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Graduate Admissions

27 courses offered in the Faculty of Education

The Master of Studies (MSt) in Advanced Subject Teaching has been designed to help English and History teachers develop their subject knowledge and enhance their professional and academic standing. It will provide a two-year, part-time route to a full University of Cambridge Master’s degree. 

The MSt has been developed by the University of Cambridge's Institute of Continuing Education in association with the Faculties of Education, English and History, and with The Prince's Teaching Institute.

 

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The PhD is a research degree, the main purpose of which is to prepare a substantial piece of original research. Our graduate students, from all over the world, make an important contribution not only to the vitality of the Faculty's research culture but also to its outstanding reputation internationally. The Faculty has long-established relationships with both national and international agencies and institutions.

One of the great strengths of studying at Cambridge is the level of individual support you will receive from an expert in your field. The Faculty assigns all doctoral students a supervisor to guide them through their course. All doctoral students also undertake a programme of planned research training and are encouraged to play an active role in research seminars and engage in opportunities for acquiring transferable skills.

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The EdD is an innovative programme that harnesses the experience of excellent doctoral research at Cambridge to generate, develop and disseminate professional knowledge and support innovation that will have social, educational and practical impact. Participants in the EdD programme will design and implement substantial research projects.

One of the great strengths of studying at Cambridge is the level of individual support you will receive from an expert in your field. The Faculty assigns all doctoral students a supervisor to guide them through their studies. All doctoral students also undertake a programme of planned research training over the course of their EdD and have the opportunity throughout their studies to attend further research and transferable skills training.

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This thematic route provides an interdisciplinary exploration of contemporary arts education and cultural debates in the UK and abroad. It includes contributions from specialists in a range of disciplines, including performing arts, drama, theatre, music, visual art, design and technology.

The course features three modules. The first module investigates the nature and value of the arts, as well as how and why the arts should be considered educative. This module places a particular emphasis on arts-based educational research. The second module examines the role of the arts and artists in society and the relationship of the state to the arts. The third module engages with diverse conceptualizations of creativity and their implications for both arts and education.

The course is assessed through two essays and a thesis, each oriented around students’ interests: 

  • a critical discussion of a key issue in arts, creativity, and education; 
  • an analysis of a peer-reviewed research paper; and
  • a thesis based upon research carried out by the student.

This course recognises that artistic practices can serve as an essential research tool in our respective fields and therefore makes available studio and performance facilities.

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This specialist master's route is aimed at applicants who already have knowledge of and interest in children's literature, and who want to develop expertise in the subject at master's level. In this route, students will meet old favourites in fiction, film, poetry and picturebooks and make exciting new acquaintances. They will be introduced to topical debates on the nature and social function of this controversial and multifaceted body of literature. They will also be provided with the tools for a critical assessment of texts written and marketed for a young audience.

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This PGCE-MEd course is aimed at applicants who already have knowledge of and interest in children's literature, and who want to develop expertise in the subject at master's level. In this route, students will meet old favourites in fiction, film, poetry and picturebooks and make exciting new acquaintances. They will be introduced to topical debates on the nature and social function of this controversial and multifaceted body of literature. They will also be provided with the tools for a critical assessment of texts written and marketed for a young audience.

This thematic course concentrates on a wide range of fiction for children, including the "classics", texts for very young readers, international literature and novels for young adults. Close textual study and the history of children's literature are embedded within the course, on which students will also be expected to engage with some of the key debates in the field and to consider a range of theoretical perspectives – from Romanticism to reader-response theory; gender issues to posthumanism; historical studies to new historicism; sociocultural viewpoints to semiotics – as well as examining critically views of young readers and their reading choices.

The PGCE-MEd route will include two modules from the following possible list: Texts, Contexts and Childhood; Perspectives on Children's Literature; Visual Texts; and Texts and Readers. It is assessed through a thesis on a topic of the student's own choosing, which may be either a purely literary study or a small empirical research project. 

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This route provides a broad-based view of educational leadership and school improvement, both through the explicit and focused study of specific concepts and issues, and through their application in the conduct of individual research projects. The teaching team draw on their research to illustrate ideas, and occasionally welcome visiting academics to enrich the route still further. Students are encouraged to share their experiences and perceptions, and to learn from each other while relating knowledge, principles and insights to their own contexts. Participants come with varied backgrounds, from the UK and overseas and as such the course has an international perspective.

 

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This route provides a broad-based view of educational leadership and school improvement, both through the explicit and focused study of specific concepts and issues, and through their application in the conduct of individual research projects. The teaching team draw on their research to illustrate ideas, and occasionally welcome visiting academics to enrich the route still further. Students are encouraged to share their experiences and perceptions, and to learn from each other while relating knowledge, principles and insights to their own contexts. Participants come with varied backgrounds, from the UK and overseas, and as such the course has an international perspective.

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Students joining this course will:

  • benefit from teaching by internationally renowned Faculty staff who are actively involved in cutting-edge research and policy advice;
  • closely engage with the work of the Research for Equitable Access and Learning centre (REAL) and the Faculty’s Education, Culture, Politics and Global Justice Research Group;
  • join a select group of around 25 to 30 students per year;
  • experience a teaching approach that promotes active, participatory, inclusive and research-oriented pedagogy;
  • enjoy personalised support and mentoring through one-to-one supervision;
  • connect with a friendly and vibrant community from across the world;
  • benefit from access to research groups and networks across the University of Cambridge; and
  • develop skills for employability across a range of organisations working on globalisation and international development.

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How are education systems around the world governed, with what kind of knowledge's in what kinds of place? This MPhil in Knowledge Power and Politics explores these profoundly important questions and the nature of the consequences of social justice.

Students joining this course will:

  • benefit from teaching by internationally renowned Faculty staff who are actively involved in cutting-edge research and policy advice in the area of knowledge production in the contemporary global world of education, its political nature, diverse settings and issues of social justice;
  • closely engage with the work of the Faculty’s Education, Culture, Politics and Global Justice research cluster;
  • join a select group of no more than 25 to 30 students per year;
  • experience a teaching approach that promotes active, participatory, inclusive and research-oriented pedagogy;
  • enjoy personalised support and mentoring through one-to-one supervision;
  • connect with a friendly and vibrant community from across the world;
  • benefit from access to research groups and networks across the University of Cambridge; and
  • develop skills for employability across a range of organisations concerned with research, policy and practice.

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The Mathematics Education route is for anyone with a research or professional interest in mathematics education at any level of education (primary, secondary, or tertiary), wanting to undertake advanced study in a world-class setting. The Mathematics Education route is taught by a specialist team, and its student cohort is drawn primarily from UK-based professionals who continue in their full-time posts while taking the course part-time

The Mathematics Education route develops students' understanding of a number of important issues in the field of mathematics education. Students learn to interpret and critically engage with ideas and debates in mathematics education research in three ways:

  • through taught sessions in mathematics education;
  • through work on course assignments under the supervision of a member of the teaching team; and
  • through participation in seminars led by students on the route and in project workshops.

 

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The PGCE-MEd Mathematics Education course is for anyone with a research or professional interest in mathematics education at any level of education (primary, secondary, or tertiary), wanting to undertake advanced study in a world-class setting. The Mathematics Education course is taught by a specialist team, and its student cohort is drawn primarily from UK-based professionals who continue in their full-time posts while taking the course part-time.

The Mathematics Education course develops students' understanding of a number of important issues in the field of mathematics education. Students learn to interpret and critically engage with ideas and debates in mathematics education research in three ways:

  • through taught sessions in mathematics education;
  • through work on course assignments under the supervision of a member of the teaching team; and
  • through participation in seminars led by students on the route and in project workshops.

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The Primary Master's is intended for education professionals, policymakers and researchers at any stage of their career. Many students have relevant international experience and interests. We aim to fuse research and theoretical understandings about primary or elementary education with current priorities in policy and practice.

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The PGCE-MEd Primary Master's is intended for education professionals, policymakers and researchers at any stage of their career. Many students have relevant international experience and interests. We aim to fuse research and theoretical understandings about primary or elementary education with current priorities in policy and practice.

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This route is intended for applicants who have a background or strong interest in education, have undertaken some previous study of psychology, perhaps within their first degree, and now wish to develop their knowledge in this area further.

The route offers a well-rounded programme encompassing many areas of psychology relevant to the study of human development, learning and education. A series of taught sessions and discussions support students to discover, engage with and to critically appraise key theoretical and empirical advances in the discipline of psychology as applied to education. Through these research-led teaching sessions, students have the opportunity to investigate how psychological approaches, including those drawn from developmental psychology, cognitive psychology, biological psychology, social psychology and individual differences, have been used to investigate particular aspects of education, learning and development across the lifespan.

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This route is intended for applicants who have a background or strong interest in education, have undertaken some previous study of psychology, perhaps within their first degree, and now wish to develop their knowledge in this area further.

The route offers a well-rounded programme encompassing many areas of psychology relevant to the study of human development, learning and education. A series of taught sessions and discussions support students to discover, engage with and to critically appraise key theoretical and empirical advances in the discipline of psychology as applied to education. Through these research-led teaching sessions, students have the opportunity to investigate how psychological approaches, including those drawn from developmental psychology, cognitive psychology, biological psychology, social psychology and individual differences, have been used to investigate particular aspects of education, learning and development across the lifespan.

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The course adopts a broad definition of the term "second language education". It considers issues relating to the teaching and learning of modern languages in English schools and communities (eg French, German, Spanish, Italian, Chinese, Russian, Arabic, Urdu, etc) as well as issues relating to the teaching of English as a second, foreign, or additional language across the world. A special feature of the course is its broad-based training which enables students to combine linguistic and social analysis in their research.

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This PGCE-MEd course adopts a broad definition of the term "second language education". It considers issues relating to the teaching and learning of modern languages in English schools and communities (eg French, German, Spanish, Italian, Chinese, Russian, Arabic, Urdu, etc) as well as issues relating to the teaching of English as a second, foreign, or additional language across the world. A special feature of the course is its broad-based training which enables students to combine linguistic and social analysis in their research.

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This course offers a flexible blended learning method for full or part-time practitioners in educational contexts. The course seeks to locate practitioner enquiry in the wider educational research context. Students will explore policy and its relation to practice, engage with examples of practitioner research in educational settings in the UK and beyond, and take part in their own enquiry work to transform an element of their practice. Students will be supported through working in a community of enquiry.

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This course offers a flexible blended learning method for full or part-time practitioners in educational contexts. The course seeks to locate practitioner enquiry in the wider educational research context. Students will explore policy and its relation to practice, engage with examples of practitioner research in educational settings in the UK and beyond, and take part in their own enquiry work to transform an element of their practice. Students will be supported through working in a community of enquiry.

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The Faculty of Education's PPD programme can be used as part of a progression route to the Cambridge part-time master's (MEd) or as a qualification in its own right. The programme offers flexible opportunities to gain highly regarded qualifications through both part-time and online modes of study which enable students to update and upgrade their skills, advance their careers and support development of practice in various work settings, often working with children or young people in educational or training environments.

There are various taught courses available in the programme through both face-to-face and online taught sessions where students can gain the 90 credits required for the Postgraduate Advanced Certificate in Educational Studies (PACES) award. Alternatively, students can study on an individual research basis. Participants work either in a small group or individually with a supervisor to design and undertake a small-scale project aimed at researching or developing practice. Central to the research option is a belief in the importance of empowering students to link theory, research and practice effectively in their place of work.

Please note that as a PPD student you will be a member of the Faculty of Education with access to all Faculty services such as library membership and IT support. You will not, however, have College membership, as this is a "non-member" award. Use of some central University facilities may be restricted (for example sports clubs). If you continue to our master's programme, you will at that point be admitted to the central University, through the College system, as a full member of the University.

Applicants for the programme will be asked to attend an admissions interview.

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A one-year, part-time practice-based and professionally relevant course in assessment and examinations, grounded in current research and theory, led by tutors from Cambridge Assessment and the Faculty of Education.

Principles of assessment

  • Purposes of assessment
  • Validity and quality of forms of assessment
  • Standard-setting, consistency and reliability

Validation of assessment

  • Evidence in public examinations, including external examining and awarding
  • Validation of assessment practices

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The Child and Adolescent Psychotherapeutic Counselling Programme at the Faculty of Education is accredited by the Universities Psychotherapy and Counselling Association (U.P.C.A.) and leads to registration with the United Kingdom Council for Psychotherapy (U.K.C.P.).

The course specialises in the aims, processes and skills of working therapeutically with children and young people through an emphasis on working through play and with the arts. Other significant strands include child and adolescent development, clinical skills, professional issues, ethics and child safe-guarding, child mental health, developing children's emotional well-being, working with children's contexts, networks and families, multi agency work, working in a school setting, and working with groups. This programme enables participants to become effective and ethical psychotherapeutic counsellors.

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Course overview:
A 30-hour PAES course that aims to explore psychotherapeutic counselling with children and adolescents and develop the skills and theoretical base for such work. Course members will be encouraged to consider how these skills apply in their own work setting, through the idea of ‘embedded counselling’. There is an emphasis on the therapeutic relationship and the relational processes involved in using counselling skills with children and young people.

Consideration will also be given to specific areas including;

  • counselling in schools and other settings
  • safeguarding and child protection
  • working with diversity
  • practical and ethical issues
  • working with parents and adults around the child
  • students' own work setting

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This route provides a broad-based view of educational leadership and school improvement, both through the explicit and focused study of specific concepts and issues, and through their application in the conduct of individual research projects. The teaching team draw on their research to illustrate ideas, and occasionally welcome visiting academics to enrich the route still further. Students are encouraged to share their experiences and perceptions, and to learn from each other while relating knowledge, principles and insights to their own contexts. Participants come with varied backgrounds, from the UK and overseas, and as such the course has an international perspective.

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The PACES-MEd Mathematics Education route is for anyone with a research or professional interest in mathematics education at any level of education (primary, secondary, or tertiary), wanting to undertake advanced study in a world-class setting. The Mathematics Education route is taught by a specialist team, and its student cohort is drawn primarily from UK-based professionals most of whom continue in their full-time posts while taking the course part-time

The Mathematics Education course develops students' understanding of a number of important issues in the field of mathematics education. Students learn to interpret and critically engage with ideas and debates in mathematics education research in three ways:

  • taught sessions in mathematics education;
  • work on course assignments under the supervision of a member of the teaching team; and
  • participation in seminars led by students on the route and in project workshops.

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The PACES-MEd Primary master is intended for education professionals, policymakers and researchers at any stage of their career. Many students have relevant international experience and interests. We aim to fuse research and theoretical understandings about primary or elementary education with current priorities in policy and practice.

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