Capital University

What you'll study

This master's develops advanced knowledge of teaching, learning and professional learning systems. Core areas include curriculum design and assessment, evidence‑informed pedagogy, models of continuing professional development (CPD), leadership of professional learning, and research methods for classroom enquiry. Typical modules cover:

• Contemporary theories of teaching and learning — exploring cognitive, socio‑cultural and inclusive approaches to learning and how these inform practice.
• Designing curriculum and assessment — principles of constructive alignment, formative assessment strategies and curriculum adaptation for diverse learners.
• Professional development and school improvement — models of CPD, coaching and mentoring, and strategies for sustained professional change.
• Leading professional learning — distributed leadership, facilitating learning communities and implementing whole‑school initiatives.
• Research methods and enquiry in education — qualitative and quantitative methods, action research and evidence synthesis for classroom and school contexts.
• Technology and innovation in teaching — critical use of digital tools to enhance learning and staff development.
• Inclusion, equity and safeguarding in professional practice — approaches to meeting the needs of vulnerable and diverse learners.

Students normally complete a substantial independent project, dissertation or professional enquiry that applies research methods to a workplace problem, demonstrating impact on practice. The programme is offered with flexible study modes to accommodate practising teachers, including part‑time and blended learning options.

Entry requirements

Applicants are expected to hold a recognised undergraduate degree and either a qualified teacher status/initial teacher education qualification or equivalent professional experience in education. Typical requirements include:

• A bachelor’s degree (or recognised equivalent) in any discipline.
• Evidence of professional experience in educational settings — many applicants are practising teachers, leaders or advisers.
• A personal statement outlining professional aims and how the programme will support them.
• Academic transcripts and one or two professional/academic references.
• For international applicants whose first language is not English, an accepted English language qualification is required.

Additional admission routes or credits may be available for applicants with prior postgraduate study or recognised professional development; applicants with substantial school leadership experience but without a degree are considered on a case‑by‑case basis.

Career prospects

Graduates progress to a range of roles across the education sector. Common career paths include:

• Middle and senior leadership roles within schools (e.g. curriculum leader, assistant head, head of department).
• CPD coordinator, staff developer or instructional coach responsible for colleagues’ professional growth.
• Specialist advisory roles such as curriculum adviser, inclusion lead or SEND coordinator.
• Educational consultant, inspectorate or policy roles in local authorities and national agencies.
• Research and teaching roles in higher education, or progression to doctoral study focusing on teacher education and professional learning.

The programme emphasises workplace impact, so many graduates return to their schools equipped to lead evidence‑based change and to design more effective professional learning programmes.

Why study at Capital University

Capital University combines a strong tradition in teacher education with links to local schools and education agencies, enabling applied learning and professional collaboration. The programme is taught by staff with classroom and research experience, offering mentorship, school‑based support and opportunities to work on real CPD projects.

• Small cohort sizes and seminar‑based learning that support peer collaboration and professional networking.
• Flexible delivery designed for working professionals, including evening workshops and online study components.
• Access to university research centres and resources to support enquiry‑based projects and evidence synthesis.
• Careers and placement support tailored to education professionals, helping graduates translate study into leadership and consultancy roles.

Overall, the programme is suited to teachers and education professionals who want to lead high‑quality professional learning, influence curriculum and assessment practice, and translate research evidence into sustained school improvement.