| The Master of Education in Primary Education serves as a qualification for those aspiring to further their expertise in the teaching profession and hold a BA qualification in a relevant field as per the entry requirements hereunder. This programme prepares learners to become warranted professionals in primary education by equipping them with expertise in Pedagogical and Subject Content Knowledge (20ECTS) building on their First Degree studies / and /or their work experience within the educational sector, in Content Knowledge, alongside Educational Context Knowledge and Educational Themes and Strategies for Creating Positive Learning Environments (12ECTS), through modules such as Educational Philosophy, Sociology and Philosophy, Leadership Theories, Laws and Regulations, Inclusive Learning Experiences, Equity and Social Justice and knowledge and skills required within today’s classrooms through the module Blended and Online Teaching, Learning and Assessment. Additionally, the course explores broader educational perspectives through skills in Educational Research and Inquiry (8ECTS) that will lead to a Dissertation (30ECTS) of 15,000-20,000 words. These core areas are closely linked to two hands-on Field Placements (with a total of 20ECTS) within schools. During the Dissertation module, learners will be expected to explore, understand, and research the occupational standards and broaden their expertise within the educational industry.
By integrating theory with practical experience, this M.Ed. prepares learners to become a warranted reflective, inquisitive, and collaborative educator, committed to advancing teaching and learning in support of democracy and social justice.
This programme is particularly suited for those who are passionate about working with children within a primary educational setting, committed to inclusive and reflective teaching practices, and eager to contribute to the educational development of future generations. The Master of Education in Primary Education is designed for individuals who aspire to become warranted professional educators for young learners. This programme is ideal for:
a) Graduates Seeking a Teaching Career: Individuals holding a first-cycle degree (Bachelor or equivalent) who wish to obtain the necessary qualifications to teach in early childhood and primary education settings.
b) Career Changers: Professionals from other fields who are passionate about education and interested in transitioning into teaching, particularly within early childhood and primary school environments.
c) Education Support Professionals: Learning support educators, teaching assistants, or childcare workers who wish to advance their qualifications and take on the role of a classroom teacher.
d) Aspiring Educational Leaders and Researchers: Individuals who aim to further their academic pursuits in education, such as pursuing specialized studies, leadership roles, or engaging in educational research.
Upon completing the M.Ed. in Primary Education and after having practiced the teaching profession for 2 consecutive scholastic years, learners will be eligible to apply for a teacher’s warrant, fully qualifying them to teach in primary schools and pursue a career within the education sector. Learners who read for the M.Ed. in Primary Education can teach children aged 5 to 11 years.
This course leads to the Teaching Profession and serves as part of the requirements to apply for the position of regular teacher. It may also provide access to further studies at MQF Level 8 by providing a strong foundation for further academic advancement, should learners wish to specialize further in the field of education.
| The Programme Structure |
| |
List of Programme Modules/Units |
| Ref |
Module/Unit Title |
Compulsory (C) or Elective (E ). |
ECTS |
MQF |
Mode of Teaching |
Mode of Assessment |
| D.1 |
Pedagogical and Subject Content Knowledge: PSCK00 GENERAL PRINCIPLES |
C |
6 |
7 |
Lectures |
Presentation on Lesson Planning and Resource Development (50%) & Subject Knowledge Assignment (50%) |
| D.2 |
Pedagogical and Subject Content Knowledge:
PSCK01 MATHEMATICS |
C |
2 |
7 |
Lectures |
Lesson Plan and Teaching Materials (50%) & Reflective Teaching Practice (50%) |
| D.3 |
Pedagogical and Subject Content Knowledge:
PSCK02 ENGLISH |
C |
2 |
7 |
Lectures |
Lesson Planning and Implementation (50%) & Subject Knowledge Assignment (50%) |
| D.4 |
Pedagogical and Subject Content Knowledge: PSCK03 NATIONAL LANGUAGE (MALTESE/ NATIVE LANGUAGE) |
C |
2 |
7 |
Lectures |
Lesson Plan and Teaching Portfolio (50%) & Written Assignment on Language Teaching Theories (50%) |
| D.5 |
Pedagogical and Subject Content Knowledge:
PSCK04 SCIENCE |
C |
2 |
7 |
Lectures |
Lesson Planning and Resource Development (50%) & Reflective Portfolio (50%) |
| D.6 |
Pedagogical and Subject Content Knowledge:
PSCK05 SOCIAL STUDIES AND ART |
C |
2 |
7 |
Lectures |
Lesson Planning and Resource Development (50%) & End-of-module (EMT) test (50%) |
| D.7 |
Pedagogical and Subject Content Knowledge:
PSCK 06 PHYSICAL EXERCISE |
C |
2 |
7 |
Lectures |
Lesson Plan and Activity Design (50%) & Reflective Report (50%) |
| D.8 |
Pedagogical and Subject Content Knowledge:
PSCK07 RELIGION/ETHICS |
C |
2 |
7 |
Lectures |
Lesson Planning and Teaching Strategy Application (50%) & End-of-module (EMT) test (50%) |
| D.9 |
Educational Context Skills: ECS01 TEACHING PRACTICE I |
C |
10 |
7 |
Mentoring/Tutorial |
Lesson Implementation (50%) & Classroom Direct Observation (50%)
|
| D.10 |
Educational Context Knowledge: ECK01 PHILOSOPHY OF EDUCATION |
C |
2 |
7 |
Lectures |
End-of-module (EMT) test (50%) & Digital Presentation (50%) |
| D.11 |
Educational Context Knowledge: ECK02 SOCIOLOGY OF EDUCATION |
C |
2 |
7 |
Lectures |
Written Assignment (50%) & Class Participation and Discussion (20%) & Case Study Presentation (30%) |
| D.12 |
Educational Context Knowledge: ECK03 PSYCHOLOGY OF EDUCATION |
C |
2 |
7 |
Lectures |
Written Assignment (50%) & Case Study (50%) |
| D.13 |
Educational Context Knowledge: ECK04 LEADERSHIP THEORIES, LAWS AND REGULATIONS |
C |
2 |
7 |
Lectures |
Case Study Analysis (50%) & Presentation (50%) |
| D.14 |
Educational Context Knowledge: ECK05 INCLUSIVE LEARNING EXPERIENCES, EQUITY AND SOCIAL JUSTICE |
C |
2 |
7 |
Lectures |
Reflective Portfolio (50%) & Group Project and Presentation (50%) |
| D.15 |
Educational Context Knowledge: ECK06 BLENDED AND ONLINE TEACHING, LEARNING & ASSESSMENT |
C |
2 |
7 |
Lectures |
Reflective Journal (50%) & Summative Assignment (50%) |
| D.16 |
Educational Context Skills: ECS03 EDUCATIONAL RESEARCH AND INQUIRY |
C |
8 |
7 |
Lectures |
Letter of Intent (30%) & Research Ethics Application (20%) & Research Proposal (50%) |
| D.17 |
Educational Context Skills: ECS02 TEACHING PRACTICE II |
C |
10 |
7 |
Mentoring/Tutorials |
Lesson Implementation (50%) & Classroom Direct Observation (50%) |
| D.18 |
DISSERTATION |
C |
30 |
7 |
Tutoring/ Research |
Thesis (80%) & VIVA (20%) |
|
|
|
|
|
|
|
| 3 |
Total ECTS for Programme Completion |
90 ECTS
|
| Programme General Learning Outcomes:
The M.Ed. in Primary Education will empower learners to enter the teaching profession as a reflective, adaptive, and socially conscious educator, committed to fostering positive change within the classroom and beyond. By the end of the M.Ed. programme, learners will be equipped to:
a) Transform Knowledge into Practice: Apply pedagogical strategies that effectively translate content knowledge into engaging and inclusive learning experiences, addressing the diverse needs of all students.
b) Master Curriculum, Teaching, and Assessment: Demonstrate a comprehensive understanding of curriculum frameworks, innovative teaching methodologies, and assessment practices, enabling you to create meaningful and positive educational experiences for every learner.
c) Design Student-Centred Learning Environments: Develop lessons, classroom activities, and educational initiatives that prioritize the well-being of students and their families, fostering a supportive and inclusive learning environment.
d) Embrace the Transformative Role of Educators: Acknowledge and embody the profound influence teachers have in shaping the lives, aspirations, and future pathways of children and youth.
e) Advocate for Learners: Fulfil the crucial role of advocating for students, ensuring their voices are heard and their needs are met within the structures, policies, and practices of educational institutions.
f) Foster Meaningful Teacher-Student Relationships: Cultivate nurturing, respectful, and empowering relationships with students, creating a classroom culture that promotes trust, engagement, and academic success.
g) Differentiate Educational Support: Defend and implement personalized approaches to teaching, recognizing that each student requires tailored support to reach their full potential.
h) Understand Education’s Societal Role: Critically examine the political dimensions of education, understanding how state policies and institutional frameworks shape educational practices and outcomes.
i) Embrace Teaching as a Lifelong Journey: Theorize the concept of “becoming a teacher” as an ongoing process of professional and personal growth, grounded in continuous self-reflection and critical examination of one’s practices and institutional contexts.
j) Integrate Research into Reflective Practice: Recognize research not only as a means of generating new knowledge but also as an essential part of reflective practice, continually informing and enhancing your development as an educator.
| By the end of the programme learners would have achieved the following competences:
i. Pedagogical Competence: Applying advanced understanding of child development and effective teaching strategies to foster critical thinking and creativity.
ii. Curriculum Development: Designing and evaluating inclusive curricula that integrate innovative resources, including digital tools, aligned with educational standards.
iii. Assessment and Evaluation: Utilizing diverse assessment methods to track student progress and inform teaching practices.
iv. Leadership and Management: Leading classrooms, collaborating with stakeholders, and promoting positive learning environments.
v. Reflective Practice: Engaging in ongoing professional development and critically reflecting on teaching practices to improve student outcomes.
vi. Digital Literacy: Integrating technology into teaching and fostering digital literacy among students.
vii. Inclusive Education: Identifying and addressing diverse learning needs to promote equity and social justice.
viii. Research and Inquiry: Conducting research autonomously, asserting independence during research to contribute to the advancement of primary educational knowledge and related areas.
|
| At the end of the programme the learner will have been exposed to the following:
i. Child Development Theories: A deep understanding of key theories and principles of child development and how they influence learning in primary education.
ii. Curriculum Design and Implementation: Knowledge of how to design, develop, and implement effective curricula that cater to the diverse needs of primary school students.
iii. Assessment and Evaluation Methods: Understanding various assessment tools and techniques to measure student progress, identify learning gaps, and inform instructional strategies.
iv. Inclusive Education Practices: Awareness of strategies and approaches for creating inclusive learning environments that accommodate all students, including those with special educational needs.
v. Digital Literacy in Education: Knowledge of how to effectively incorporate digital technologies into teaching and learning, enhancing both student engagement and educational outcomes.
vi. Educational Leadership: An understanding of leadership theories and practices to manage and lead within educational settings, supporting professional development and fostering collaborative environments.
vii. Research Methods in Education: Knowledge of research methodologies and their application in educational practice, enabling learners to conduct studies that contribute to the field of primary education.
viii. Educational Policy and Legislation: Familiarity with local and international educational policies, laws, and frameworks that impact primary education practices.
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| Learners will acquire the following specific skills:
i. Curriculum Development: The ability to design and implement effective and engaging curricula that address the diverse needs of primary school students.
ii. Assessment Design and Analysis: Proficiency in creating and applying various formative and summative assessments to evaluate student progress and inform instructional decisions.
iii. Inclusive Teaching Practices: Skill in adapting teaching methods and materials to meet the needs of all learners, including those with disabilities or learning differences.
iv. Classroom Management: Competence in creating and maintaining positive and productive learning environments, managing classroom behaviours, and promoting student engagement.
v. Integration of Technology: Ability to effectively integrate digital tools and platforms into teaching and learning processes to enhance student engagement and achievement.
vi. Critical Reflection: Skill in critically evaluating and reflecting on one’s own teaching practices, identifying areas for improvement, and engaging in continuous professional development
vii. Collaborative Leadership: Capability to work collaboratively with colleagues, parents, and the wider community to support student learning and contribute to the development of the educational environment.
viii. Educational Research: Proficiency in conducting and applying research within the context of primary education, contributing to evidence-based practices and educational innovation.
ix. Problem-Solving and Decision Making: Ability to identify challenges in the educational setting, develop effective solutions, and make informed decisions to improve student learning outcomes.
x. Identify AI tools for educational professional and understand best practices to implement AI effectively within the classrooms.
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