MA In-Post Education Studies (Non-QTS)

Study education while employed—explicitly not QTS, not GTCS registration via this award.

Online or on campus

18 months180 creditsEnglish (dual pathway: London campus or tuition-free online; one academic standard)

Overview

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 London 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. Haverton University 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 British Education Governance and CfE Literacy through British 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 British 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.

Who This Programme Is For

In-post teachers already registered who want a non-ITE master’s
College, CLD, and support staff not seeking QTS through this award
Education officers and third-sector learning leads
International educators needing UK/British studies without licensure fiction

How you can study

Recommended

Study online

100% tuition-free online

Online tuition is free. Online examinations and certificates are 100% free and sponsored.

✦ Tuition: £0 / $0
✦ Examinations & certificates are 100% free & sponsored
✦ Learn from anywhere · Live online seminars

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On-campus study

Study at our campus

Prefer to learn at our London campus? Campus tuition is published on each programme page. All examinations are 100% free of charge.

✦ Tuition: £9,500 / US$12,000/year
✦ Location: Du Cane Rd, London W12 0NN, United Kingdom
✦ Campus examinations are charged
✦ In-person seminars, library & student services

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What You Will Learn

Write practitioner inquiry that anonymises learners and colleagues
Map British and rUK education instruments without mixing them
Analyse inclusion and additional support as policy and practice
Keep dual-pathway study viable around employment
State non-QTS, non-GTCS boundaries in every public description

Curriculum

Module 1: Policy without licensure fiction

Code	Course	Credits · hours
UOB641	British Education Governance and CfE Literacy British Education Governance and CfE Literacy (UOB641) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status. UOB641-M1 · Forum, rule, and parties — British Education Governance and CfE Literacy UOB641-M2 · Claim, counterclaim, and the facts that would change the result — British Education Governance and CfE Literacy UOB641-M3 · A clause, briefing, or policy note for a named audience — British Education Governance and CfE Literacy UOB641-M4 · Sources, revision, and the strength of the authority — British Education Governance and CfE Literacy UOB641-M5 · Institutions and the limit of the award — British Education Governance and CfE Literacy UOB641-M6 · A supervised paper: question, sources, argument, and defence — British Education Governance and CfE Literacy	15 · 150 h
UOB642	rUK Comparators and Why They Do Not Copy-Paste rUK Comparators and Why They Do Not Copy-Paste (UOB642) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status. UOB642-M1 · Learners, outcomes, and a short teaching sequence — rUK Comparators and Why They Do Not Copy-Paste UOB642-M2 · Task design, criteria, and a sample answer — rUK Comparators and Why They Do Not Copy-Paste UOB642-M3 · Bias in assessment and how a criterion would be applied — rUK Comparators and Why They Do Not Copy-Paste UOB642-M4 · A programme decision and its effect on students and staff — rUK Comparators and Why They Do Not Copy-Paste UOB642-M5 · Evaluation evidence and what it cannot prove — rUK Comparators and Why They Do Not Copy-Paste UOB642-M6 · A curriculum or evaluation brief — rUK Comparators and Why They Do Not Copy-Paste	15 · 150 h
UOB643	Inspection, Data, and Professional Judgement Inspection, Data, and Professional Judgement (UOB643) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status. UOB643-M1 · The question, the unit of analysis, and data quality — Inspection, Data, and Professional Judgement UOB643-M2 · Features, baselines, and error — Inspection, Data, and Professional Judgement UOB643-M3 · Validation, leakage, and what the model must not decide — Inspection, Data, and Professional Judgement UOB643-M4 · Monitoring, drift, and human review — Inspection, Data, and Professional Judgement UOB643-M5 · Interpretation for a non-technical decision maker — Inspection, Data, and Professional Judgement UOB643-M6 · A supervised project with method, result, and limitation — Inspection, Data, and Professional Judgement	15 · 150 h

Code

Course

Credits · hours

UOB641

British Education Governance and CfE Literacy

British Education Governance and CfE Literacy (UOB641) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status.

UOB641-M1 · Forum, rule, and parties — British Education Governance and CfE Literacy
UOB641-M2 · Claim, counterclaim, and the facts that would change the result — British Education Governance and CfE Literacy
UOB641-M3 · A clause, briefing, or policy note for a named audience — British Education Governance and CfE Literacy
UOB641-M4 · Sources, revision, and the strength of the authority — British Education Governance and CfE Literacy
UOB641-M5 · Institutions and the limit of the award — British Education Governance and CfE Literacy
UOB641-M6 · A supervised paper: question, sources, argument, and defence — British Education Governance and CfE Literacy

15 · 150 h

UOB642

rUK Comparators and Why They Do Not Copy-Paste

rUK Comparators and Why They Do Not Copy-Paste (UOB642) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status.

UOB642-M1 · Learners, outcomes, and a short teaching sequence — rUK Comparators and Why They Do Not Copy-Paste
UOB642-M2 · Task design, criteria, and a sample answer — rUK Comparators and Why They Do Not Copy-Paste
UOB642-M3 · Bias in assessment and how a criterion would be applied — rUK Comparators and Why They Do Not Copy-Paste
UOB642-M4 · A programme decision and its effect on students and staff — rUK Comparators and Why They Do Not Copy-Paste
UOB642-M5 · Evaluation evidence and what it cannot prove — rUK Comparators and Why They Do Not Copy-Paste
UOB642-M6 · A curriculum or evaluation brief — rUK Comparators and Why They Do Not Copy-Paste

15 · 150 h

UOB643

Inspection, Data, and Professional Judgement

Inspection, Data, and Professional Judgement (UOB643) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status.

UOB643-M1 · The question, the unit of analysis, and data quality — Inspection, Data, and Professional Judgement
UOB643-M2 · Features, baselines, and error — Inspection, Data, and Professional Judgement
UOB643-M3 · Validation, leakage, and what the model must not decide — Inspection, Data, and Professional Judgement
UOB643-M4 · Monitoring, drift, and human review — Inspection, Data, and Professional Judgement
UOB643-M5 · Interpretation for a non-technical decision maker — Inspection, Data, and Professional Judgement
UOB643-M6 · A supervised project with method, result, and limitation — Inspection, Data, and Professional Judgement

15 · 150 h

Module 2: Pedagogy and inclusion in post

Code	Course	Credits · hours
UOB645	Curriculum, Tracking, and Equity Curriculum, Tracking, and Equity (UOB645) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status. UOB645-M1 · Learners, outcomes, and a short teaching sequence — Curriculum, Tracking, and Equity UOB645-M2 · Task design, criteria, and a sample answer — Curriculum, Tracking, and Equity UOB645-M3 · Bias in assessment and how a criterion would be applied — Curriculum, Tracking, and Equity UOB645-M4 · A programme decision and its effect on students and staff — Curriculum, Tracking, and Equity UOB645-M5 · Evaluation evidence and what it cannot prove — Curriculum, Tracking, and Equity UOB645-M6 · A curriculum or evaluation brief — Curriculum, Tracking, and Equity	15 · 150 h
UOB646	Additional Support Needs as Systems not Slogans Additional Support Needs as Systems not Slogans (UOB646) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status. UOB646-M1 · Learners, outcomes, and a short teaching sequence — Additional Support Needs as Systems not Slogans UOB646-M2 · Task design, criteria, and a sample answer — Additional Support Needs as Systems not Slogans UOB646-M3 · Bias in assessment and how a criterion would be applied — Additional Support Needs as Systems not Slogans UOB646-M4 · A programme decision and its effect on students and staff — Additional Support Needs as Systems not Slogans UOB646-M5 · Evaluation evidence and what it cannot prove — Additional Support Needs as Systems not Slogans UOB646-M6 · A curriculum or evaluation brief — Additional Support Needs as Systems not Slogans	15 · 150 h
UOB647	Behaviour, Care, and Safeguarding Records Behaviour, Care, and Safeguarding Records (UOB647) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status. UOB647-M1 · Learners, outcomes, and a short teaching sequence — Behaviour, Care, and Safeguarding Records UOB647-M2 · Task design, criteria, and a sample answer — Behaviour, Care, and Safeguarding Records UOB647-M3 · Bias in assessment and how a criterion would be applied — Behaviour, Care, and Safeguarding Records UOB647-M4 · A programme decision and its effect on students and staff — Behaviour, Care, and Safeguarding Records UOB647-M5 · Evaluation evidence and what it cannot prove — Behaviour, Care, and Safeguarding Records UOB647-M6 · A curriculum or evaluation brief — Behaviour, Care, and Safeguarding Records	15 · 150 h

Code

Course

Credits · hours

UOB645

Curriculum, Tracking, and Equity

Curriculum, Tracking, and Equity (UOB645) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status.

UOB645-M1 · Learners, outcomes, and a short teaching sequence — Curriculum, Tracking, and Equity
UOB645-M2 · Task design, criteria, and a sample answer — Curriculum, Tracking, and Equity
UOB645-M3 · Bias in assessment and how a criterion would be applied — Curriculum, Tracking, and Equity
UOB645-M4 · A programme decision and its effect on students and staff — Curriculum, Tracking, and Equity
UOB645-M5 · Evaluation evidence and what it cannot prove — Curriculum, Tracking, and Equity
UOB645-M6 · A curriculum or evaluation brief — Curriculum, Tracking, and Equity

15 · 150 h

UOB646

Additional Support Needs as Systems not Slogans

Additional Support Needs as Systems not Slogans (UOB646) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status.

UOB646-M1 · Learners, outcomes, and a short teaching sequence — Additional Support Needs as Systems not Slogans
UOB646-M2 · Task design, criteria, and a sample answer — Additional Support Needs as Systems not Slogans
UOB646-M3 · Bias in assessment and how a criterion would be applied — Additional Support Needs as Systems not Slogans
UOB646-M4 · A programme decision and its effect on students and staff — Additional Support Needs as Systems not Slogans
UOB646-M5 · Evaluation evidence and what it cannot prove — Additional Support Needs as Systems not Slogans
UOB646-M6 · A curriculum or evaluation brief — Additional Support Needs as Systems not Slogans

15 · 150 h

UOB647

Behaviour, Care, and Safeguarding Records

Behaviour, Care, and Safeguarding Records (UOB647) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status.

UOB647-M1 · Learners, outcomes, and a short teaching sequence — Behaviour, Care, and Safeguarding Records
UOB647-M2 · Task design, criteria, and a sample answer — Behaviour, Care, and Safeguarding Records
UOB647-M3 · Bias in assessment and how a criterion would be applied — Behaviour, Care, and Safeguarding Records
UOB647-M4 · A programme decision and its effect on students and staff — Behaviour, Care, and Safeguarding Records
UOB647-M5 · Evaluation evidence and what it cannot prove — Behaviour, Care, and Safeguarding Records
UOB647-M6 · A curriculum or evaluation brief — Behaviour, Care, and Safeguarding Records

15 · 150 h

Module 3: Practitioner inquiry

Code	Course	Credits · hours
UOB649	Ethics, Anonymisation, and Workplace Research Ethics, Anonymisation, and Workplace Research (UOB649) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status. UOB649-M1 · Learners, outcomes, and a short teaching sequence — Ethics, Anonymisation, and Workplace Research UOB649-M2 · Task design, criteria, and a sample answer — Ethics, Anonymisation, and Workplace Research UOB649-M3 · Bias in assessment and how a criterion would be applied — Ethics, Anonymisation, and Workplace Research UOB649-M4 · A programme decision and its effect on students and staff — Ethics, Anonymisation, and Workplace Research UOB649-M5 · Evaluation evidence and what it cannot prove — Ethics, Anonymisation, and Workplace Research UOB649-M6 · A curriculum or evaluation brief — Ethics, Anonymisation, and Workplace Research	15 · 150 h
UOB650	Evidence Quality in Education Claims Evidence Quality in Education Claims (UOB650) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status. UOB650-M1 · Learners, outcomes, and a short teaching sequence — Evidence Quality in Education Claims UOB650-M2 · Task design, criteria, and a sample answer — Evidence Quality in Education Claims UOB650-M3 · Bias in assessment and how a criterion would be applied — Evidence Quality in Education Claims UOB650-M4 · A programme decision and its effect on students and staff — Evidence Quality in Education Claims UOB650-M5 · Evaluation evidence and what it cannot prove — Evidence Quality in Education Claims UOB650-M6 · A curriculum or evaluation brief — Evidence Quality in Education Claims	15 · 150 h
UOB651	Working with Unions, Parents, and Local Authorities Working with Unions, Parents, and Local Authorities (UOB651) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status. UOB651-M1 · Learners, outcomes, and a short teaching sequence — Working with Unions, Parents, and Local Authorities UOB651-M2 · Task design, criteria, and a sample answer — Working with Unions, Parents, and Local Authorities UOB651-M3 · Bias in assessment and how a criterion would be applied — Working with Unions, Parents, and Local Authorities UOB651-M4 · A programme decision and its effect on students and staff — Working with Unions, Parents, and Local Authorities UOB651-M5 · Evaluation evidence and what it cannot prove — Working with Unions, Parents, and Local Authorities UOB651-M6 · A curriculum or evaluation brief — Working with Unions, Parents, and Local Authorities	15 · 150 h

Code

Course

Credits · hours

UOB649

Ethics, Anonymisation, and Workplace Research

Ethics, Anonymisation, and Workplace Research (UOB649) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status.

UOB649-M1 · Learners, outcomes, and a short teaching sequence — Ethics, Anonymisation, and Workplace Research
UOB649-M2 · Task design, criteria, and a sample answer — Ethics, Anonymisation, and Workplace Research
UOB649-M3 · Bias in assessment and how a criterion would be applied — Ethics, Anonymisation, and Workplace Research
UOB649-M4 · A programme decision and its effect on students and staff — Ethics, Anonymisation, and Workplace Research
UOB649-M5 · Evaluation evidence and what it cannot prove — Ethics, Anonymisation, and Workplace Research
UOB649-M6 · A curriculum or evaluation brief — Ethics, Anonymisation, and Workplace Research

15 · 150 h

UOB650

Evidence Quality in Education Claims

Evidence Quality in Education Claims (UOB650) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status.

UOB650-M1 · Learners, outcomes, and a short teaching sequence — Evidence Quality in Education Claims
UOB650-M2 · Task design, criteria, and a sample answer — Evidence Quality in Education Claims
UOB650-M3 · Bias in assessment and how a criterion would be applied — Evidence Quality in Education Claims
UOB650-M4 · A programme decision and its effect on students and staff — Evidence Quality in Education Claims
UOB650-M5 · Evaluation evidence and what it cannot prove — Evidence Quality in Education Claims
UOB650-M6 · A curriculum or evaluation brief — Evidence Quality in Education Claims

15 · 150 h

UOB651

Working with Unions, Parents, and Local Authorities

Working with Unions, Parents, and Local Authorities (UOB651) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status.

UOB651-M1 · Learners, outcomes, and a short teaching sequence — Working with Unions, Parents, and Local Authorities
UOB651-M2 · Task design, criteria, and a sample answer — Working with Unions, Parents, and Local Authorities
UOB651-M3 · Bias in assessment and how a criterion would be applied — Working with Unions, Parents, and Local Authorities
UOB651-M4 · A programme decision and its effect on students and staff — Working with Unions, Parents, and Local Authorities
UOB651-M5 · Evaluation evidence and what it cannot prove — Working with Unions, Parents, and Local Authorities
UOB651-M6 · A curriculum or evaluation brief — Working with Unions, Parents, and Local Authorities

15 · 150 h

Module 4: Capstone

Code	Course	Credits · hours
UOB653	Career Development without QTS Theatre Career Development without QTS Theatre (UOB653) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status. UOB653-M1 · Learners, outcomes, and a short teaching sequence — Career Development without QTS Theatre UOB653-M2 · Task design, criteria, and a sample answer — Career Development without QTS Theatre UOB653-M3 · Bias in assessment and how a criterion would be applied — Career Development without QTS Theatre UOB653-M4 · A programme decision and its effect on students and staff — Career Development without QTS Theatre UOB653-M5 · Evaluation evidence and what it cannot prove — Career Development without QTS Theatre UOB653-M6 · A curriculum or evaluation brief — Career Development without QTS Theatre	15 · 150 h
UOB654	Research Methods for In-Post Study Research Methods for In-Post Study (UOB654) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status. UOB654-M1 · Learners, outcomes, and a short teaching sequence — Research Methods for In-Post Study UOB654-M2 · Task design, criteria, and a sample answer — Research Methods for In-Post Study UOB654-M3 · Bias in assessment and how a criterion would be applied — Research Methods for In-Post Study UOB654-M4 · A programme decision and its effect on students and staff — Research Methods for In-Post Study UOB654-M5 · Evaluation evidence and what it cannot prove — Research Methods for In-Post Study UOB654-M6 · A curriculum or evaluation brief — Research Methods for In-Post Study	15 · 150 h
UOB655	Dissemination that Does Not Identify Learners Dissemination that Does Not Identify Learners (UOB655) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status. UOB655-M1 · Learners, outcomes, and a short teaching sequence — Dissemination that Does Not Identify Learners UOB655-M2 · Task design, criteria, and a sample answer — Dissemination that Does Not Identify Learners UOB655-M3 · Bias in assessment and how a criterion would be applied — Dissemination that Does Not Identify Learners UOB655-M4 · A programme decision and its effect on students and staff — Dissemination that Does Not Identify Learners UOB655-M5 · Evaluation evidence and what it cannot prove — Dissemination that Does Not Identify Learners UOB655-M6 · A curriculum or evaluation brief — Dissemination that Does Not Identify Learners	15 · 150 h

Code

Course

Credits · hours

UOB653

Career Development without QTS Theatre

Career Development without QTS Theatre (UOB653) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status.

UOB653-M1 · Learners, outcomes, and a short teaching sequence — Career Development without QTS Theatre
UOB653-M2 · Task design, criteria, and a sample answer — Career Development without QTS Theatre
UOB653-M3 · Bias in assessment and how a criterion would be applied — Career Development without QTS Theatre
UOB653-M4 · A programme decision and its effect on students and staff — Career Development without QTS Theatre
UOB653-M5 · Evaluation evidence and what it cannot prove — Career Development without QTS Theatre
UOB653-M6 · A curriculum or evaluation brief — Career Development without QTS Theatre

15 · 150 h

UOB654

Research Methods for In-Post Study

Research Methods for In-Post Study (UOB654) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status.

UOB654-M1 · Learners, outcomes, and a short teaching sequence — Research Methods for In-Post Study
UOB654-M2 · Task design, criteria, and a sample answer — Research Methods for In-Post Study
UOB654-M3 · Bias in assessment and how a criterion would be applied — Research Methods for In-Post Study
UOB654-M4 · A programme decision and its effect on students and staff — Research Methods for In-Post Study
UOB654-M5 · Evaluation evidence and what it cannot prove — Research Methods for In-Post Study
UOB654-M6 · A curriculum or evaluation brief — Research Methods for In-Post Study

15 · 150 h

UOB655

Dissemination that Does Not Identify Learners

Dissemination that Does Not Identify Learners (UOB655) is a course on MA In-Post Education Studies (Non-QTS). It carries 15 credits and 150 notional learning hours, at 10 hours per credit. The course is taught at master's level. Students compare a weaker method, judge the evidence, and state what the result does not show. The chapters are the syllabus. Each chapter is a class of work this course assesses. Preparation is the reading, dataset, or case for that chapter. Seminar time is spent on the decision, the calculation, or the draft. The student revises after feedback. A pass requires the method named in the chapters, evidence a marker can check, and a stated limit on what the result does not show. Haverton University teaches this course on the published route for this degree. This course does not confer a teaching licence or qualified-teacher status.

UOB655-M1 · Learners, outcomes, and a short teaching sequence — Dissemination that Does Not Identify Learners
UOB655-M2 · Task design, criteria, and a sample answer — Dissemination that Does Not Identify Learners
UOB655-M3 · Bias in assessment and how a criterion would be applied — Dissemination that Does Not Identify Learners
UOB655-M4 · A programme decision and its effect on students and staff — Dissemination that Does Not Identify Learners
UOB655-M5 · Evaluation evidence and what it cannot prove — Dissemination that Does Not Identify Learners
UOB655-M6 · A curriculum or evaluation brief — Dissemination that Does Not Identify Learners

15 · 150 h

Career Paths

In-post teacher or lecturer (existing registration unchanged by this MA)
Learning support and inclusion coordinator
College professional-development lead
Education third-sector programme officer
Policy or research assistant in education organisations

Programme Highlights

Explicit non-QTS on every public surface
In-post design, not a fake PGCE
British and rUK literacy
London or tuition-free online
No GTCS/DfE logos

Assessment

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.

Admission requirements

Academic entry

Bachelor's degree from a recognised institution (minimum 2:2 / GPA 2.5/4.0 or equivalent national scale)
Identity document for remote identity-checked assessment enrolment
Preferred: current education-sector employment or substantial voluntary practice; this award does not lead to QTS

English language

English proficiency: IELTS 5.5, TOEFL 46, or equivalent (waived for prior English-medium study). Dual-pathway applicants state London campus or tuition-free online as primary mode without changing academic standards. Gaelic/Scots programmes may require additional language evidence as stated on the programme page.

Documents

Statement of Purpose (500 words minimum) stating goals, professional context, and fit
Two academic or professional references with verifiable contact details
CV or résumé covering education and relevant work
Official transcripts (digital copies accepted at application; certified copies before award)

Programme questions

How long is the MA In-Post Education Studies (Non-QTS)?

The published duration is 18 months. Teaching language: English (dual pathway: London campus or tuition-free online; one academic standard). Actual time-to-complete depends on mode and any recognised prior learning.

Can I study this from my country?

You may study this award fully online from your country, or — where published — on campus at Haverton. Online study does not require a student visa. Campus study may.

What does it cost?

Degree tuition for this award is published as £0 / tuition-free on the online pathway. All online degree examinations and certificates are 100% free and sponsored — the only cost for online study is the application fee. Campus tuition and campus examinations are charged separately. Check the Fees page for details.

What are the entry requirements?

Requirements are grouped on this page (academic, English, documents). Equivalent qualifications are considered. English may be waived after prior English-medium study.

How is the programme assessed?

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.

Will this award be recognised where I live?

Recognition of the award for local employment, professional licence, or ministry attestation is decided by your employer or regulator. Haverton University publishes verification pages for certificates. We do not claim automatic equivalence in every country.

How do I apply?

Start an application on this website. Progress is saved from the first step. Admissions: admissions@haverton.org.

Recognised & Accredited

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