programme Leader, we welcome your enquiry if you do not meet the formal criteria but feel your professional experience would enable you to succeed on the programme.
Please note: A satisfactory Enhanced Disclosure from the Disclosure and Barring Service (formally the Criminal Records Bureau – CRB) is required as you may need to visit locations outside of your workplace where there is access to children.
The programme is subject to the University's Principles, Policies, Regulations and Procedures for the Admission of Students to Postgraduate Programmes and will take account of University policy and guidelines for assessing accredited prior learning (APL) and accreditation of prior experiential learning (APEL).
In addition to an administrative fee there is a minimum charge of £6 per APEL credit to be paid before the agreed APEL credits are added to the student's record. There is no maximum fee payable. (Fees are reviewed each year).
Please note: this programme is not suitable for international students because, due to UK Visa restrictions, they are only allowed to study on a full time basis.
You may be interviewed face-to-face or over the telephone to further explore details of your application or your suitability for the programme.
6.5 (Min. 6.0 in each component)
Please Note: All international qualifications are subject to a qualification equivalency check via NARIC.
All students enrolled on postgraduate taught programmes at LJMU are liable to pay an annual tuition fee. You can opt to pay your tuition fees in full at the start of each academic year or in instalments. If you need advice about how to pay your tuition fees, please email LJMU’s Student Funding Team.
There are many ways to fund postgraduate study for home and international students. From Postgraduate Masters Loans and Professional and Career Development Loans (PCDLs) to International Scholarships and subject-specific funding, you’ll find all of the information you need on our specialist postgraduate funding pages.
Our Advanced Educational Practice programmes offer excellent networking opportunities. You will be encouraged to join the relevant professional association for your subject, providing valuable links with teachers and others interested in your chosen area. You will also be able to network with recent alumni and local professional communities.
After completing this course you may progress to research-based study through engaging with our MPhil and PhD programmes. If you are taking our PGCert, you may progress to the full MA Advanced Educational Practice award.
In general, AEP graduates go on to take up leadership roles or other posts of responsibility in schools and colleges.
“I just wanted to let you know about a new job that I have secured as a direct result of the MA Advanced Educational Practice.
I’ve undertaken a secondment within the college to be a Technical Researcher for a Government funded project that looks at the embedding of English & Maths in Apprenticeships. The secondment lasts for one year and I will be developing maths based resources for teachers within the college to use and be involved in various case studies.
The main reason why I was offered the position is that my dissertation subject was based around numeracy and I also undertook different pieces of research when completing my MA. At the end of the project the results will be published and other colleges will be able to use the resources developed.
I just wanted to once again say thanks for all the help and support that was offered to me during my time at LJMU and highlight the opportunities that this qualification has given me.”
Martin O'Brien Programme Leader – Service Industries Kingston College
Please note: this programme is not suitable for students who require a Tier 4 visa. Due to immigration requirements, Tier 4 international students must study on a full-time basis.
The University may make changes to a programme of study or module where such changes are deemed to be beneficial to students, are minor in nature and unlikely to impact negatively upon students or become necessary due to circumstances beyond the control of the University.
Further guidance on programme changes