University of Buckingham Virtual Learning Environment

Given the increasing role of digital media in all walks of life, the volatility of global politics, and full-scale assaults on the values and independence of traditional journalism, there has never been a more important time for universities to work with the industry not just to train but educate and inspire the best writers, designers and investigators.

Buckingham's new MA Digital News and Media by Research or Professional Practice is designed to achieve this aim by encouraging you to propose, research and complete a substantial project (the equivalent of a research dissertation) in Digital News or Digital Media to the highest of industry and academic standards.

This Master of Education programme is a two year full-time particularly targeted at those teachers looking to develop their professional knowledge and practice.  It is a blended programme that takes account of the latest research on Educational Leadership and applies this to the existing educational landscape.  It is written for those teachers who are either currently in leadership roles and for those who aspire to leadership.  It is open to teachers from all educational contexts and cohorts.  Assessment will consider and enhance the applicant’s ability to develop their own arguments, evaluate and analyze the material they cover and reflect upon these concepts in relation to their own context.  The backbone of the programme is the development of the practitioner as researcher through the development in research methodology.  The focus of the two year programme will be a research dissertation based in their own context and bringing together the theory with application, organization, analysis of data and exploration of the implications for their own educational context.  The MEd will bring together the academic rigour of Level 7 writing with the relevant application to their own leadership journey.

The importance of trauma and its enduring effects, in the context of poor outcomes for service users, has led to significant interest in developing specialist trauma interventions, as well as ‘trauma informed’ frameworks and models of care.

Developing trauma informed services have become a key strategic and clinical aim within the NHS and healthcare sector based on the specialist trauma services increasing awareness of trauma and the needs of people requiring specialised care with traumatic backgrounds.

The Practitioner in Psychological Trauma MSc has been developed in partnership with the Centre of Developmental and Complex Trauma, St Andrew’s Healthcare and is currently completing accreditation by the British Psychological Society (BPS) to provide a robust, clinically focused MSc. It provides health professionals the theoretical understanding and professional competences to provide psychological services to those who require specialised trauma care. The MSc operates within a framework of understanding the idiosyncratic care needs of service users in order to provide an integrated and holistic approach to specialist trauma care whilst equipping students with skills to develop trauma informed practice within their organisations and team.

As a taught, part time MSc, offered over two years. The structure and content of the MSc follow the level three ‘trauma expert’ competencies outlined by the British Psychological Society for working with people with psychological trauma related needs.

Throughout the course, emphasis is placed on the importance of increasing core skills of self-awareness, including an awareness of one’s own professional and academic needs, as well as promoting self-care and accessing appropriate supervision. In recognition of the challenges of working with traumatised and complex populations, students are assigned a personal tutor who will offer support during the course, with a minimum of two meetings per semester. Group reflective practice and support sessions also run throughout the MSc. To support the developing research competencies and completion of the dissertation components of the MSc, the Centre of Developmental and Complex Trauma, St Andrew’s Healthcare research portfolio and its wider research network is available to students.

Teaching will be delivered at the Centre of Developmental and Complex Trauma, St Andrew's Healthcare, Northampton in their postgraduate education centre. The dedicated post-graduate teaching centre provides an exceptional learning space with large lecture and seminar rooms, student resource centre, break out areas, a kitchen, relaxation area and study rooms.

The Leading Teacher Development Module developed by David Weston and The Teacher Development Trust will provide a route into the evidence-informed leadership of teacher development. It will draw on expertise from across the sector and TDT’s work with hundreds of schools to help you ensure that the professional development you are planning is mapped to evidence and has a positive impact on pupil outcomes. You will have the opportunity to collaborate and share your reflections with like-minded professionals and course leaders throughout the course.

This module comprises four units that will draw on both practical experience and the use and application of professional research.  In the first unit, students will critically evaluate and synthesise relevant literature on teacher development design and leadership to inform subsequent module tasks. In the second unit, students will devise a work-based enquiry to explore the current effectiveness of teacher professional development in their setting. Students will then apply change management principles and flexible evaluation methods to design a teacher development project for the following academic year. In the final unit, students will critically reflect on their professional learning experience. Study in this module culminates in a 6,000-word professional portfolio which will be formally assessed. This module takes two terms to complete.

Written and designed by Tom Bennett, the UK Department for Education’s behaviour advisor for schools, the aim of this module is to provide participants with a better understanding of the factors that influence student behaviour in educational settings, and then be able to use that understanding in school settings. It will draw upon a historical perspective of what we mean by good behaviour, and then delve into a critical philosophical understanding of these concepts. Next, it investigates the social, personal and contextual factors that commonly influence behaviour. This is looked at broadly throughout populations, as well as at an individual level. It also explores what levers and strategies are commonly used to guide classroom behaviour, and critically examines how successful these are, and in what circumstances.

This module draws upon a combination of academic studies into these processes, drawn from multiple fields e.g. psychology, sociology, history, as well as practical research and experience drawn from field environments and real school settings. It considers behaviour in a variety of circumstances, age ranges and classroom types. Participants are expected to thoroughly explore how evidence-informed approaches of behaviour management are actually implemented in real classrooms.

It is delivered through a combination of readings, video lectures, online resources and quizzes, and video interviews with field experts, and assessed through an investigative journal (15%) and a final report of 5,000 words (85%).

The Leading Teacher Development Module developed by David Weston and The Teacher Development Trust will provide a route into the evidence-informed leadership of teacher development. It will draw on expertise from across the sector and TDT’s work with hundreds of schools to help you ensure that the professional development you are planning is mapped to evidence and has a positive impact on pupil outcomes. You will have the opportunity to collaborate and share your reflections with like-minded professionals and course leaders throughout the course.

This module comprises four units that will draw on both practical experience and the use and application of professional research.  In the first unit, students will critically evaluate and synthesise relevant literature on teacher development design and leadership to inform subsequent module tasks. In the second unit, students will devise a work-based enquiry to explore the current effectiveness of teacher professional development in their setting. Students will then apply change management principles and flexible evaluation methods to design a teacher development project for the following academic year. In the final unit, students will critically reflect on their professional learning experience. Study in this module culminates in a 6,000-word professional portfolio which will be formally assessed. This module takes two terms to complete.