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This programme is aimed at registered nurses and midwives, with experience in acute or primary care settings, who wish to build on their experience and transfer their learning in order to develop the higher level of knowledge and skills required for specialist and advanced practice. Read more
This programme is aimed at registered nurses and midwives, with experience in acute or primary care settings, who wish to build on their experience and transfer their learning in order to develop the higher level of knowledge and skills required for specialist and advanced practice.

Students will be prepared to function at master's level through the programme and will have the unique opportunity to develop practice at a higher level. In the past 'advanced practitioner' posts have tended to be characterised principally by clinical competence; however, this programme accepts that advanced practice is a 'level' of practice rather than a particular role. This programme takes into account the four pillars of practice: clinical practice; leadership; facilitation of learning; and evidence research and development. Therefore, some practitioners will focus on leading and managing services; others will focus on clinical practice and be able to diagnose and treat healthcare needs; and others will have advanced roles within public health.

Visit the website: http://www.rgu.ac.uk/health-professions/study-options/part-time-learning/advanced-nursing-practice

Course detail

There are five routes within the programme:
• Clinical Practice (3 years part-time)
• District Nursing (3 years part-time)
• Health Visiting (18 months full-time or 3 years part-time)
• Leadership (3 years part-time)
• School Nursing (18 months full-time or 3 years part-time)

There are exit points within this award to allow you to complete with a postgraduate certificate, diploma or an MSc. The professional qualification of district nurse, health visitor or school nurse will be recorded on completion of stage 1 but you may choose to continue to complete the whole MSc.

Clinical Practice:

- is directly linked to the teaching, development and assessment of the nationally recognised benchmarks for advanced clinical practice (RCN 2010). This will be the preferred route for practitioners working in acute care, out of hours services, hospital at night services and in medical and surgical support posts.

District Nursing:

- is aimed at experienced nurses who wish to gain contemporary knowledge to take forward the rapidly changing primary care agenda. It will enable a critical, innovative and reflective approach to address the healthcare needs of individuals, families, carers, groups and communities. Students need to be sponsored or supported by an NHS Board in order to meet the requirements of the Nursing and Midwifery Council (NMC) for practice assessment.

Health Visiting:

- is aimed at nurses and midwives who wish to build on their experience and transfer their learning in order to develop the higher level of knowledge and skills required of a health visitor. Students need to be sponsored or supported by an NHS Board in order to meet the requirements of the Nursing and Midwifery Council (NMC) for practice assessment

Leadership:

- is open to those who will be working at an advanced level in leadership roles who are required to lead and advance practice within the policy context of health and social care. It has some flexibility with option modules and, depending on your choice of option modules, attendance at University may not be compulsory.

School Nursing:

- is aimed at nurses and midwives who wish to build on their experience and transfer their learning in order to develop the higher level of knowledge and skills required of a school nurse. Students need to be sponsored or supported by an NHS Board in order to meet the requirements of the Nursing and Midwifery Council (NMC) for practice assessment.

Format

This programme is driven by a philosophy that is student centered, progressive, process oriented and practice focused, and a blended approach to learning is adopted. Students will learn within a virtual environment (CampusMoodle) and apply the theoretical learning to their practice through a work based learning approach. Students will therefore have an opportunity to apply learning to their specific area of practice within contemporary healthcare service.

Depending on the route selected and the choice of optional modules, there will be some compulsory attendance at the University - for the clinical examination module and the prescribing element.

Placements and accreditation

Three of the routes are approved by the NMC to meet the requirements of being recorded as a district nurse (NMC 2001), or registered as a health visitor or school nurse on the NMC (2004) register. All five routes are accredited by the RCN.

Clinical Practice and Leadership routes are undertaken within your own place of work with the support of an identified practice facilitator. The criteria for this role are within the admission criteria. If you select to undertake the Non Medical Prescribing module you will require supervision by a designated medical practitioner.

Cognisance has been taken of the recent national work undertaken by NHS Education Scotland which has informed the curriculum of the district nursing, health visiting and school nursing routes.

Students are required to attend placements on the District Nursing, Health Visiting and School Nursing routes ; these are equivalent to 23 weeks full time over the period of the PgDip.

Royal College of Nursing accreditation will be awarded on completion of the full MSc.

Careers

This programme develops greater understanding and the skills of the advanced practitioner in relation to leadership and clinical practice.

As healthcare is an ever changing environment, it will provide aspiring healthcare professionals with a comprehensive programme of preparation that develops an advanced level of practice.

It recognises the accepted international benchmark for advanced practice and develops highly experienced and educated members of the care team who are able to diagnose and treat healthcare needs or make a referral to an appropriate specialist..

This programme allows students to continue and develop their knowledge and skills within their own areas of practice, enabling them to accelerate their career progression.

How to apply

To find out how to apply, use the following link: http://www.rgu.ac.uk/applyonline

Funding

For information on funding, including loans, scholarships and Disabled Students Allowance (DSA) please click the following link: http://www.rgu.ac.uk/future-students/finance-and-scholarships/financial-support/uk-students/postgraduate-students/postgraduate-students/

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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

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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”.

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This full time course is designed to provide further training in research in Materials Science after a minimum of at least 3 years’ university-level education to UK Bachelor’s level, or overseas equivalent. Read more

Overview

This full time course is designed to provide further training in research in Materials Science after a minimum of at least 3 years’ university-level education to UK Bachelor’s level, or overseas equivalent. Students admitted to this course may apply to continue to PhD level research (which takes a minimum of a further 3 years) in Materials Science.

MPhil students are encouraged to participate in many of the training opportunities and other activities available to students in the University, and become fully integrated members of the Department’s Research School.

Students carry out a one-year research programme under the supervision of a member of the academic staff of the Department of Materials Science.

The main aims of the programme are:
- to give students with relevant experience at first-degree level the opportunity to carry out focussed research in the discipline under close supervision; and
- to give students the opportunity to acquire or develop skills and expertise relevant to their research interests.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/pcmmmpmsm

Learning Outcomes

By the end of the programme, students will have:
- a comprehensive understanding of techniques, and a thorough knowledge of the literature, applicable to their own research;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research, research techniques and methodologies;
- demonstrated some self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Continuing

Students wishing to continue to PhD level research (which takes a minimum of a further 3 years) may apply during the masters year. A conditional offer may be made, contingent on successful completion of the MPhil. Students will be expected to have demonstrated the potential to carry out a further programme of research during their MPhil programme.

Teaching

This course is exclusively by research. Applicants should identify potential supervisors, and provide a short project description, in section A(12) of the GradSAF, so that their papers can be considered by appropriate members of academic staff working in their field(s) of scientific interest.

- Feedback
Students can expect a formal discussion with their supervisor, and a written report (via the University's on-line system) on their progress, at least once a term. Written feedback will be provided on drafts of the dissertation.

Assessment

- Thesis
Assessment is based entirely on a viva voce examination of a 15,000 word dissertation which must be submitted by 31 August (students starting in October of each academic year) on a topic approved by the Degree Committee for the Faculty of Physics and Chemistry. The dissertation is examined in an oral examination by one external and one internal examiner appointed individually for each candidate.

Funding Opportunities

There are no specific funding opportunities advertised for this course. For information on more general funding opportunities, please follow the link below.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

Find out how to apply here http://www.graduate.study.cam.ac.uk/courses/directory/pcmmmpmsm/apply

See the website http://www.graduate.study.cam.ac.uk/courses/directory/pcmmmpmsm

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This full time course is designed to provide further training in research in Materials Science after a minimum of at least 3 years’ university-level education to UK Bachelor’s level, or overseas equivalent. Read more
This full time course is designed to provide further training in research in Materials Science after a minimum of at least 3 years’ university-level education to UK Bachelor’s level, or overseas equivalent. Students admitted to this course may apply to continue to PhD level research (which takes a minimum of a further 3 years) in Materials Science.

MPhil students are encouraged to participate in many of the training opportunities and other activities available to students in the University, and become fully integrated members of the Department’s Research School.

Students carry out a one-year research programme under the supervision of a member of the academic staff of the Department of Materials Science.

Visit the website: http://www.graduate.study.cam.ac.uk/courses/directory/pcmmmpmsm

Course detail

The main aims of the programme are:

- to give students with relevant experience at first-degree level the opportunity to carry out focussed research in the discipline under close supervision; and
- to give students the opportunity to acquire or develop skills and expertise relevant to their research interests.

Learning Outcomes

By the end of the programme, students will have:

- a comprehensive understanding of techniques, and a thorough knowledge of the literature, applicable to their own research;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research, research techniques and methodologies;
- demonstrated some self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

This course is exclusively by research. Applicants should identify potential supervisors, and provide a short project description, in section A(12) of the GradSAF, so that their papers can be considered by appropriate members of academic staff working in their field(s) of scientific interest.

Assessment

Assessment is based entirely on a viva voce examination of a 15,000 word dissertation which must be submitted by 31 August (students starting in October of each academic year) on a topic approved by the Degree Committee for the Faculty of Physics and Chemistry. The dissertation is examined in an oral examination by one external and one internal examiner appointed individually for each candidate.

Continuing

Students wishing to continue to PhD level research (which takes a minimum of a further 3 years) may apply during the masters year. A conditional offer may be made, contingent on successful completion of the MPhil. Students will be expected to have demonstrated the potential to carry out a further programme of research during their MPhil programme.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

There are no specific funding opportunities advertised for this course. For information on more general funding opportunities, please follow the link below.

General Funding Opportunities: http://www.2016.graduate.study.cam.ac.uk/finance/funding

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This programme will equip you with the skills, understanding and experience to become a leader of learning in a wide variety of Early Years settings, including primary schools, nursery settings and children’s centres. Read more
This programme will equip you with the skills, understanding and experience to become a leader of learning in a wide variety of Early Years settings, including primary schools, nursery settings and children’s centres.

You will be trained across the Early Years Foundation Stage and Key Stage 1, combining on-campus study with high quality training in schools, ensuring you gain the experience to be an outstanding teacher of children aged 3-7.

On completion of the course you will have the confidence to take up your first teaching post with a clear appreciation of the latest approaches and strategies to teaching theory, combined with extensive practical experience, to enable you to educate and inspire Early Years children.

What will I study?

The programme starts with an extensive subject knowledge and understanding audit, to identify your main strengths and weaknesses, and enable your tutor to focus on your individual development needs.

The PGCE consists of four main elements:

- Personal and Professional Development – you will develop your learning skills and will learn how to reflect upon and take charge of your own development as a trainee teacher. Gaining knowledge of how children learn and how their needs differ, you will also develop strategies for the core skills of planning, assessment, teaching and class management, along with an understanding of the education system, and of the wider professional role of a teacher in school. A critical appreciation of theoretical perspectives, philosophies and research-based findings will also be conveyed;

- Curriculum – you will learn about the National Curriculum at Key Stage 1 for each subject and how to plan, teach, and assess it across the whole primary age range. You will also learn about the Early Years Foundation Stage and the areas of Learning and Development within this;

- Specialist Strand – you will follow this both at Edge Hill University and in school. The aim is to enable you to pursue your own particular interests in Early Years and prepare for an eventual leadership role in schools or settings;

- Research Specialism – you will be immersed in the contemporary key theories and principles of early years education and undertake a relevant small-scale research project.
The importance of play-based learning will be examined in each element. Cross-curricular themes are also considered as are the practical skills of planning for learning, promoting positive attitudes and working in an extended team and with parents and carers.

One of the most important elements of this programme is the practical teaching experience you will gain through placement in one of our partnership schools or nurseries. This hands-on approach is combined with tutor-led sessions and self-study so that you can increase your ability to plan, teach and manage the learning of children aged 3-7 years. You will learn how to teach pupils across the ability range, how to assess pupils’ progress in learning, manage behaviour and maintain a happy learning environment.

The programme will develop your understanding of how children learn and also consider behaviour management, child development and other important professional issues related to the Early Years Foundation Stage and Key Stage 1. You will be encouraged to develop as a reflective and well informed professional.

How will I study?

A combination of academic study, group discussion and reflection, practical and work-based learning in the classroom will give you the knowledge and skills you need to become an excellent teacher. You will be supported by online and distance learning materials and encouraged to develop key skills, including the use of ICT, to support your own learning.

The course involves a significant amount of time in schools and settings. You will complete a series of placements in Early Years Foundation Stage classrooms (age range 3-7 years) and Key Stage 1 classrooms (age range 5-7 years). Here, you will work alongside mentors and peers to further your professional development.

In schools and Early Years settings you will undertake a range of differentiated training experiences which will be closely linked to your individual targets. Your teaching timetable will increase in relation to responsibility, as your training progresses and you become more confident and competent in the classroom. You will progressively assume the responsibility for the children and their achievement and progress, involving excellence in teaching, learning and assessment.

How will I be assessed?

A balanced combination of coursework and observed classroom experience will be assessed against the Professional Standards for QTS.

Before the end of your PGCE you will need to complete a Career Entry and Development Profile (CEDP) which acts as a useful bridge between your initial teacher training programme and your Induction Year as a Newly Qualified Teacher.

Who will be teaching me?

The teaching team delivering this programme has a wide range of experience and expertise as Early Years practitioners, local authority advisers, teachers in school and university tutors. They are committed to being at the forefront of developments and research within Early Years education.

What are my career prospects?

Successful completion of this PGCE allows you to gain a recommendation for QTS.

You will be well placed to progress into employment as a Newly Qualified Teacher (NQT) in Early Years settings.

Our graduates obtain work in schools across the UK and abroad and we offer excellent support to help you gain a first post as a Newly Qualified Teacher. You will have an ability to teach in Primary schools and Early Years settings, a strong knowledge of Primary education and excellent classroom skills, so that you meet and exceed the national standards for Qualified Teacher Status.

You will also have a thorough understanding of how to teach the Early Years Foundation Stage curriculum in creative ways that excite and stimulate children whilst ensuring that they make good progress. Skills in monitoring and managing your development, and an ability to reflect on alternative approaches to education, will help you to make your own informed choices and aid your career progression.

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A child's early years are a critical period for learning the practical, emotional and social skills that form a foundation for success in later life. Read more
A child's early years are a critical period for learning the practical, emotional and social skills that form a foundation for success in later life.

As an early years teacher you’ll support children’s development through play and care, creating a secure base from which they can safely explore their world.

This part-time employment-based route is suitable for skilled graduates who are already working with children aged from birth to five.

You'll gain training and further experience to demonstrate the Teachers' Standards (Early Years) and gain Early Years Teacher Status (EYTS) alongside a solid understanding of the continuum to Key Stage 1.

Achieving EYTS means that you’ll be able to take on higher level and leadership roles to improve the experiences and life-chances of young children, providing them with the best start in life.

Our trained teachers are specialists in early childhood development and many go on to lead practice across the Early Years Foundation Stage (EYFS).

We work in partnership with your current employer to provide training and support and offer your employer a £7,000 financial incentive to provide for your cover while you're at university and on placement.

Course structure

On this programme you will spend the majority of your time in your current workplace, with two other placements working with other age ranges including at Key Stage 1. In your workplace and on your placements you will put into practice the skills you learn through your training, with regard to current research and relevant theories.

You will attend university sessions once a month, where you will reflect on and analyse your own practice, and evaluate the work practices of your fellow practitioners. The training programme is dynamic, tailored to your individual needs and areas for improvement.

Assessment process

You will be assessed via:

• a formative review to determine your progress in meeting the Early Years Teachers' Standards
• a portfolio of evidence which relates to your practice against the Early Years Teachers' Standards
• direct observation of your practice.

Areas of study

Your training may include aspects of the following:

• placement experience with the 0–5 age group including 14 days in a school at Key Stage 1 and 16 days with an alternative age range
• development and learning in the 0–5 age group
• presentation skills
• reflective practice
• leadership skills
• working with sector professionals including speech and language therapists.

Placements

As well as gaining further experience in your early years workplace setting, you will have the opportunity to go on placement in other settings, including in a school at Key Stage 1 for two days per week over seven weeks.

In addition to your Key Stage 1 placement, you will undertake a placement with an alternative age range. This means that you will work in a different setting to your own, with a different age range. For example, if you normally work with children aged 3–5, you would have a placement working with under 3s. This placement is for two days per week for eight weeks.

At the university we have close partnerships with local schools and early years settings to support your placements. The EYITT course team will help you to arrange them and you will have the support of mentors throughout.

Why train?

How you will benefit:

• Improve and change practice in your setting.
• Lead practice across the Early Years Foundation Stage.
• Support and mentor your colleagues and others.
• Model skills and behaviours that safeguard and promote good outcomes for children.

How your setting will benefit:

• Early years teachers are leaders of change and can manage and inspire those they work with.
• Early years teachers have a wealth of up to date knowledge of effective practice that they have developed through training.
• Ofsted recognises the difference graduates are making and you will be contributing to its vision for a highly skilled workforce.
• Parents may be influenced to choose a setting that employs an early years teacher over one that doesn't.

Careers and employability

There is great demand for early years teachers to provide high-quality education for young children.

As an early years teacher, you’ll play an essential role in children’s development. By training to deliver the Early Years Foundation Stage (EYFS), you’ll be able to use your knowledge and skills to ensure all children can experience high standards of learning.

You'll be equipped to make decisions based on the depth of your knowledge of the EYFS framework and of relevant theories and research. You'll also be alive to changing circumstances and able to respond flexibly with children’s interests at heart.

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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.

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Master’s Degree in Quantitative Finance and Risk Management draws on the recognized excellence of our engineering school in quantitative finance, and makes great use of the collaborations with the Universities of Paris-Dauphine and Cergy-Pontoise. Read more
Master’s Degree in Quantitative Finance and Risk Management draws on the recognized excellence of our engineering school in quantitative finance, and makes great use of the collaborations with the Universities of Paris-Dauphine and Cergy-Pontoise. The Master is primarily going to appeal to international students, "free movers" or those from our partner universities or for high-potential foreign engineers who are looking for an international career in the domain of finance. This program leads to a Master degree and a Diplôma accredited by the French Ministry of Higher Education and Research.

Objective

This Master’s degree covers the whole chain of quantitative finance, from theoretical aspects to the application in a professional setting. The chain can be described as follows:
o Description of the market and financial products
o Mathematical models of finance
o Mathematical models of risk
o Numerical resolution: computer-aided simulation
o Calibration and asset evaluation

Specific details of the Master:
o The Master came from the Financial Engineering option (IFI) taught at the ESITI for the last 13 years (all students from the option have found work as soon as their compulsory internships finished, and have an average salary 20% higher than the norm in this sector).
o In and of itself, the Master is intrinsically international.
o The theoretical teaching of this Master is very thorough, covering everything needed to know in the associated professions. As a consequence, the students are very adaptable within the work market.
o The Master offers a 3-skilled approach, in Computer Science, Mathematics and Finance.

Practical information
The Master’s degree counts for 120 ECTS (European Credit Transfer System) in total and lasts two years. The training lasts 1316 hours (646 hours in M1 and 670 hours in M2). The semesters are divided as follows:
o M1 courses take place from September until June and count for a total of 60 ECTS
o M2 courses take place from September until mid-April and count for a total of 44 ECTS
o A five-month internship (in France) from mid- April until mid- September for 16 ECTS. Usual indemnities are around 1000 € per month.

Non-French speakers will be asked to participate to a one week intensive French course that precedes the start of the program and allows students to gain the linguistic knowledge necessary for daily interactions.

Organization

M1 modules are taught from September to June (60 ECTS, 646 h):
• Mathematics
• Measure and Integration (2 ECTS, 20 h)
• Functional Analysis (3 ECTS, 30 h)
• Stochastic Processes-Discrete/Continuous Time (5,5 ECTS, 55 h)
• Optimization (2,5 ECTS, 30 h)
• Jump Processes and Application (3 ECTS, 30h)
• Partial Differential Equations (3 ECTS, 30 h)
 Calibration, Simulation and Numerical Analysis
• Monte Carlo Simulations (3 ECTS, 30 h)
• Finite Difference Methods (2,5 ECTS, 25 h)
• Calibration of Financial Models (2 ECTS, 20 h)
• Bloomberg trading room (3ECTS, 30h)
• C++ and Object Oriented Design (2 ECTS, 20 h)
• VBA Programming (3 ECTS, 30 h)
• Interdisciplinary Project (5 ECTS, 5 h)
 Finance and Insurance
• Introduction to Quantitative Finance (3 ECTS, 25 h)
• Risk Management in a mono-period Financial Market & Derivatives (4 ECTS, 40 h)
• Contingent Claims Valuation (3 ECTS, 30 h)
• Portfolio Management and Financial Risks (3 ECTS, 30 h)
• Mathematics Applied to Insurance (3 ECTS, 30 h)
• French as Foreign Language
• French as Foreign Language (4,5 ECTS, 96 h)

M1 modules are taught from September to June (60 ECTS, 646 h):
• Mathematics
• Measure and Integration (2 ECTS, 20 h)
• Functional Analysis (3 ECTS, 30 h)
• Stochastic Processes-Discrete/Continuous Time (5,5 ECTS, 55 h)
• Optimization (2,5 ECTS, 30 h)
• Jump Processes and Application (3 ECTS, 30h)
• Partial Differential Equations (3 ECTS, 30 h)
• Calibration, Simulation and Numerical Analysis
• Monte Carlo Simulations (3 ECTS, 30 h)
• Finite Difference Methods (2,5 ECTS, 25 h)
• Calibration of Financial Models (2 ECTS, 20 h)
• Bloomberg trading room (3ECTS, 30h)
• C++ and Object Oriented Design (2 ECTS, 20 h)
• VBA Programming (3 ECTS, 30 h)
• Interdisciplinary Project (5 ECTS, 5 h)
• Finance and Insurance
• Introduction to Quantitative Finance (3 ECTS, 25 h)
• Risk Management in a mono-period Financial Market & Derivatives (4 ECTS, 40 h)
• Contingent Claims Valuation (3 ECTS, 30 h)
• Portfolio Management and Financial Risks (3 ECTS, 30 h)
• Mathematics Applied to Insurance (3 ECTS, 30 h)
• French as Foreign Language
• French as Foreign Language (4,5 ECTS, 96 h)

M2 modules take place from September to Mid-April (60 ECTS, 670h)
• Mathematics
• Mathematical Statistics (2 ECTS, 21 h)
• Mathematical Tools in Finance (4,5 ECTS, 54h)
• Calibration, Simulation and Numerical Analysis
• Advanced Numerical Methods for PDEs in Finance(2,5 ECTS, 30 h)
• Advanced Spreadsheet Programming (2 ECTS, 24h)
• Simulations (2 ECTS, 24 h)
• Calibration (3 ECTS, 30 h)
• Theoretical and Practical Finance
• Theory of Contingent Claims (4,5 ECTS, 54 h)
• Interest Rate, Exchange and Inflation Markets (2,5 ECTS, 30 h)
• Portfolio Managment (2,5 ECTS, 30 h)
• Imperfect Markets (2 ECTS, 20 h)
• Dynamic Hedging and Risk Measures (2 ECTS, 21 h)
• Business Evaluation (2,5 ECTS, 35 h)
• Jump Processes and Applications (2 ECTS, 21 h)
• Careers and financial products (2 ECTS, 30 h)
• Practical Fixed Income Management (2 ECTS, 24 h)
• French as Foreign Language
• French as Foreign Language (4 ECTS, 72 h)
• Master's Thesis (9 ECTS, 150 h)
• Internship (22 weeks from mid-April to)

Teaching

Fourteen external teachers (lecturers from universities, teacher-researchers, professors etc.), supported by a piloting committee, will bring together the training given in Cergy.

All the classes will be taught in English, with the exception of:
• The class of FLE (French as a foreign language), where the objective is to teach the students how to understand and express themselves in French.
• Cultural Openness, where the objective is to enrich the students’ knowledge of French culture.
The EISTI offers an e-learning site to all its students, which complements everything the students will learn through their presence and participation in class:
• class documents, practical work and tutorials online
• questions and discussions between teachers and students, and among students
• a possibility of handing work in online

All Master’s students are equipped with a laptop for the duration of the program that remains the property of the EISTI.

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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.

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Prepare yourself for the ever-evolving world of publishing. Get up-to-the-minute information on key issues and emerging technologies, and direct access to professional publishers through our industry links. Read more
Prepare yourself for the ever-evolving world of publishing. Get up-to-the-minute information on key issues and emerging technologies, and direct access to professional publishers through our industry links. You might even win one of our prestigious bursaries.

Overview

Our Master's course will take you on an in-depth exploration of the publishing industry, and equip you with vital skills for a career in publishing and many related fields.

By investigating areas like commissioning and editing, business management, marketing, production and publishing law, you’ll develop the skills and knowledge to plan and implement publishing projects in the context of emerging digital media.

You’ll benefit from many networking and career-building opportunities with publishing professionals, such as work placements, projects, field trips and guest lectures. Our professional mentoring scheme will provide you with your own mentor from industry according to your career interests, so you'll have the best possible introduction to the world of publishing.

We run a number of publishing and marketing short courses which our MA Publishing students can join for free. There's also the chance to win one of our annual bursaries and prizes, which are sponsored by distinguished organisations such as Cambridge University Press and the Worshipful Company of Stationers.

At the end of the course, you’ll undertake a Major Project, which might be a conventional academic project, a case study based on work experience, a creative piece with critical commentary or a business plan – the choice is yours.

Our MA Publishing was developed in close consultation with Cambridge University Press and other local publishers including ProQuest and Lutterworth's, so you can be confident it meets the professional needs of the publishing industry.

Course duration: 12 months full-time or up to 3 years part-time (September starts); 17 months full-time or up to 3 years part-time (January starts).

Teaching times: Mondays and Thursdays from 6-8pm plus 1 hour per semester (full-time); Mondays 6-8pm in Year 1 and Thursdays 6-8pm in Year 2 (part-time).

Careers

This course will equip you with knowledge and skills that will make you highly employable, in the publishing industry or any field that involves editorial work, marketing, business planning or project management. Our graduates have a track record of success: 100% of students have gone into paid employment within six months of graduating, with more than 90% in publishing-related careers at companies such as Bloomsbury, Wiley Capstone, Pearson, Cambridge University Press and Macmillan.*

Or you might decide to continue on to a research degree, like our PhD Publishing.

*Course Leader's records

Core modules

Creativity and Content in Publishing
Legal Rights and Digital Issues in Publishing
The Business of Publishing
Production Processes in Publishing
Major Project Publishing

Assessment

You’ll demonstrate your progress through a combination of essays, reports, business plans and book proposals, individual and group presentations (with professionally prepared handouts) and your final Major Project.

Work placements and internships

You’ll be able to apply for an internship with various local, national and even overseas organisations, like Cambridge University Press, Nexus Partnerships, Bloomsbury, Hachette, Hart McLeod, Lutterworth's, ProQuest and Shakespeare and Company in Paris.

Bursaries

As an offer holder for this course, you’ll have a chance to apply for one of our annual scholarships. The Worshipful Company of Stationers and Newspaper Makers provides a scholarship of £6,000 a year, and the chance to become a Freeman of the Company, while our Cambridge University Press bursary offers a reduction of £1,200 on your tuition fees. For more information on how to apply for these bursaries, visit our faculty's postgraduate study website (http://ww2.anglia.ac.uk/ruskin/en/home/microsites/alss_postgraduate_study/funding_opportunities0.html).

You’ll also have a chance of winning one of our graduation prizes for innovation, best major project, best overall grade and greatest contribution to the course.

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A 2-to-3 year master, four different paths to meet your needs. > You have graduated with a Bachelor degree in any academic subject. Read more
A 2-to-3 year master, four different paths to meet your needs

> You have graduated with a Bachelor degree in any academic subject.
> You would now like to follow a top-level professional programme in management.
> You have a first idea of your professional project, but you need time and various confrontations to the business life to validate it.
> You want to follow such a programme in a distinctly European cultural context.
> You dream of experiencing the life and culture of France.
> You already possess good basic French and would like to develop a full command of the language through a long-term stay in the country.
> You are seeking to gain professional experience in an environment that is new to you.

Look no further: the emlyon business school MSc in Management - Grande Ecole is the answer for you. Over the course of 2 to 3 years you will develop your employability in a truly international field.

The professional project

The emlyon business school MSc in Management - Grande Ecole is designed to help each of you develop your professional project and acquire the business skills needed to achieve it. It aims to prepare you for your first job as well as for early career developments. The programme provides you with an understanding of decision-making situations within an integrated analysis of the business environment. The teaching methods consolidate your theoretical knowledge and enable you to prepare for the transformations you will face in the early stages of your professional life. The theoretical foundations will allow you to analyse new situations while adapting the tools and methods you have acquired.

The teaching framework

The programme is structured around the following 3 components:
> Entrepreneurship: launching new approaches, pushing forward innovative projects;
> Complexity: taking decisions in a complex and uncertain environment;
> Tools: acquiring the necessary professional skills.

During the 2 to 3 years of your MSc programme, it is up to you to structure your own study path, alternating periods of study, company internships and involvement in student projects.

You will follow up to 25 courses, including a limited number of compulsory core modules (Macro-economic Analysis, Micro-economics and the Decision-making Process, Organisational Behaviour, Business Policy, Finance for Managers, and Operations Management). You will choose your other courses from a portfolio of over 140 electives designed to develop the skills you require to achieve your professional goals. The range of courses offered covers every field of management (Corporate Finance, Financial Markets, Consumer Marketing, Interorganisational Marketing, Human Resources, Law, IT Management, International Management, Personal Development, etc.).

Experiencing the world of business

The academic learning provided by the programme is complemented by a work placement of 12 months (alternatively, 2 different 6-month internships). These placements enable you to define and validate your professional goals and put your theoretical knowledge into practice in real-life business contexts. Such an experience is vital to the development of your employability.

Taught in English and/or in French

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The MPhil in Strategy, Marketing and Operations (SMO) is an intensive nine-month programme that prepares you for continuation to the CJBS PhD in the fields of Strategy, Marketing or Operations Management. Read more
The MPhil in Strategy, Marketing and Operations (SMO) is an intensive nine-month programme that prepares you for continuation to the CJBS PhD in the fields of Strategy, Marketing or Operations Management.

Educational aims of the programme:

- To prepare students for doctoral work in the areas of operations management or marketing at Judge Business School (JBS) (the programme is an integral part of the JBS PhD programmes in these disciplines)

By:
- providing teaching in research methodology, in particular in econometrics and mathematical modelling
- providing teaching in foundational subjects, such as economics
- providing research seminars in which students will learn about the current debates in the field and about the canonical literature that underpins these debates
- providing guidance on the structuring, writing and critiquing of academic research papers
- giving students the opportunity to experience research first-hand, either through an individual research project or a dissertation.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/bmjbmpmso

Format

Students have to complete 9 modules, covering research methodology (e.g. statistics, mathematical modelling, experimental research), foundation courses (e.g. micro-economics, game theory), and research seminars on subjects such as strategy, marketing, innovation, and operations and technology management.

Students may also apply to do a dissertation, in lieu of 3 modules, or a short individual research project, in lieu of 1 module.

Students receive qualitative feedback on their assessed performance and suggestions for improving their performance on the courses. Several courses have mid-term assessments to allow students to track their knowledge of the subject. Students are also welcome to approach lecturers for informal advice and guidance.

Assessment

- If dissertation option is chosen: 12,000 words.
- Short module on individual research project if chosen; 4000 words.

Assessment across the nine courses will be by written examination, project, or coursework, depending upon the nature of the particular course.

Faculty of Mathematics courses offered on the MPhil in SMO as electives are assessed exclusively by written examination.

Presentation features as an assessment component in a number of CJBS modules offered on the MPhil in SMO.

Continuing

Following their application for PhD continuation by the end of the first term, students will be interviewed by a panel of faculty members early in the second term. The PhD admissions committee will make PhD admission decisions on the basis of the interview report, the strength of the overall application, with particular weight on academic reference letters and the performance in the Michaelmas term MPhil courses, and the fit of the student's research interest with faculty expertise. Students will receive confirmation of a PhD offer in February. All admitted PhD students are fully funded. PhD offers are usually conditional on the final performance on the MPhil.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

ESRC scholarships (1+3, including 3 years of PhD funding).

Lyondell Basell scholarship in Operations (1+3, including 3 years of PhD funding).

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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The purpose of this course is to prepare ophthalmologists for the appropriate selection of candidates for refractive surgery, understand the surgical techniques involved and deal with complications. Read more
The purpose of this course is to prepare ophthalmologists for the appropriate selection of candidates for refractive surgery, understand the surgical techniques involved and deal with complications.

The Masters degree normally involves 1.5 years of full time study, assuming the standard progression of units of study, as specified by the Discipline is undertaken and needs to be completed in 3 years from commencement of enrolment. If studying part-time, the Masters degree normally involves 3 years of study, assuming the standard progression of Units of Study as specified by the discipline is undertaken, and needs to be completed in 6 years from commencement of enrolment. Each candidate must achieve a total of 48 credit points (CP) to successfully complete the Masters degree. Areas of study include Ophthalmic Anatomy, Ophthalmic Optics, Refractive Surgery 1, Refractive Surgery 2, and a research dissertation. The course work is completed by the Practical Refractive Surgery unit of study that involves a 3 week full time clinical and wet lab placement to ensure the skills required in performing refractive surgery are gained. The practical unit of study also assesses the candidates’ skills in patient selection, test interpretation, intra and post operative complication management.

Please note: overseas-trained specialists who plan to practice in Australia will require documentation from the Royal Australian and New Zealand College of Ophthalmologists showing that they have met the College guidelines for specialist practice in Australia.

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The programme builds upon an existing suite of awards for the professional education of practitioners. The two-stage structure (MEd/EdD) means educational practitioners can progressively develop their research in practice part-time culminating in doctoral research. Read more
The programme builds upon an existing suite of awards for the professional education of practitioners. The two-stage structure (MEd/EdD) means educational practitioners can progressively develop their research in practice part-time culminating in doctoral research. The doctorate uses existing masters modules for Stage 1. Stage 2 comprises new modules at Level 8 taking participants through to their final thesis.

Course lenth: 5-7 years part time using study days and supervised research. Stage 1 can be completed part-time in 2-3 years depending on prior experience; Stage 2 is completed in 3 years. There is an optional additional write up year. There are 9 modules at level 7 for Stage 1 and a further 7 modules at level 8 for stage 2.

The programme consists of the following modules:

For Stage One, select 40 credits (2 x 20 credits) research methods – Choose from 6 modules:

Designing and Planning your Research
Methods and Methodologies
Action Research
The Critical Professional
Writing and Presentation

Year 1
Add 60 credits options from available modules

Year 2
Complete Triple Masters Project

Year 3
All modules are compulsory:
Research Methods for Professional Practitioner Inquiry (Semester 1)
Policy and Contemporary Issues in Education (semester 2).
Research and Practice module (year-long)

Year 4
Research Analysis and Evaluation (Semester 1)
Situating and Enacting Educational Development in Organisational Settings (Semester 2)
Consolidating Research and Practice,year long
Processes of Professional Learning in Context focusing on practitioner development and learning - completed in thesis year

The ‘Doctoral Thesis’ (200 credits), oral examination and completion of reflective module

Assessment:

Learning will be assessed using a variety of approaches which whilst assessing your learning and progress will also help participants develop communication skills relevant to an advanced practitioner. These will include: written assignments, papers, oral presentations and critical debate, dialogue, progression meetings and reflective logs. The final assessment is the doctoral thesis and oral examination.

Learning Environment:

The course is about researching and developing educational practice therefore your work environment will form a key learning resource. Study days and contact will involve you with a 'community of professional practitioners and researchers', through which you will engage in peer critique, collaborative learning and dissemination, and reflection. You will be encouraged to take an active part in the community of practice around the doctorate, face-to-face, via E-learn, in seminars and research events. Teaching and learning methods will include case analyses, workshops, visiting speakers, directed and independent reading, work based learning, learning sets, practice focused assignments, research supervision.

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