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Study education while employed—explicitly not QTS, not GTCS registration via this award.
Online or on campus
In-post master’s degrees fail when they pretend to be initial teacher education. This MA states the opposite on every page: no QTS, no GTCS through this route, no classroom licence. What it does is give employed educators a place to think with evidence about tracking, additional support needs, and the politics of inspection—while keeping dual-pathway parity for those who cannot attend every Edinburgh evening. Scottish education is not a dialect of English policy. You will read CfE, SQA, and local-authority practice beside Ofsted-facing language so you can say which system you are actually in. Faculty mark whether you can write for colleagues without importing a US charter-school case as if it were Leith. The award is academic. Employers may value it; it still does not register you to teach. Capstones must not claim that classroom observation for this degree is a teaching practice placement for licensure. University of Brigant will not put a GTCS or DfE logo on the page. You will still be expected to handle safeguarding records and anonymisation as a researcher in someone else’s classroom. In-post study is a workload design problem: assessment windows respect term dates without lowering the construct. That is the dual-pathway bargain, not a correspondence MA with a school photograph. MA In-Post Education Studies (Non-QTS) is taught as one award, not a list of unrelated modules. The published length is 18 months, and the credit total is 36. Students move from Scottish Education Governance and CfE Literacy through Scottish Education Governance and CfE Literacy; rUK Comparators and Why They Do Not Copy-Paste; Inspection, Data, and Professional Judgement; Curriculum, Tracking, and Equity; Additional Support Needs as Systems not Slogans; Behaviour, Care, and Safeguarding Records, and finish on Dissemination that Does Not Identify Learners. Each course has a question, a method, and a submission. In this field, students design a short sequence for a named group of learners and the criteria that would mark it fairly. Reading is a curriculum extract, an assessment specification, and an evaluation summary. The artefact a marker expects is a plan with outcomes, a task, criteria, and a note on bias. The award is built so that a graduate can do the following in practice: Write practitioner inquiry that anonymises learners and colleagues Map Scottish and rUK education instruments without mixing them Analyse inclusion and additional support as policy and practice Teaching assumes the student can read a source, attempt a problem before the seminar, and revise after feedback. Attendance at live seminars is part of the design. The capstone or final course must use the methods of the earlier courses; a project that ignores them does not pass. This course does not confer a teaching licence, QTS, or equivalent registration. The pages for each course name the topics that are examined. Those topics are the syllabus. A brochure line is not a substitute for them.
Thirty-six credits: education policy literacy, pedagogy and inclusion without QTS claims, practitioner inquiry, and a supervised in-post capstone. Dual pathway. GTCS/QTS disclaimers in all marketing.
Study online
Online tuition is free. Online examinations are free. There is no exam fee for online study.
On-campus study
Prefer to learn at our Edinburgh campus? Campus tuition and campus examinations are charged. The published campus price is on each programme page.
| Code | Course | Credits · hours |
|---|---|---|
| UOB641 | Scottish Education Governance and CfE Literacy Scottish Education Governance and CfE Literacy (UOB641) is a 3-credit course on MA In-Post Education Studies (Non-QTS), with 30 notional learning hours. By the end, students can say who decides, under which rule, and draft a note a professional could read, using Scottish Education Governance and CfE Literacy as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a statute or instrument, a case or policy paper, and a commentary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a memo or draft clause with sources and a revision note. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course is academic. It does not admit the student to practise law and it is not a qualifying law degree.
| 3 · 30 h |
| UOB642 | rUK Comparators and Why They Do Not Copy-Paste rUK Comparators and Why They Do Not Copy-Paste (UOB642) is a 3-credit course on MA In-Post Education Studies (Non-QTS), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using rUK Comparators and Why They Do Not Copy-Paste as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| UOB643 | Inspection, Data, and Professional Judgement Inspection, Data, and Professional Judgement (UOB643) is a 3-credit course on MA In-Post Education Studies (Non-QTS), with 30 notional learning hours. By the end, students can define a measurable question, fit a method that can be checked, and report where it fails, using Inspection, Data, and Professional Judgement as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a dataset description, a methods note, and one published evaluation. Seminar time is for the decision, not for reading the materials aloud. Assessment is a project note with the question, the method, the result, and the limitation. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone.
| 3 · 30 h |
| Code | Course | Credits · hours |
|---|---|---|
| UOB645 | Curriculum, Tracking, and Equity Curriculum, Tracking, and Equity (UOB645) is a 3-credit course on MA In-Post Education Studies (Non-QTS), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Curriculum, Tracking, and Equity as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| UOB646 | Additional Support Needs as Systems not Slogans Additional Support Needs as Systems not Slogans (UOB646) is a 3-credit course on MA In-Post Education Studies (Non-QTS), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Additional Support Needs as Systems not Slogans as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| UOB647 | Behaviour, Care, and Safeguarding Records Behaviour, Care, and Safeguarding Records (UOB647) is a 3-credit course on MA In-Post Education Studies (Non-QTS), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Behaviour, Care, and Safeguarding Records as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| Code | Course | Credits · hours |
|---|---|---|
| UOB649 | Ethics, Anonymisation, and Workplace Research Ethics, Anonymisation, and Workplace Research (UOB649) is a 3-credit course on MA In-Post Education Studies (Non-QTS), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Ethics, Anonymisation, and Workplace Research as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| UOB650 | Evidence Quality in Education Claims Evidence Quality in Education Claims (UOB650) is a 3-credit course on MA In-Post Education Studies (Non-QTS), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Evidence Quality in Education Claims as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| UOB651 | Working with Unions, Parents, and Local Authorities Working with Unions, Parents, and Local Authorities (UOB651) is a 3-credit course on MA In-Post Education Studies (Non-QTS), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Working with Unions, Parents, and Local Authorities as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| Code | Course | Credits · hours |
|---|---|---|
| UOB653 | Career Development without QTS Theatre Career Development without QTS Theatre (UOB653) is a 3-credit course on MA In-Post Education Studies (Non-QTS), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Career Development without QTS Theatre as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| UOB654 | Research Methods for In-Post Study Research Methods for In-Post Study (UOB654) is a 3-credit course on MA In-Post Education Studies (Non-QTS), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Research Methods for In-Post Study as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| UOB655 | Dissemination that Does Not Identify Learners Dissemination that Does Not Identify Learners (UOB655) is a 3-credit course on MA In-Post Education Studies (Non-QTS), with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Dissemination that Does Not Identify Learners as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
Modules are assessed through a published mix of coursework, applied projects, and examinations. Exam windows are announced in advance so students in other time zones are not forced into overnight sittings. Alternative arrangements are available where documented.
The published duration is 18 months. Teaching language: English (dual pathway: Edinburgh campus or tuition-free online; one academic standard). Actual time-to-complete depends on mode and any recognised prior learning.
You may study this award fully online from your country, or — where published — on campus at Brigant. Online study does not require a student visa. Campus study may.
Degree tuition for this award is published as £0 / tuition-free on the online pathway. Examination or administrative fees may apply at checkout — never an annual tuition invoice. Check the Fees page for any extras.
Requirements are grouped on this page (academic, English, documents). Equivalent qualifications are considered. English may be waived after prior English-medium study.
Assessment is typically a mix of coursework, projects, and examinations. Doctoral awards include a thesis or dissertation and an oral examination. Details sit in the programme specification and module outlines.
Recognition of the award for local employment, professional licence, or ministry attestation is decided by your employer or regulator. University of Brigant publishes verification pages for certificates. We do not claim automatic equivalence in every country.
Start an application on this website. Progress is saved from the first step. Admissions: admissions@brigant.uk.
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