MA in
Learning and Teaching (with TESOL pathway)

The module introduces practising teachers to the knowledge, skills and principles required to be effective at supporting students’ learning. It aims to provide a solid foundation in key concepts related to teaching methods and approaches to learning and teaching. The module provides participants with an opportunity to critically evaluate and reflect on their teaching practice, engage in professional dialogue, and share good practice with colleagues from various institutions.

Assessment: Assessment for this module is an oral critical conversation based on a written reflection.

The module examines the role of assessment within the overall learning process. It covers assessment quality assurance, purposes and principles of assessment practices, and technology-supported assessment. The module considers assessment from a learning perspective, highlighting the concept of assessment as learning. It provides guidance on designing authentic tasks, using backward design, implementing inclusive assessment practices, and understanding plagiarism.

Assessment: Assessment for this module consists of a single coursework assignment in the form of a written review.

The Dissertation provides students with an opportunity for sustained, independent work in an area of personal or professional interest. Students may choose to undertake either an academic dissertation or a practical education project. The dissertation/project is intended to be the culmination of a programme of study, and, consequently, it is normally the last piece of work submitted for the course. The dissertation/project promotes research and scholarship and equips the student with the skills to undertake further research in the area.

Assessment: Students are required to complete an independent dissertation or applied project that demonstrates their ability to conduct rigorous research, critically analyse a chosen topic, and present well-structured academic work.

The Teaching Practicum module provides an experiential learning opportunity for students to apply and extend their understanding of learning, teaching and assessment in authentic educational contexts. Through a combination of seminars, supervised teaching, observation and reflection, students integrate theory with practice and develop as reflective, evidence-informed professionals. The module promotes global citizenship and sustainable education, aligning with Sustainable Development Goal 4 (Quality Education).

Assessment: Teaching Practicum Reflective Portfolio of 100 percent.

This module equips practicing teachers with the advanced knowledge and practical skills to design effective, high-quality learning and teaching plans. Students will move beyond basic planning to critically evaluate and apply a range of influential lesson and learning design models. The core principle of constructive alignment is positioned as a fundamental, integrative tool for ensuring coherence between learning outcomes, teaching and learning activities, and assessment. Through a process of analysis, design, and critical reflection, students will learn to select and justify appropriate planning frameworks for specific contexts and learning objectives.

Assessment: Assessment is a 100 percent practical task.

This module explores how artificial intelligence (AI) and digital pedagogies can enhance contemporary teaching and learning practice. Emphasising practical application, students will engage with AI-supported pedagogical design including lesson planning, assessment, feedback, and inclusive learning strategies.The module blends theoretical frameworks such as Technological Pedagogical Content Knowledge (TPACK), SAMR Model, and Connectivism with hands-on experimentation using AI tools.

Assessment: Project (E-artifact development and critical reflection) - 100 percent.

This module equips students with the theoretical knowledge, practical skills, and reflective mindset necessary to create inclusive and equitable learning environments for all. It begins by exploring learner variability and the diverse personal, social, and cultural factors that influence access, participation, and achievement. Students will explore the historical development of inclusive education, examining the key philosophies and legal frameworks that underpin equitable teaching practices. Through Universal Design for Learning (UDL), the module provides a practical framework for designing flexible, engaging, and accessible learning experiences that anticipate and address a wide spectrum of strengths and needs. A core focus is placed on identifying and overcoming both individual and systemic barriers to learning. The module fosters skills in collaboration, empathy, and pedagogical innovation, empowering educators to build classroom communities where every learner feels valued.

Assessment: Project 100 percent

This module provides an advanced examination of language and the processes involved in second language learning, with a strong focus on language learning and the analysis of learner language. The module introduces key levels of language analysis - phonology, morphology, syntax, semantics, discourse, and pragmatics - as they relate to the development of second language systems. Central to the module is the study of learner language as evidence of language learning. Students analyse spoken and written learner data to investigate interlanguage development, error patterns, pragmatic and discourse competence, and the influence of cognitive, social, and contextual factors on acquisition. Major language learning theories, including cognitive, interactionist, and sociocultural perspectives, are critically examined in relation to empirical data.

Assessment: Project - Investigating Learner Language - 100%

The module introduces practising teachers to the knowledge, skills and principles required to be effective at supporting students’ learning. It aims to provide a solid foundation in key concepts related to teaching methods and approaches to learning and teaching. The module provides participants with an opportunity to critically evaluate and reflect on their teaching practice, engage in professional dialogue, and share good practice with colleagues from various institutions.

Assessment: Assessment for this module is an oral critical conversation based on a written reflection.

This module explores key theories and practices in teaching English to speakers of other languages (TESOL), examining traditional and contemporary methodologies such as communicative, task-based, lexical and post-method approaches. It focuses on applying these methods to the teaching of language systems and skills in diverse contexts, promoting learner-centred, inclusive and reflective practice. Students will also consider the effective use of technology and AI in language teaching and feedback, developing the ability to connect theory with practice through lesson design, micro-teaching and critical reflection.

Assessment: Assessment for this module is based entirely on coursework, comprising a Poster Presentation (50%) and Microteaching, supported by a follow-up written reflection (50%).

The module examines the role of assessment within the overall learning process. It covers assessment quality assurance, purposes and principles of assessment practices, and technology-supported assessment. The module considers assessment from a learning perspective, highlighting the concept of assessment as learning. It provides guidance on designing authentic tasks, using backward design, implementing inclusive assessment practices, and understanding plagiarism.

Assessment: Assessment for this module consists of a single coursework assignment in the form of a written review.

The Dissertation provides students with an opportunity for sustained, independent work in an area of personal or professional interest. Students may choose to undertake either an academic dissertation or a practical education project. The dissertation/project is intended to be the culmination of a programme of study, and, consequently, it is normally the last piece of work submitted for the course. The dissertation/project promotes research and scholarship and equips the student with the skills to undertake further research in the area.

Assessment: Students are required to complete an independent dissertation or applied project that demonstrates their ability to conduct rigorous research, critically analyse a chosen topic, and present well-structured academic work.

The module introduces the context for developing participants’ knowledge and broadening their understanding of current key issues in linguistics relevant to language teaching, with a focus on phonology and grammar. It enables personal understanding and evaluation of ways of categorising and describing English language systems at various levels, and of differing approaches to language analysis.

Assessment: Students are required to collect samples of authentic texts from learners, analyse the texts and identify learners’ linguistic needs in producing the texts.

The module offers an introduction to cutting-edge theories and practices of using corpus-aided language pedagogy. It aims to equip learners with the basic skills and knowledge required to incorporate corpora in language teaching both directly and indirectly. Learners will have the opportunity not only to explore existing corpora but also to build their own small corpus and conduct language analyses. The module also focuses on data-driven learning and provides participants with instructions on analysing and using data from their students to support their teaching decisions.

Assessment: The assessment of the module is an individually produced coursework, creating corpus-based classroom activities based on an existing corpus and using it to analyse the language patterns and develop teaching materials.

The module introduces aspects of ESP genre-based pedagogy and helps practising teachers acquire the necessary knowledge and skills to distinguish various genres and discourse types within discipline-specific language use. It aims to provide a solid foundation in the analysis of written and spoken texts and their application in teaching English for Specific Purposes.

Assessment: Students are required to do the analysis of written texts that they choose and a piece of spoken data that they record themselves.

The module introduces practising teachers to the theory underpinning the teaching of a content subject through English and discusses how this dual-focused educational approach can be applied in classrooms. It aims to provide a solid foundation in key concepts related to teaching methods and shows how this kind of teaching can be introduced in different types of schools and classrooms.

Assessment: Assessment for this module consists of coursework, completed in the form of a written portfolio comprising several entries.

This module will enable students to effectively engage in discussions on theory and practice related to teaching English to young learners. Students will develop and design learning and teaching materials to cater for the needs of various types of young learners. Students will also explore the various assessment techniques and methods appropriate for young learners and will be able to reflect on their teaching in their context.

Assessment: Students will have to complete a Portfolio of several entries that will assess their competence and application of theory and practice, and their skills in designing and planning learning and teaching materials to cater to the needs of various types of young learners.