• Coventry University Featured Masters Courses
  • Xi’an Jiaotong-Liverpool University Featured Masters Courses
  • University of Glasgow Featured Masters Courses
  • Cardiff University Featured Masters Courses
  • New College of the Humanities Featured Masters Courses
  • Goldsmiths, University of London Featured Masters Courses
  • University of Derby Online Learning Featured Masters Courses
  • St Mary’s University, Twickenham Featured Masters Courses
London School of Hygiene & Tropical Medicine Featured Masters Courses
Ulster University Featured Masters Courses
Queen’s University Belfast Featured Masters Courses
Imperial College London Featured Masters Courses
Northumbria University Featured Masters Courses
"2" AND "years" AND "full…×
0 miles

Masters Degrees (2 Years Full Time)

  • "2" AND "years" AND "full" AND "time" ×
  • clear all
Showing 1 to 15 of 2,323
Order by 
This course has been developed in partnership with students and employers to offer a qualification that will support working towards Early Years Teacher status. Read more
This course has been developed in partnership with students and employers to offer a qualification that will support working towards Early Years Teacher status. The programme is fully funded by the NCTL, for those who qualify, and bursaries are also available.

It’s particularly aimed at graduates who don’t already work in early years but who may be looking for a career move. It’s also a great option for overseas graduates who are looking to enter the teaching profession within England.

This course is offered on both a full- and part-time basis. The full-time course is a School Direct programme delivered in partnership with the Durham and Newcastle Teaching Alliance. The course is school or early years setting-led, which means you’ll spend most of your time within a designated school or early years setting. It underpins all of the training requirements outlined by the National College for Teaching and Leadership (NCTL) and has been flexibly designed to suit your needs.

This is a School Direct Route which includes substantial placement experience, for graduates with little or no experience of working with children aged 0 to 5 years but wish to pursue a career as an Early Years Teacher. Tuition fees are funded by the National College for Teaching and Leadership (NCTL) and bursaries are payable to trainees with a first class (£5000), 2:1 (£4000) or 2:2 (£2000) classification of degree. Post Graduate Certificate in Early Years Education (Level 7) is also included at no extra cost.

Trainees on the School Direct Route will be taught the theoretical element of the programme by specialist practitioners from Northumbria University. Trainees will be placed in a range of good and outstanding schools and settings across the North East, led by the Durham Teaching School Alliance for the practical elements of the programme.

This course cna also be studied part time - for more information, please view this web-page: https://www.northumbria.ac.uk/study-at-northumbria/courses/early-years-education-early-years-teacher-status-dtpets6/

Learn From The Best

The academic staff delivering this course are research active with professional experience as educators specialising in the children’s workforce.

Having worked extensively with the under-3’s and pre-school aged children, with multi-agencies and in partnership with parents and carers, they have an excellent understanding of the challenges around researching in professional practice.

Teaching And Assessment

The course offers specialist training to enhance your skills in working with and teaching the under fives.

Your training will be delivered both at Northumbria and within your early years setting. You’ll spend one day per week at university and will complete at least 120 days on placement. If you already work within early years, this setting could be your current employment.

You’ll be supported by a dedicated mentor throughout, who will help you to develop your knowledge, understanding and related pedagogy of the early years.

Our teaching methods have been designed to support your individual learning style and critical reflective abilities and include lectures, seminars, group work, work based projects and assignments. They also involve unobserved and observed teaching practice, development of an individual training plan and a portfolio of documentary evidence.

Throughout the course, you’ll be encouraged to take part in collaborative teamwork through group work tasks, presentations and work-based projects.

Learning Environment

You’ll spend most of your time within your early years setting, supported by your mentor. For the remainder of your time, you’ll take part in lectures, seminars and other teaching and learning activities on campus.

Technology-enabled learning is a fundamental part of this course and you’ll be encouraged to use technology to be active, collaborative, reflective and research-orientated throughout your studies. Technology will help you to work with others, take part in relevant group discussions and reflect on your learning.

You’ll also be able to access a host of online learning materials and resources.

Research-Rich Learning

Research-rich learning is central to the design of this course. The academic staff teaching on this programme are actively involved in ongoing research projects, covering topics as diverse as attachment, infant mental health, emotional wellbeing, parental involvement and project evaluation.

These diverse and exciting research specialisms are used throughout teaching to both inform and enhance your learning.

As a postgraduate student, you will be encouraged to critically reflect upon and engage with the evolving nature of research, policy and practice. This will enable you to fully establish its impact on the teaching and delivery of early years care and education, giving you excellent insights into the contemporary issues at the forefront of this specialist field.

Give Your Career An Edge

This Post Graduate Certificate award has been specifically designed to support students wishing to gain Early Years Teacher Status and employment as an early years teacher. You’ll train to become a highly reflective early years practitioner with an excellent understanding of the impact that your practice has on children’s learning and development.

We work closely with local early years providers to make sure the course content remains really relevant and meets employers’ needs.

The work-based projects you undertake, as well as your observed teaching practice, will make you highly employable on graduation and you’ll be able to showcase quality examples of the impact of your practice, to future employers.

This Post Graduate Certificate can also be used as a progression award to further studies at Masters level.

Your Future

The framework of this course is geared towards enhancing your future employability within the Early Years sector and has been developed in collaboration with students and employers to provide a qualification that will survive any changes in government policy.

As such, you’ll leave as a flexible, highly employable graduate, equipped with the knowledge and skills you need for the next step in your career and you’ll be able to demonstrate your extensive work-based experience and practice.

As well as being a great early years practitioner, you’ll also have a really solid knowledge and critical awareness of the latest legislation, new insights, current problems and contemporary issues at the forefront of early years care and education.

The Durham Teaching School Alliance

Etherley Lane Nursery School is one of the ‘Lead’ schools in the Durham Teaching School Alliance. The teaching school alliance is a partnership of good and outstanding primary phase schools which includes nursery schools, infant schools, primary schools with Foundation Stage Units and providers from the private and voluntary sector. Working collaboratively with key strategic partners the alliance provides a range of services to schools and settings including the delivery of the new Early Years School Direct initial teacher training programme.

Etherley Lane Nursery School, together with its partner schools and settings works closely with Northumbria University, the accredited Initial Teacher Training Provider, to offer an innovative and specialized programme in early childhood development from birth to five.

Skills Tests

Entrants for Initial Teacher Education programmes need to be aware of Government regulations regarding mandatory skills tests in numeracy and literacy.The skills tests do not replace the GCSE grade C or above entry requirements. Applicants are encouraged to sit the skills tests prior to interview although this is not essential, however, a firm offer of a place on the programme can only be made once all entry requirements have been met.

Applicants are advised that they will receive one free test and two resit opportunities which will need to be self-funded. If applicants fail three tests, resits will not be allowed within a 24 month period. The skills tests are computerized and can be taken at any of a number of Learn Direct test centres throughout the UK. The Department for Education has developed guidance and support materials to help candidates pass the tests: candidates are strongly advised to review the support material before attempting the skills tests. If any candidate is likely to experience difficulties taking a test and has needs that entitle them to reasonable adjustments, they can apply for special arrangements.

Further information about the skills tests, including practice tests are available from the Department for Education Professional Skills Test Webpage or by contacting Learn Direct on 0300 303 9613.

Tests can be booked via the skills test registration page: http://sta.education.gov.uk/

Additional Information

Early Years Teacher Status is a non Qualified Teacher Status (QTS) programme.

Graduate entry routes of Early Years Initial Teacher Training do not attract student loan.

Early Years Education (Early Years Teacher Status) Post Graduate Certificate does not attract student loan.

It is anticipated that for the academic year 2017-2018, trainees will attend University each Thursday.

Further information about becoming an Early Years Teacher can be found on the Department for Education ‘Get Into Teaching’ website: https://getintoteaching.education.gov.uk/explore-my-options/become-an-early-years-teacher

Read less
Our course aims to. support you in becoming a specialist in early childhood development. enable you to gain a postgraduate certificate that reflects your specialist role working with babies and children from birth to five years old. Read more

Why choose this course

Our course aims to:
• support you in becoming a specialist in early childhood development
• enable you to gain a postgraduate certificate that reflects your specialist role working with babies and children from birth to five years old.

About this course:

Upon completing this course, you will be a specialist in early childhood development and will have Early Years Teacher Status (EYTS). This will reflect the specialist role that you have in working with babies and children from birth to five years old.
Early Years Teacher Status is awarded to graduates who have been judged to have met all of the Teachers’ Standards (Early Years) in practice. We offer both full and part-time options to gain EYTS.

Available pathways
We offer two pathways that you can choose to complete in order to achieve Early Years Teacher Status:
Graduate Entry (GE): (12 months full-time)
You’ll study Early Years Initial Teacher Training (EYITT) through reflective teaching modules, alongside academic modules and placements within the sector.
Graduate – Employment Based (GEB): (12 months part-time)
You’ll be currently working in an early years setting, and require training and further experience to demonstrate the Teachers’ Standards (Early Years). Alternatively, you may be a newly recruited graduate in an early years setting. You will study reflective teaching modules, alongside academic modules and your working practice.

Which pathway should I choose?
When you apply, we can help you to decide the right pathway for you.
A key element of your training is practical experience in an early years setting. Placements will help develop your key skill sets. As a minimum, you’ll spend the following periods of time training in the early years sector:
GE pathway - 120 days (24 weeks)
GEB pathway - As determined by the training programme.
Whichever pathway you choose, you must complete a minimum of two weeks in a school in Key Stage 1.
Throughout your PG Certificate in Early Years, you’ll complete assessed teaching placements and additional enhanced placement opportunities that will provide you with challenging, varied, and exciting experiences. For the duration of your placement, you will be supported by a placement/setting mentor and a University of Derby assessment mentor.
Upon completing your course, you’ll have earned 60 credits towards a masters qualification, which means you can progress to stage 2 of a masters degree and quickly progress in your professional career. Our tutors enjoy a strong reputation for the quality of their training, so you can be confident that you’ll be learning from a highly-qualified and competent team.
What is an Early Years Teacher?
Early Years Teachers will be specialists in early childhood development and will have Early Years Teacher Status (EYTS), reflecting the specialist role that they have in working with babies and children from birth to five years old.
Early Years Teachers make the education and care of babies and children their first concern. They are accountable for achieving the highest possible standards in their professional practice and conduct.
The Teachers’ Standards (Early Years) support the training, assessment and award of Early Years Teacher Status (EYTS). Early Years Teacher Status is awarded to graduates who have been judged to have met all of the Teachers’ Standards (Early Years) in practice from birth to five years old.
Early Years Teacher Status will be seen as the equivalent of Qualified Teacher Status (QTS), as the entry requirements are the same as for Primary Initial Teacher Training (ITT).
For more information about the role of Early Years Teachers, visit National Careers Service.

Read less
Early Years Teachers who meet the Teachers’ Standards (Early Years) will be specialists in early childhood development, trained to work with babies and young children from birth to five. Read more
Early Years Teachers who meet the Teachers’ Standards (Early Years) will be specialists in early childhood development, trained to work with babies and young children from birth to five. They will be graduate leaders responsible for organising and leading high quality practice in early years settings.

The University of Northampton is one of the main providers of Early Years Teacher Training (0-5) in the East Midlands. We have over forty years of experience in teacher training, education and research and are committed to inspiring change which transforms the lives of children and young people.

All aspects of The Early Years Teacher Status programmes have been commended by the Quality Assurance Agency for Higher Education in its recent monitoring assessment (November 2014). The University was additionally praised for developing a “post-qualification programme for newly qualified trainees who make a substantial contribution to the trainees’ professional formation”.

Course content

The programme consists of two routes for graduates (GEB and GEM) – both with fees for tuition and assessment covered by government funding.

1. Graduate Employment based (GEB) – part time 9-12 months.

Suitable for experienced early years practitioners who are graduates in paid employment in an early years setting who require training and further experience to demonstrate the Teachers’ Standards (Early Years). They should have either a relevant degree and at least a year’s full time experience of working across most of the age range 0-5 or a non-relevant degree and at least 2 year’s full time experience of working across most of the age range 0-5.

On successful completion, you will be recommended for and awarded Early Years Teacher Status (EYTS). The programme will build on and develop your knowledge and experience gained as an early years practitioner such that you can demonstrate the standards for early years teachers required by the Department for Education and exceed the minimum expectations for each Standard.

The programme covers a range of topics including:
-Child development.
-Safeguarding.
-Diversity.
-Pedagogy.
-Language and literacy.
-Maths and phonics.
-Working with parents.
-Professional development.
-Leading and supporting others.

Assessment

Assessment against the Teachers’ Standards Early Years is continuous. Your teaching, including planning and assessment, is assessed against the Teachers’ Standards (Early Years); there are no formal academic assignments. Employer and partner settings and schools share the responsibility for assessment during the practical teaching.

2. Graduate Entry Mainstream (GEM), PGCE Early Years (EYTS) 0-5 – full time 12 months.

Suitable for graduates from any discipline with little or no experience of working in early years. At least two weeks of experience in an Early Years setting is required.

On successful completion, you will have achieved 60 credits at Masters’ Level (PGCE) and be recommended for and awarded Early Years Teacher Status (EYTS). The programme will build on and develop your knowledge and experience gained as an early years practitioner such that you can demonstrate the professional standards for early years teachers required by the Department for Education and exceed the minimum expectations for each Standard.

You will spend a substantial part of the programme in setting or school-based placements in our partnership settings and schools, which will enable you to develop high levels of competence in practical teaching in a range of educational contexts. There are three assessed setting/school-based placements where you will be assessed against the Professional Standards for Early Years Teachers and submit a Record of Professional Evidence. You will have a trained mentor in each placement and a Personal Academic Tutor at the University to support your professional development.

There are two compulsory modules at Level 7 which are worth 60 credits and can be used to contribute to a full MA in the future. The modules are Teaching, Learning and Assessment and Professional Studies.

Course modules (16/17)

-Professional Studies
-Teaching, Learning and Assessment
-Setting Experience 1, 2 and 3 Early Years (0-5)

Facilities and Special Features

We have a strong reputation for training teachers and our academics are experts in their field. With fully funded places available, you can study free of charge.

All aspects of the Early Years Teacher Status programmes have been commended by the Quality Assurance Agency for Higher Education in its recent monitoring assessment (November 2014). The University was additionally praised for developing a “post-qualification programme for newly qualified trainees who make a substantial contribution to the trainees’ professional formation”.

Read less
The programme is designed for teachers and other professionals working in the field of education as well as recent graduates. Read more
The programme is designed for teachers and other professionals working in the field of education as well as recent graduates.

The course provides participants with opportunities to enhance their practice by reflecting on their own personal and professional experiences and developing further skills, knowledge and understanding of aspects of specific interest. It can be taken both full and part time. The full-time course has a distinct international and comparative perspective, whilst the part-time option contains the same modules as the full-time course but with additional modules related to teacher-led research, mathematics and early years.

Distinctive approaches to learning and teaching

The course is taught through a series of lectures, seminars and workshops. All teaching takes place in small groups which enables you to engage in discussion and debate. In addition to the main programme, you will have opportunities to attend research seminars, day courses and other activities.

All modules are taught by members of the university’s academic staff. The course also makes use of visiting lecturers from other academic institutions from within the UK and further. The underpinning delivery principle of our teaching is that we seek to demonstrate the ongoing links between theory and practice: we offer all our course members the chance to engage in rich dialogue and critical reflection on work based issues, concerns and developments.

Additional Costs

There are no additional fees in connected with this programme other than the requirement to be a suitably equipped student with a pen and paper. There are computers and computer spaces available at the university and the university library contains all required texts.

Course content

The MA comprises of modules that can be studied one by one. A key element of many modules is the provision for ‘shared enquiry’, enabling participants to engage with other professional colleagues and researchers in developing critical approaches to enquiry within practical education (and education-related) contexts.

Assessment procedures are flexible and sensitive to existing professional workloads, and are usually based on aspects of work currently ongoing in the participant’s own school or setting.

There is a full time pathway through this MA. This is particularly targeted at international students and has a strong international and comparative flavour, although UK students are very welcome to apply. It consists of four compulsory modules and a thesis.

The four modules that must be taken on the full-time pathway are:
-School and Classroom Cultures
-Educational Leadership
-International Perspectives on Education
-Research methods

In addition to this the University now has pathways within the course which reflect two specific areas of professional and theoretical interest:
-MA Education (Mathematics)
-MA Education (Early Years)

There is also an MA Education Special Educational Needs and Inclusion which is run on a full and part time basis.

There are also a range of modules which enable teachers to engage with reflective, teacher-led research.

Course modules (16/17)

-International Perspectives on Education
-Research Methods
-Educational Leaderships
-Investigating Individual Professional Practice (Part 2) Post Threshold
-School and Classroom Cultures
-Dissertation

Methods of Learning

The entire MA involves 140 hours of taught sessions, all of which are taught as interactive sessions involving activities and discussions. This means you will typically attend classes for 6 hours per week if studying full time, although this may vary depending on the modules taken. In addition full-time students will be expected to undertake a further 24 hours per week of private study and research. Part-time students taking the course over 3 years will be expected to do one third of this. You should however be aware that this is not consistently spread across the year and that at some points they may be working considerably more hours in a week.There will also be the chance to attend additional optional sessions and presentations connected to the research undertaken at Faculty of Education and Humanities.

Assessments

There are no examinations. The course has a mixture of assessments involving essays, portfolios, presentations and small scale research projects. Participants will complete a final project/dissertation on a topic negotiated with a tutor for the MA Education.

Facilities and Special Features

-Modules relevant to those working in children’s and young people’s services.
-Recognised postgraduate professional development for teachers.
-Modules can be taken ‘stand alone’ for professional development.
-Modules can build into three successive postgraduate awards from Certificate to Diploma and Masters.
-Modules relevant to those working in early years or children’s services.
-Employment related course designed to fit with participants’ work.
-Modules designed to connect with practitioner work and context.
-Highly experienced and supportive tutor team.

Other admission requirements

Applicants who have recent professional experience of three years or more will be positively considered. In this case the applicant will be interviewed and must demonstrate suitability for the course by providing evidence of significant professional engagement in children’s services at graduate level or equivalent. The evidence will be in the form of a compendium or portfolio which sets out details of their specific responsibilities relating to their work with children and young people.

Read less
This programme is for you if you have some experience in the early years sector and wish to develop your knowledge and gain Early Years Teacher Status. Read more
This programme is for you if you have some experience in the early years sector and wish to develop your knowledge and gain Early Years Teacher Status.

As an early years teacher, you can play an essential role in children's development , providing high-quality early education. This Early Years Teacher Status programme will teach you how to use your knowledge and skills to ensure all children have access to high standards of learning. It is awarded to graduates who have been judged to have met all of the Teachers' Standards (Early Years) in practice from birth to five years old.

The Teachers' Standards (Early Years) support the training, assessment and award of EYTS. Funding is available from the National College for Teaching and Leadership (NCTL). Your course fees will be covered by an NCTL grant. If your first degree is at 2.2 or above you will also be eligible for a bursary to help cover any additional study costs. For further details please visit the education.gov.uk website.

You will spend 120 days, or 24 weeks, working on placement in early years settings in order to demonstrate that you meet the teaching standards. This will include experience across all age groups from birth to five years, and at least two weeks in a school at Key Stage 1. The Department of Education & Community Studies has strong partnerships with education providers and other early years settings and we will support you in finding suitable local placements.

The aims of the programme are:

- To develop professional practice with children from birth - five years
- To develop leadership skills in the early years
- To support and lead reflective practice and quality provision in early years.

Visit the website http://www2.gre.ac.uk/study/courses/pg/eduge/eytsprof

Education - General

Our programmes in education benefit post graduate professionals and researchers from a wide range of backgrounds. Focus on independent research. Or combine taught coursework with a supervised thesis. You can tailor your programme to suit your own interests and ambitions.

What you'll study

Full time
- Year 1:
Students are required to study the following compulsory courses.

Early Years Teacher Status Portfolio of Practice (30 credits)
Mentor Preparation for the Children's Workforce (15 credits)
Keeping Children Safe from Harm (15 credits)

Students are required to choose 1 course from this list of options.

Leading and Managing in the Early Years (30 credits)
Leadership and Management in Early Years: Working in a Multi Professional Context (30 credits)

Students are required to choose 1 course from this list of options.

Child Development and Learning: Birth to Five Years (30 credits)
The Child's Lived Experience: Developing Confident Learners (30 credits)

Fees and finance

Your time at university should be enjoyable and rewarding, and it is important that it is not spoilt by unnecessary financial worries. We recommend that you spend time planning your finances, both before coming to university and while you are here. We can offer advice on living costs and budgeting, as well as on awards, allowances and loans.

Assessment

The programme is assessed in a variety of ways, including reports, essays, presentations and practical performance. All assessment is designed to enhance your professional development and strengthen your understanding of issues affecting the birth to five age range.

Professional recognition

This programme is accredited through the National College for Teaching and Leadership (NCTL). Early Years Teacher Status is awarded when all the early years teaching standards have been judged to be met. This award does not lead to Qualified Teacher Status.

Career options

Early years specialists with Early Years Teacher Status can aspire to become leaders of practice in early years settings.

Find out how to apply here - http://www2.gre.ac.uk/study/apply

Read less
The PGCE Early Childhood Education with recommendation for Early Years Teacher Status is funded by the National College for Teaching and Leadership (NCTL) for the Initial Teacher Training for specialist early years teachers (birth to five years). Read more
The PGCE Early Childhood Education with recommendation for Early Years Teacher Status is funded by the National College for Teaching and Leadership (NCTL) for the Initial Teacher Training for specialist early years teachers (birth to five years).

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/early-childhood-education-with-early-years-teacher-status.aspx

Course detail

There are two routes for this course. The Graduate Entry (Mainstream) and the Graduate Entry (Employment Based).

The Graduate Entry (Mainstream) is a twelve month, full-time course suitable for high calibre graduates who have limited experience of working with children from birth to five, but who are looking to pursue a career working in early years.

On this pathway you will work for some periods of the week in a minimum of two placements, undertake a number of PGCE modules and attend Early Years Teacher Status professional study days.

The Graduate Entry (Employment Based) pathway is suitable for graduates working in an early years setting or who require training and further experience to demonstrate the Teachers’ Standards (Early Years), or for newly recruited graduates in an early years setting who need to undertake early years ITT through an employment based route.

Suitability

This postgraduate route into teaching is a credible career choice for students wishing to pursue specialisation and expertise as a teacher with children from birth to five years.

Content

All PGCE pathways cover three main areas: Curriculum Studies, Professional Studies and Enhanced Studies. The Early Childhood Education pathway is designed to complement professional practice and the academic study should be informed by and inform practice.

In Curriculum Studies modules and taught days, you will develop your understanding and knowledge of the Early Years Foundation Stage curriculum, pedagogy and resources to support the teaching.

As you progress through your studies and can apply your learning to practical teaching situations, you will be introduced to a wider range of critical perspectives on teaching and learning in the early years. You will be expected to apply that critical reflection to your own teaching.

In Professional Studies modules and taught days, you will learn about broader aspects of education and the early years, its role in society and communities and how education policy and practice has an impact on schools. Key principles and values in early years education will be explored as you develop your own theories of education and reflect critically on others.

In the Enhanced Studies module and taught days, you will have the opportunity to choose a particular aspect of early years education and to study that in greater depth. Your learning in this context will enable you to reflect more strongly and critically on your own emerging identity as an early years teacher.

On completion of the course you will be awarded your Early Years Teacher Status from the National College of Teaching and Leadership. The Early Years Teacher Status is subject to the relevant standards and requirements set out by the Department for Education which are subject to change.

Format

You can expect to receive 50 hours academic direction for each module in a university taught session. The range of learning and teaching strategies is a central component of the design and planning of the PGCE Early Childhood Education pathway on the ITE course.

There is an expectation of 150 hours practice learning and independent study to support your individual and collaborative learning. We will use of a range of ways of engaging you in critical debate and discussion during taught sessions, including talk partners, small group discussion and micro-teaching, while enhancing the experience with practical, creative and active learning.

The Graduate Entry (Mainstream) students on this course are required to be in placement for 120 days. These placements are linked to two credit bearing modules and will contain the assessment process for the recommendation of the award of Early Years Teacher Status. The placements will be in settings for children from birth to five years and will be sourced by the Partnership Team in line with the University placement procedures and processes.

Students studying on the employment pathway (Graduate Entry Employment Based) will be able to use their current employment as their base location in addition to contrasting placements to meet the requirements of the course. On commencing the course they will complete a needs analysis with tutors so that gaps in their knowledge, skills and experience can be highlighted; in this way additional placements will be arranged to ensure these students can cover the breadth of the 0-5 years subject area.

Assessment

Early Childhood Education PGCE pathway students who opt for the PGCE modules (either as a whole or for separate Masters level modules) will be assessed in two main ways – via academic assignments and via assessment of your teaching.

You will submit academic assignments for 20 credits in curriculum, professional and enhanced studies. Each submission will include a written element, but you may also be assessed via presentation or practical performance as relevant to your subject or chosen options. You can achieve up to 60 Masters (Level 7) credits (except in the PGCE Modular pathway which offers up to 40 Masters (Level 7) credits.)

What can I do next?

On successful completion students will be awarded a Postgraduate Certificate in Education with Early Years Teacher Status. Students may have already achieved 60 Masters level credits and may wish to continue studies by applying for the MA Early Childhood Education.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

Read less
The employment-based route on the Early Years Initial Teacher Training (EYITT) programme is designed for those already working with babies and children from birth to five years old. Read more
The employment-based route on the Early Years Initial Teacher Training (EYITT) programme is designed for those already working with babies and children from birth to five years old. Early Years Teacher Status (EYTS) will be awarded to graduates who have been judged to have met all of the Teachers' Standards Early Years).

Degree information

Early Years Teachers will be specialists in early childhood development and the Early Years curriculum. As highly skilled graduate leaders, they will be responsible for facilitating and leading high quality professional practice in early years settings. Participants will leave the programme as reflective practitioners who work with integrity, fostering positive relationships with parents/carers and children as well as other professionals.

Students undertake modules to the value of 60 credits.

Participants will be working to a timetable of no more than 90 per cent of full time working hours and be released for training and study days. Students take three core modules (60 credits total). In addition to this, students will undertake other placements of up to 6 weeks in order to cover the full 0-5 age range.

Where less than 60 credits are achieved at Master’s level (level 7), but are successfully passed at undergraduate/Bachelor’s level (level 6), a Professional Graduate Certificate of Education (PgCE) will be awarded. There are no optional modules on this programme.

An additional pathway is also available for those who wish to study full-time: http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/early-years-initial-teacher-training-mainstream-route

Core modules
-Teaching and Learning Module (Level 7)
-The Action Research Module (Level 7)
-Professional Practice Module (Level 6)
-Teaching and Learning Module (Level 7)

Placement
Students will undertake placements of up to 6 weeks in order to cover the full 0-5 age range, including 10 days in a Key Stage 1/2 placement.

Teaching and learning
The programme is delivered via a combination of taught sessions, workshops and work-based learning. The content of the programme aims to keep a careful balance between early years initiatives, educational theory and its practical application. Work-based learning means that academic knowledge, skills and understanding are clearly integrated and contextualised within the professional role of an early years practitioner.

Careers

Early years teachers can work in all private, voluntary and independent (PVI) early years settings which is where the majority of children and early years provision is based. They can also work in free schools, academies and independent schools which can employ teaching staff without the requirement for them to have QTS.

Employability
Recent research such as the EPPE Project (Sylva et al, 2010) has provided sound evidence that high quality early education teaching and care can have a powerful impact on young children, not only preparing them for school, but contributing to positive outcomes later in life (Prout, 1999). Acknowledging the key importance that quality education has on the outcomes for young children from their earliest years, government reforms in initial teacher education are focused on the years birth to five. Consequently, this specialist programme is designed for those already working or seeking to work with babies and children from birth to five years old.

Why study this degree at UCL?

Students on the Early Years Initial Teacher Training (EYITT) programme benefit enormously from the complementary skills and expertise of staff in partnership schools and at the IOE.

The EYITT route complements other existing initial training educational programmes at the IOE by both harnessing the expertise of internationally renowned lecturers and well respected researchers in early years education.

At the IOE we have a long tradition of working in partnership with inner city, London settings and schools. The placement settings offer teaching experience where practitioners serve as mentors and joint assessors for our student Early Years teachers. IOE tutors have extensive experience of teaching, school management, inspection, research and consultancy.

Read less
COURSE OVERVIEW. The aim of the PGCE Primary and PGCE Early Years course is to enable you to become a reflective, critical and enquiring primary teacher, able to respond flexibly to changing circumstances and to continue to develop your knowledge, understanding and skills throughout your professional life. Read more
COURSE OVERVIEW
The aim of the PGCE Primary and PGCE Early Years course is to enable you to become a reflective, critical and enquiring primary teacher, able to respond flexibly to changing circumstances and to continue to develop your knowledge, understanding and skills throughout your professional life.

Whilst the PGCE is an academic qualification, the emphasis is very much on practical experience with approximately two thirds of the course spent in school.

We are able to offer applicants a choice of routes:

• Full-time 3-7 Age Phase - 1 Year Course
• Full-time 5-11 Age Phase - 1 Year Course

In addition to the age phase options, students on all routes will also be able to opt to take a specialist module in either a National Curriculum Core area, Modern Foreign Languages or another specialism depending on numbers. In addition students on the 3-7 route can opt to take a specialist module in Early Years, this combined pathway of study leads to the PGCE Early Years qualification.

All trainees are trained to teach across the range of subjects in the Primary National Curriculum with a strong focus on English and mathematics.

The main aims of the course are to:

• become committed, confident, autonomous, creative and reflective primary teachers;
• develop a deep understanding of the role of a professional teacher in particular, preparing trainees for a career in primary education in the Foundation Stage and Key Stage 1 (3-7 years) or Key Stage 1 and 2 (5-11 years);
• value and understand the needs of every child and how to personalise learning for individuals;
• teach in culturally diverse and varied environments;
• respond flexibly to changing circumstances and develop knowledge, understanding and skills throughout your professional lives;
• work with originality and, where appropriate, propose new hypotheses in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in education;
• lead and support colleagues in a specific area of Primary Education (for example English, mathematics, science, primary languages or Early Years)

KEY FACTS
This course has very high employability rates and many of our trainees gain employment in local primary schools. Trainees are supported with the application process as part of their course.

The National College for Teaching and Leadership bursaries are available for trainees on eligible postgraduate courses in England who are not employed as a teacher. Bursary amounts will vary depending on degree class.

We work hard to ensure that we have strong relationships with more than 900 primary schools in the region. All schools sign a partnership agreement in which they pledge a commitment to the quality of experience they offer our trainees.

In the latest Newly Qualified Teacher (NQT) Survey (2011-13 aggregated data) 94 per cent of Birmingham City University trained primary teachers rated the quality of their training as 'good' or 'very good'.

ENTRY REQUIREMENTS
Applicants will have (or expect to achieve before enrolment) a Bachelor's Honours degree, at upper Second Class level or above from a UK higher education institution or a recognised equivalent in a subject that provides the necessary foundation for work as a primary teacher. Trainees expecting to take a specialist module in a core subject, Modern Foreign Languages (MFL) or Early Years must have an appropriate degree or be able to demonstrate equivalent understanding and experience.

GCSE at grade C or above (or its equivalent) in English, mathematics and a science subject is also necessary at the point of application. For entry onto a teaching course from September 2013 you will also be required to pass the Skills Tests in Literacy and Numeracy.

It is essential for applicants to have spent time in British state primary schools and have some familiarity with the current National Curriculum before submitting an application.

Applicants must also meet The National College for Teaching and Leadership requirements for Initial Teacher Training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).

COURSE STRUCTURE
Attendance on the full-time course is Monday to Friday, while faculty sessions for part-time students take place on no more than two days per week. However, the part-time route block teaching practice modules are full-time. The full-time course runs over three terms from September, ending in July the following year. The part-time course runs over six terms from September in the first year to July in the second year.

MODULES
•Core Curriculum Pedagogy - 30 Credits
•Curriculum Breadth - 15 Credits
•Primary Focus - 15 Credits
•The Highly Employable Teachers - 0 Credits

The delivery of the modules is often workshop-based, covering professional subject and age-range methodology, as well as general pedagogical skills and all other major educational issues.

ASSESSMENT
There are assessments on course work, teaching practice and the achievement of The Department for Education for the award of QTS. You will also undertake written assessments and some presentations derived from both faculty-based modules and school experiences.

FURTHER STUDY
Our MA Education and Masters in Teaching and Learning (MTL) programmes are designed to serve the continuing professional development (CPD) needs of teachers. On successful completion of the PGCE course you will be entitled to enter these programmes. Master's level credits from the PGCE course will count towards the Master's qualifications.

EMPLOYABILITY
Our graduates are highly successful in finding teaching posts and many take jobs in the West Midlands.

HOW DO I APPLY?
All applications for 2014 entry need to be made via the UCAS Teacher Training website. For more information on how to apply for a teacher training course please visit the UCAS how-it-all-works information page on their website. The UCAS Teacher Training helpline number is 0871 468 0 469.

Course codes:
3-7 age phase: X110 (FT)

5-11 age phase: X100 (FT)

Read less
Do you want to work with children from birth to five years old (including Reception) in the public and private sectors? Achieve Early Years Teacher Status (EYTS) in just one year with this Masters-level course. Read more
Do you want to work with children from birth to five years old (including Reception) in the public and private sectors? Achieve Early Years Teacher Status (EYTS) in just one year with this Masters-level course.

Early Years learning primarily focuses on the following ideas:
-What constitutes ‘quality’ in Early Years education?
-Equity, inclusion and justice for the pre-school child and the wider family
-Ideas of communication, imagination, language and literacy, and provision for the bi/trilingual child
-Understandings of early mathematical and scientific development
-Discourses of nurture, care and attachment

How will I study?

Choose from two routes through this course:
-If you follow the Employment route, you’ll work part or full time in an Early Years setting during your period of study. Your employer receives remuneration to support your studies.
-If you follow the Graduate route, you’ll be placed full time in an Early Years setting and you may be eligible for a bursary.

Over your study period, you spend up to 120 days working in an Early Years setting (this will vary depending on whether you are taking the Employment route or the Graduate route to achieve EYTS).

You’ll have experience of an alternative Early Years setting and a Key Stage 1 placement within the year. On average, you spend one day per week at the University where taught components of the course are delivered.

Scholarships

Our aim is to ensure that every student who wants to study with us is able to despite financial barriers, so that we continue to attract talented and unique individuals.

Chancellor's International Scholarship (2017)
-25 scholarships of a 50% tuition fee waiver
-Application deadline: 1 May 2017

HESPAL Scholarship (Higher Education Scholarships Scheme for the Palestinian Territories) (2017)
-Two full fee waivers in conjuction with maintenance support from the British Council
-Application deadline: 1 January 2017

PGCE First-Generation Scholars Award (2017)
-£600 maintenance award to PGCE students with a household income below £42,875

USA Friends Scholarships (2017)
-A scholarship of an amount equivalent to $10,000 for nationals or residents of the USA on a one year taught Masters degree course
-Application deadline: 3 April 2017

Careers

This MA with Early Years Teachers Status (EYTS) offers the opportunity to combine Masters-level study with practical experience of teaching and researching in the Early Years Foundation Stage. You deepen your knowledge and understanding of educational theory and practice, and develop your skills in:
-Research and analysis
-Presentation and communication
-Critical reflection

With these skills you’ll have a wide range of educational careers open to you – nationally and internationally.

If you’re a professional in employment, this course gives you excellent opportunities for career development and progression into Early Years leadership in a range of private and state-maintained settings.

If you’re a new graduate, it provides a springboard into Early Years teaching in both the public and private sector.

As a qualified Early Years Teacher with EYTS, you can teach within private nursery and day-care settings. Free Schools and Academies can employ you to teach Reception children as a full class teacher, while in state-maintained nurseries or Reception classes, you will be qualified to teach with the support of a member of staff with Qualified Teacher Status (QTS).

The terrain of Early Years educational provision is fast changing. This Masters course has been designed to equip you with all the necessary skills and dispositions to lead in this sector.

Read less
The 2-year MA Economics programme is structured to provide an international quality education in Economics and Econometrics for students with an interest in, and aptitude for, Economics but no necessary prior background. Read more

Overview

The 2-year MA Economics programme is structured to provide an international quality education in Economics and Econometrics for students with an interest in, and aptitude for, Economics but no necessary prior background. The programme is designed to help the student become a problem solver and therefore enhance their flexibility in the job market. It is a stimulating and challenging degree that aims to provide the student with a wide range of skills demanded by prospective employers. Successful graduates attain economic, quantitative and communication skills that are highly sought by employers in the public and private sectors.

Course Structure

The first year is an intensive and extensive introduction to the world of economics. The aim is that by the year end, students will be at the same level as a graduate of a BA / BBS / BSc graduate in Economics. Students will cover the basic concepts, empirical methods and applications in Microeconomics, Macroeconomics and Econometrics as well as choosing field courses of interest from a range of optional modules.

The second year builds upon this and is structured to be stimulating and challenging. It is designed to give graduates the necessary economic and quantitative skills that employers seek today. In the first semester, students take modules in the core areas of Microeconomics, Macroeconomics and Econometrics as well as a module in research methods. All modules are a mixture of theory and practical application. In the second semester, students must take Microeconomics II and three field courses. Field courses offered in any year may include, Industrial Organisation, International Trade, Labour Economics, Growth and Development, Financial Economics, International Finance, and Financial Risk Analysis. During this semester, students also develop a thesis proposal under the guidance of their supervisor. The thesis allows the student to undertake independent research and is completed over the summer.

Career Options

The 2-year MA Economics at Maynooth University is a great opportunity for interested candidates to equip themselves for a career in Economics. Without requiring any background in the subject, students who are ready to make this important investment can expect to earn high returns in their future careers.

Recent graduate have an excellent employment record, both in the public and private sectors. Graduates have taken up research positions at institutions like the Central Bank of Ireland, the Economic and Social Research Institute (ESRI), while others have pursued careers in retail and investment banking, fund management, economic development and economic consultancy firms. The diverse careers of our graduates reflect the adaptability and flexibility of our graduates.

Check out testimonials from our graduates at https://www.maynoothuniversity.ie/economics-finance-and-accounting/our-graduates

How To Apply

Online application only http://www.pac.ie/maynoothuniversity

PAC code
MHH70

The following information should be forwarded to PAC, 1 Courthouse Square, Galway or uploaded to your online application form:

Certified copies of all official transcripts of results for all non-Maynooth University qualifications listed MUST accompany the application. Failure to do so will delay your application being processed. Non-Maynooth University students are asked to provide two academic references and a copy of birth certificate or valid passport.

Find information on Scholarships here https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/fees-funding-scholarships

Read less
The MBA Aviation has been designed to satisfy the increasing need of the global aviation industry for graduates with a focus on key aspects of business and management. Read more
The MBA Aviation has been designed to satisfy the increasing need of the global aviation industry for graduates with a focus on key aspects of business and management.

The course aims to produce highly innovative and creative graduates with the technical abilities and management potential to compete for a wide range of careers in this exciting industry.

Special Features

• A limited number of funded places are available for full-time, Scottish or EU fee status students.
• Loans for tuition fees are available from the Students Award Agency for Scotland (SAAS) for eligible Scotland domiciled and EU students, and loans for living costs for eligible Scottish students.
• You will be taught by a mix of management and aviation specialists
• The course will provide you with a thorough grounding in management principles, practices and techniques strongly contextualised to aviation applications
• You will undertake an individual research project
• *Please note that the part-time online option is not currently available to international students. International students requiring a Tier 4 visa to study in the UK must be studying on a full-time basis.
• If you wish to study online please select the part-time option in the apply link and include your study preference in your personal statement on the application form.
• If you are studying full-time or part-time on campus you will learn through face-to-face lectures, tutorials and seminars and online study via the university's virtual learning environment (VLE). You can also study part time on a fully online basis if you live in the UK.
• Note January start is (part-time only)

Modules

PgCert

Core modules may include:

Operations management
Corporate and competitive strategy

You will also choose one option module which may include:

Organisational leadership and management
Global business environment

PgDip

Core modules may include:

Strategic marketing
Quality and safety management in aviation

You will also choose one option module which may include:

Entrepreneurial strategy and business growth
Management, accounting and finance

MBA

To achieve the award of MBA you must complete a research dissertation.

Locations

This course is available at Perth College UHI, Crieff Road, Perth, PH1 2NX

Funding

The University of the Highlands and Islands is pleased to offer a limited number of places with full tuition fee support for Scottish-domiciled/EU students, studying full time, on this course starting in September 2017 to help talented students join this key growth sector for the Scottish economy. Fees will be funded by the European Social Fund and Scottish Funding Council as part of Developing Scotland’s Workforce in the Scotland 2014-2020 European Structural and Investment Fund Programmes.
https://www.uhi.ac.uk/en/studying-at-uhi/first-steps/how-much-will-it-cost/funding-your-studies/funded-postgraduate-places/

From 2017, eligible Scotland domiciled students studying full time can access loans up to 10,000 from the Student Awards Agency for Scotland (SAAS).This comprises a tuition fee loan up to £5,500 and a non-income assessed living cost loan of £4,500. EU students studying full time can apply for a tuition fee loan up to £5500.

Part-time students undertaking any taught postgraduate course over two years up to Masters level who meet the residency eligibility can apply for a for a tuition fee loan up to £2,750 per year.

See Scholarships tab below for full details

Top five reasons to study at UHI

1. Do something different: our reputation is built on our innovative approach to learning and our distinctive research and curriculum which often reflects the unique environment and culture of our region and closely links to vocational skills required by a range of sectors.
2. Flexible learning options mean that you can usually study part time or full time. Some courses can be studied fully online from home or work, others are campus-based.
3. Choice of campuses – we have campuses across the Highlands and Islands of Scotland. Each campus is different from rich cultural life of the islands; the spectacular coasts and mountains; to the bright lights of our city locations.
4. Small class sizes mean that you have a more personal experience of university and receive all the support you need from our expert staff
5. The affordable option - if you already live in the Highlands and Islands of Scotland you don't have to leave home and incur huge debts to go to university; we're right here on your doorstep

How to apply

If you want to apply for this postgraduate programme click on the ‘visit website’ button below which will take you to the relevant course page on our website, from there select the Apply tab to complete our online application.
If you still have any questions please get in touch with our information line by email using the links below or call on 0845 272 3600.

International Students

If you would like to study in a country of outstanding natural beauty, friendly communities, and cities buzzing with social life and activities, the Highlands and Islands of Scotland should be your first choice. We have campuses across the region each one with its own special characteristics from the rich cultural life of the islands to the bright city lights of Perth and Inverness. Some courses are available in one location only, for others you will have a choice; we also have courses that can be studied online from your own home country. .http://www.uhi.ac.uk/en/studying-at-uhi/international

English Language Requirements

Our programmes are taught and examined in English. To make the most of your studies, you must be able to communicate fluently and accurately in spoken and written English and provide certified proof of your competence before starting your course. Please note that English language tests need to have been taken no more than two years prior to the start date of the course. The standard English Language criteria to study at the University of the Highlands and Islands are detailed on our English language requirements page http://www.uhi.ac.uk/en/studying-at-uhi/international/how-to-apply-to-uhi/english-language-requirements

Read less
This full-time route is for new graduates and career changers who will not be employed in the early years sector during the training. Read more
This full-time route is for new graduates and career changers who will not be employed in the early years sector during the training. It is based at the University of Warwick and includes 120 placement days in schools and early years settings.

The EYITT is a government endorsed scheme through which you will gain Early Years Teacher Status (EYTS). This will allow you to teach the Early Years Foundation Stage in an early years setting.

Route 1: University-Led

This full-time route is for new graduates and career changers who will not be employed in the early years sector during the training. It is based at the University of Warwick and includes 120 placement days in schools and early years settings.

Route 2: Employer-Led

This part-time route is for graduates who are already employed in an early years setting/early years department of a school within a 50 mile radius of our campus (CV4 8EE). It provides hands-on training in an employment setting. This route is also available to childminders. Occasionally we can provide you with support in finding employment while you study through this route.

Information for Employers
-As an employer you will receive £7,000 (funding from the government) to cover the cost of your 16 University days and 6 week alternative placement.
-As a partner, the employer will be entitled to attend any of our Early Years CPD for free.
-A qualification in Early Years Teaching has a strong element in the Ofsted inspection.
-There is more flexibility with Early Year Teachers, ratios 1:13 compared to 1:8.
-Parents will be encouraged in their decision making process on selecting a nursery with staff who have obtained qualifications such as the EYITT.

Route 3: Assessment Only

This short route is for experienced graduates who are already employed in an early years setting/early years department of a school, and are able to demonstrate the Early Years Teaching Standards without further training.

Read less
The MA in Education part time is an innovative and flexible course that caters to the needs of professionals working in the field of education. Read more
The MA in Education part time is an innovative and flexible course that caters to the needs of professionals working in the field of education. There are various pathways through it and it can therefore be closely tailored to your own professional development. The MA is built on a modular basis enabling you to build it around your personal and professional life.

The MA comprises of modules that can be studied one by one. The key element of many modules is the provision for ‘shared enquiry’, enabling participants to engage with other professional colleagues and researchers in developing critical approaches to enquiry within practical education (and education-related) contexts.

There are various pathways through this MA. However the final module taken by all students is a research thesis, via which you will have the opportunity to research and write about an area of practice, relevant to you, in great depth.

Distinctive approaches to learning and teaching

The course is taught through a series of seminars and workshops with additional small group and individual tutorials being provided for all students. All teaching takes place in small groups which enables students to engage in discussion and debate. In addition to the main programme, students will have opportunities to attend research seminars, day courses and other activities. All modules are taught by members of the university’s academic staff, all of whom are active as researchers and involved in publication and continuing professional development. Each module is co-ordinated by a module leader who has extensive experience and expertise in the area of the module content. The course also makes use of visiting lecturers from other academic institutions from within the UK and further afield.

Course content

The part time master’s programme is designed for professionals who want to extend their knowledge, skills and understanding of learning, teaching, leadership, assessment and other educational issues.

It typically takes three years to gain a master’s degree via this route. However, teachers who have studied with the University of Northampton before may well already be several steps along the journey towards gaining an MA in Education.

Whichever modules you choose you will engage in detailed analysis and evaluation of established and innovative theoretical perspectives and practice-based approaches to education. During your time at the University you will have an opportunity to study various aspects of education and engage with a wide range of teachers and researchers. Additionally modules will be available in teaching primary English and in leadership and management.

Within the overall framework of the Masters in Education, we also offer specialist pathways in Early Years and Mathematics.

As there are several routes through the MA Education part time, please feel free to contact James Underwood (Subject Leader Teachers’ CPD) directly on who can advise you on the best route for you.

Course modules (16/17)

-Young Children’s Rights and Participation
-Autism in the Early Years
-International Perspectives on Education
-School and Classroom Cultures
-Educational Leaderships
-Perspectives on BESD
-International Developments in Inclusive Practice
-Understanding Autistic Spectrum: Theoretical Perspectives
-Contemporary and international Issues in Early Years
-Supporting Parents and Developing Community
-Organisational based Project
-Research Methods
-Speech, Language and Communication needs
-Understanding Dyslexia: Identification, Curriculum and Teaching
-Principles and Practice in Action Research
-Key Concepts in Inclusion and Diversity
Investigating Individual Professional Practice 1 and 2
-Principles and Practice in Coaching and Mentoring
-Advanced Practice in Early Childhood Education
-Designing for the 21st Century Learning
-Research Thesis
-Dissertation
-Leading for Change
-Developing and Supporting Others

Methods of Learning

The course is taught through a series of seminars and workshops with additional small group and individual tutorials being provided for all students. All teaching takes place in small groups which enables students to engage in discussion and debate. In addition to the main programme, students will have opportunities to attend research seminars, day courses and other activities hosted by the Faculty of Education and Humanities.

The entire MA involves 140 hours of taught sessions, all of which are taught as interactive sessions involving activities and discussions. This means students will typically attend classes for 6 hours per week if studying full time, although this may vary depending on the modules taken. In addition full-time students will be expected to undertake a further 24 hours per week of private study and research. Part-time students taking the course over 3 years will be expected to do one third of this. You should however be aware that this is not consistently spread across the year and that at some points you may be working considerably more hours in a week. For all students there will also be the chance to attend additional optional sessions and presentations connected to the research undertaken within the Faculty of Education and Humanities.

Schedule

Part-time. Completion of the part-time MA usually takes three years. However, if master’s level (level 7 credits) have been attained on other courses including the PGCE, NPQH, or programmes run by the University of Northampton then it is possible to complete this MA in a shorter time.

Assessments

Depending on the route chosen, the course assessment involves essays, portfolios, presentations and small scale research projects. Your MA will always conclude with the production of a thesis or dissertation in which you will investigate, in depth, an aspect of your own practice.

Facilities and Special Features

-Modules relevant to those working in children’s and young people’s services.
-Recognised Postgraduate Professional Development for teachers.
-Modules for a range of professional and personal interests leading to named pathway awards in the future, including an MA in SEN & Inclusion.
-Modules can be taken ‘stand alone’ for professional development.
-Modules can build into three successive postgraduate awards from Certificate to Diploma and Masters.
-Modules relevant to those working in early years or children’s services.
-Modules designed to connect with different practitioners workplace context.
-A highly experienced and supportive tutor team all of whom are active researchers.
-Modules in Special Needs and Inclusion delivered by practitioners with a national reputation in the field.

Careers

Usually part-time students are already professionals in the field of education. However, this programme can open up opportunities for further development and promotion.

Read less
This postgraduate certificate and diploma is a unique opportunity for students who want to explore aspects of human anatomy through the flexibility of an online distance learning programme. Read more

Programme description

This postgraduate certificate and diploma is a unique opportunity for students who want to explore aspects of human anatomy through the flexibility of an online distance learning programme.

All courses making up the programme use innovative teaching methods to provide students with key transferable skills in addition to a solid foundation of anatomical knowledge.

Our programme in anatomical sciences is delivered entirely online and consequently relies on the use of IT, for example through the use of email, audio visual material, discussion forums and various other interactive resources.

This is a postgraduate qualification for medical, biomedical, allied health professionals and those in holistic practice with an interest in human anatomy. The programme draws upon the highly regarded teaching and research staff within the University.

Our aim is to provide quality course materials to be delivered from our virtual learning environment. Interactive software is being specifically developed for use in this programme. alongside the licensed software currently in use for the on campus masters programme in Human Anatomy and our medical degree course.

The programme is designed to introduce and develop student knowledge in the anatomical sciences; in addition it is aimed at renewing and strengthening communication and IT knowledge and skills.

Our online learning system lets you work entirely from your own home location. This will enhance your learning experience and working knowledge while rewarding you with a highly regarded qualification.

PgCert - 1 year part-time or 1-2 years part-time intermittent study.
PgDip - 2 years part-time or 2-4 years part-time intermittent study.
PG Profession Development - 9 months - 2 years part-time intermittent study.

Online learning

Our online learning technology is fully interactive, award-winning and enables you to communicate with our highly qualified teaching staff from your own home or working environment.

Our online students not only have access to the University’s excellent resources, but also become part of a supportive online community, bringing together students and tutors from around the world.

Programme structure

The programme normally takes two years.

Year 1: Certificate

Courses include:

Fundamental Human Anatomy 1 - including the upper and lower limbs, back and pelvis.
Fundamental Human Anatomy 2 - including thorax, abdomen, head and neck.
Embryology - human development.
Neuroanatomy - nervous system

Year 2: Diploma

You will extend your anatomical knowledge with courses in:

Advanced Human Anatomy 1 - more detailed study of anatomy previously examined incorporating anatomical principles.
Advanced Human Anatomy 2
Histology - microscopic anatomy.
Imaging - modalities that are relevant to anatomical sciences.

Each of the four taught courses has a set of modules that are released to students on a weekly basis from our virtual learning environment.

The modules consist of the following structure.

A recorded lecture to introduce the topic
Interactive content (video/animated/narrative)
A set of resource links to course reading – library and research.
A discussion board facilitated by a tutor.
A set of multiple choice questions (MCQs) which students can take at the end of each week - these are formative and do not contribute to the final mark.

At the end of each module there is a further set of multiple choice questions which students take; this set of MCQs do contribute to the final mark.

More information on anatomy at the University can be found on our website: http://www.ed.ac.uk/biomedical-sciences/anatomy

Postgraduate Professional Development

Postgraduate Professional Development (PPD) is aimed at working professionals who want to advance their knowledge through a postgraduate-level course(s), without the time or financial commitment of a full Masters, Postgraduate Diploma or Postgraduate Certificate.

You may take a maximum of 50 credits worth of courses over two years through our PPD scheme. These lead to a University of Edinburgh postgraduate award of academic credit. Alternatively, after one year of taking courses you can choose to transfer your credits and continue on to studying towards a higher award on a Masters, Postgraduate Diploma or Postgraduate Certificate programme. Although PPD courses have various start dates throughout a year you may only start a Masters, Postgraduate Diploma or Postgraduate Certificate programme in the month of September. Any time spent studying PPD will be deducted from the amount of time you will have left to complete a Masters, Postgraduate Diploma or Postgraduate Certificate programme.

The programme also offers the opportunity to take a Postgraduate Certificate (60 credits), either part-time over 9 months or on an intermittent basis over 2 years; or a Postgraduate Diploma (120 credits), either part-time over 21 months or on an intermittent basis over 4 years.

Career opportunities

This programme has been designed not only to help you gain a highly regarded qualification but also to provide you with a set of major transferable skills, which will be relevant to your current career, further study or simply increase your long-term career prospects.

Read less
The course, which is offered on both a part-time and a full-time basis, aims to be unique amongst schools in Britain in two ways. Read more
The course, which is offered on both a part-time and a full-time basis, aims to be unique amongst schools in Britain in two ways. Firstly, the teaching offers a design-based iterative element, thereby testing the formulation of informed decisions. Secondly, it places emphasis on the role of sustainability within the historic context at both technical and strategic levels. By using the Welsh School of Architecture’s established expertise as a research locus for sustainable design, it addresses these concerns which have been identified internationally by ICOMOS as the critical future direction of conservation education.

The course seeks to attract a broad range of students with varied levels of experience in professional practice who share an interest in the conservation of architecture, urbanism and the environment. Candidates may be graduates with a degree in architecture and/or RIBA part 2 exemption embarking on their professional careers or have been professionals in practice for some time seeking to refine or augment their career paths.

Distinctive features

The course is both RIBA approved and IHBC accredited. Completion of the RIBA approved course for RIBA and ARB registered Architects entitles them to apply to become 'Conservation Registrants' immediately. As an RIBA approved course, it reduces the number of years in practice required to be entitled to apply for registration as 'Specialist Conservation Architect' to 4 years (from 5) and 2 years (from 3) for 'Conservation Architect'. Completion of the IHBC accredited course enables suitably qualified candidates to achieve full IHBC accreditation in 2 as opposed to 5 years.

As a part of the fourth module, students are taken to Rome for a two day intensive visit during which we meet with tutors from the 2nd level International Masters in Architectural Restoration and Cultural Heritage at Roma TRE University. Travel to Rome, entrance fees and accommodation are covered in the course fee but travel to and from the UK airport is not.

Structure

The programme is offered on both a full-time and a part-time basis. The taught modules are all delivered over six two-day sessions per year thereby attracting part-time candidates who are employed in full-time practice. Part-time students will complete three modules (i.e. 60 credits) in the first year and two modules in the second year. They will be given until the following December to submit their dissertation module.

Core modules:

The Conservator's Role
Tools of Interpretation
Energy Use in Historic Buildings
Case Studies and Regional Work
Design Tools: Methods of Repair
Dissertation

Teaching

The taught material is largely delivered by a range of specially selected guest speakers, all prestigious within their particular field. The speaker’s presentation is followed by lively debate and discussion with the group, taking the opportunity to learn from a range of perspectives. We undertake several relevant site visits during the course of the programme, engaging with practitioners, clients and statutory authorities.

Assessment

Each piece of work or report is assessed at an outline stage and at completion stage, with feedback given to guide future submissions. There are no class tests or exams during the programme, however, students are required to submit written and project work on time and also on occasion to be able to present their work orally to the group.

The course briefs are designed to enable students from differing backgrounds to pursue paths relevant to their chosen or existing career progression.

Each 20-credit module is assessed via a combination of written assignments (4,000 words approx. each) and presentations.

Career Prospects

The course is both RIBA approved and IHBC accredited. Completion of the RIBA approved course for RIBA and ARB registered Architects entitles them to apply to become 'Conservation Registrants' immediately. As an RIBA approved course, it reduces the number of years in practice required to be entitled to apply for registration as 'Specialist Conservation Architect' to 4 years (from 5) and 2 years (from 3) for 'Conservation Architect'. Completion of the IHBC accredited course enables suitably qualified candidates to achieve full IHBC accreditation in 2 as opposed to 5 years.

Experienced professionals are provided with an opportunity to adjust their career path by gaining specialised expertise in an area of practice that increasingly demands proof of capability. Recent graduates are offered the chance to focus the skills and credentials they can offer to prospective employers or indeed to lay foundations in a specialised area in which they may choose to start up their own businesses.

Our students have gone on to be employed by the National Trust, the Planning Inspectorate, to be promoted within local authorities and to set up new divisions in their practices and businesses.

Read less

Show 10 15 30 per page