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Masters Degrees (Additional Support Needs)

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If you are an education or allied health professional who works with children and young people, this course may be of interest. Read more

If you are an education or allied health professional who works with children and young people, this course may be of interest. It will equip you to support children or young people with additional support needs/ special educational needs to access the curriculum and participate in school life through enhanced collaborative working. On this course, you will:

  • engage with contemporary inclusive learning issues, related legislative frameworks and policy, and relate these to your own practice context; 
  • learn to critique evidence-based approaches and strategies to facilitate collaboration and inclusion for children with additional support needs; 
  • have the opportunity to identify and advance practice in an area of innovative collaborative working within your workplace/ service.

In the context of this course, ‘pupil/s’ are defined as children or young people who are attending school (this can be within early years, primary or secondary school, in mainstream or special school settings). These pupils have additional support needs, which are currently, or could be in the future, supported by the direct or indirect assistance of education and therapy staff working collaboratively. Additional support needs or special educational needs could include challenges in the areas of:

  • speech, language and communication; 
  • learning difficulty (eg dyslexia); 
  • emotional/ social/ mental health issues; 
  • physical disability and 
  • complex needs.

Critical evaluation of collaborative practice issues in relation to inclusive learning are central to the course. You will also have the opportunity to identify and advance practice in collaborative working and inclusive learning in schools though development of a proposal for a work-based project.

This course supports continuing professional development of education and health professionals working with children and young people, through gaining postgraduate credit.

Teaching, learning and assessment

Teaching is comprised of a combination of lectures, group exercises, projects and online discussion. A fully online (distance) option is also available. Methods of formative assessment include evaluation of critical incidents, case studies, work based projects, self appraisal and/or reflective reports, and online discussions and postings. Summative assessments comprise written assignments submitted at the end of each module. Normally, there are less than 20 students on this course. This ensures that individuals receive excellent support and benefit from sharing their experiences with like-minded professionals.

Teaching hours and attendance

The usual timescale for completion is two years. Class contact at QMU or online (distance) learning options are available. If you choose to study with class contact, course content will be delivered through two to three Saturdays and occasional Wednesday evening sessions with additional online activities. For online (distance) learners there is no class contact and modules are accessed using Queen Margaret University’s virtual learning environment comprising self directed study and online activities. Online (distance) learners and classroom learners will collaborate together using the same virtual learning environment.

Modules

Evidence Informed Inclusive Learning (15 credits)/ Enabling Effective Collaborative working (15 credits)/ Working Together in Action (30 credits)

Careers

This course is particularly beneficial to teaching staff as part of their Professional Update. The course supports Allied Health Professional career development in line with Health and Care Professions Council (HCPC) standards, professional body standards and the NHS Knowledge and Skills Framework. This programme meets the needs of staff who want to enhance their knowledge, understanding and practice, and to develop their understanding of contemporary theories at a masters level, meeting requirements for career progression. This course aims to recruit those who wish to develop expertise and skills in their personal practice and/or those who are working in, or wish to progress towards, positions of expertise with responsibility for leading innovation in collaborative working with partner agencies.

Quick Facts

  • This is an innovative interdisciplinary learning opportunity for education staff and allied health professionals. 
  • Course tutors are experienced practitioners and research-active academics. Our very active research in this field feeds directly into this course, helping to inform the teaching and keep you up to date. 
  • This course is designed with working professionals in mind. There is the option to complete it fully online or you can opt for a blend of online and classroom attendance.

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This course has been developed for those who are currently working as special educational needs coordinators (SENCOs) and is mandatory for all SENCOs appointed since 2008. Read more

This course has been developed for those who are currently working as special educational needs coordinators (SENCOs) and is mandatory for all SENCOs appointed since 2008. This course will enable you to meet the learning outcomes as prescribed by the government.

You about skills and approaches to leadership; and to develop and evaluate inclusive cultures, systems and approaches to education. These new skills help you to make a difference in your school and to the wellbeing, participation and achievement of children and young people who have special educational needs and disabilities.

You reflect on, analyse and respond to current issues of practice through professional learning in the workplace and you are supported by experienced local special educational needs and disability (SEND) professionals as well as a mentor in your own school.

You develop

  • a critical understanding of the values, principles and dilemmas of inclusive practices and policies
  • a specialist knowledge base enabling you to obtain, evaluate and communicate current information regarding special educational needs and disabilities.
  • an active community of practice with SENCOs and experienced SEN professionals supporting your leadership of change
  • the skills and practices of reflective practice to develop effective partnership working with pupils, families and colleagues
  • the skills and practices of professional enquiry to enable you to evaluate the impact of practice

You have access to current SEND practitioners and experts in the field who share up-to-date practice. Your university tutors specialise in SEND and have complementary experience across age phases and special and mainstream schools. Their expertise supports your understanding of inclusive principles and practice, using research and theory to support your reflections, enquiries and study skills.

You complete a number of assessments that are focused on the development of effective practice in your school. Assessments consist of two practice-based portfolios

Portfolio 1 – SENCO as manager

This consists of

  • an evaluation of school policy relating to special educational needs and disability in relation to current national policy and guidance. This involves engaging with parent's in order to inform policy.
  • an evaluation of the school’s additional provision for children and young people with special educational needs. This includes an analysis of school data and lesson study to inform effective provision mapping

Portfolio 2 – SENCO as leader

This consists of

  • developing the role of SENCO as leader through evaluating and developing effective partnerships with other stakeholders
  • engaging with pupil voice in order to inform professional learning developments and to support colleagues in making effective provision for children with particular SEN or disability

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.

Course structure

12 months part-time

You attend up to ten teaching/tutorial/study days which are spread over the course duration.

Core modules

  • SENCO as manager: evaluation and developing policy and provision

This module enables special educational needs coordinators (SENCOs) to engage critically with their management role evaluating, reporting on and developing policy, systems and provision in the context of national legislation and guidance, current knowledge on effective practice and wider equality and human rights agendas.

  • SENCO as leader: people, principles and partnerships

This module enables special educational needs coordinators (SENCOs) to engage critically with their leadership role in the context of the principles of inclusion, person centred planning and working in partnership with colleagues, children and young people and their families.

Modules

Modules cover • inclusive principles and values • social and medical modules of disability • the role of the SENCO in analysing organisational needs and managing change • the national policy context for SEN and disability including the SEN Code of Practice • equality and data protection requirements • formulating and reviewing policy • accessing and interpreting school data - tracking progression and participation • provision mapping • designing, evaluating and reporting on systems and provision • lesson study and action research methods • rights and duties under equality legislation • person centred planning and partnership working • the local context for the implementation of Child Assessment Framework (CAF), school support and Education Health Care Plans (EHCPs) • leadership • role of the SENCO in leading professional learning • holistic assessment • researching and evaluatiing current knowledge and debates regarding high incidence special educational needs and disabilities • theories of learning and development • identifying needs and barriers to learning and participation • systematic evaluation in professional contexts

Assessment

Portfolio 1 – evaluation and review of policy, and analysis of additional provision for children and young people with SEN.

Portfolio 2 – evaluation of partnership with stakeholders, and planning for strategic professional learning.

Employability

This course enhances your skills as a special educational needs co-ordinator so you can continue to improve the school experience for children with SENs or disability and to support the developing practice of other professionals working in your school or setting. It also develops your leadership skills, enabling you to explore whole issues and development. It is also suitable if you want to work in an advisory or support role in the area of SEND.

Academic credits gained by successfully completing this course can be used towards a masters degree.



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The MA SEN/ALN (Additional Learning Needs) will appeal to those who are working in the field of SEN/ALN and Learning Disabilities, in particular those who are working in education (SENCos/ALNCOs, specialist teachers, one-to-one tutors within FE/HE together with learning support staff across a range of settings). Read more

The MA SEN/ALN (Additional Learning Needs) will appeal to those who are working in the field of SEN/ALN and Learning Disabilities, in particular those who are working in education (SENCos/ALNCOs, specialist teachers, one-to-one tutors within FE/HE together with learning support staff across a range of settings). This Special Educational Needs qualification is also of interest to professionals working in health, such as speech and language therapists and occupational therapists and other non-statutory organisations.

The SEN/ALN course has been designed to enable experienced practitioners in education and related professions to critically engage in the social, political and global debates relating to the living and learning experiences of children, young people and adults who have special educational needs and learning disabilities. It will encourage greater understanding and a critical appreciation of the trends and developments in SEN/ALN and disability provision across schools and relevant settings. Our SEN/ALN course also offers an in-depth focus on contemporary perspectives of SEN/ALN, learning disabilities and inclusive practice together with the opportunity to widen students’ theoretical understanding through research and evaluation within their respective professional roles. Awards are available at Postgraduate Certificate level; Postgraduate Diploma level and the full Masters degree.

What you will study

There is a wide range of modules to choose from, providing the opportunity to have a postgraduate course specifically tailored to meet your individual professional needs. You will study the specified module of the MA SEN/ALN (Additional Learning Needs) course – SEN/ALN: Contexts and Concepts – and in common with all of the professional learning programmes, you will study the Research Methodology module. 

You will also select two or three additional modules from the Professional Learning Programme. Examples of modules include:

Autistic Spectrum 

This explores theory, policy and practice in relation to all aspects of autism

Dyslexia Theory and Assessment and Working with Dyslexia: Linking Theory, Assessment and Practice

Both modules are externally accredited by the British Dyslexia Association at either an approved teacher/practitioner (ATS/APS) level or the associated membership (AMBDA) level. They are ideal for those who are working with children, young people or adults with specific learning difficulties and want a recognised qualification in this field.

Leading and Managing SEN/ALN 

Designed for educational practitioners who have or aspire to the role of SENCo./ALNCo. The module is designed to equip students with a better understanding of the theory and practice relating to the varied and challenging skills required of the SENCo/ALNCo. in order to respond to the changing landscape of SEN / ALN. 

A full list of modules is available from Amanda Kelland, award leader.

Awards are available at Postgraduate Certificate level (after completion of two taught modules); Postgraduate Diploma level (after completion of four taught modules) and the full MA (after completion of a dissertation).

Assessment

Modules are normally assessed by a written assignment of 5,000 words.

Placements

Those who undertake the SpLD modules, with a view to gaining accreditation from the British Dyslexia Association, will undertake a specialist teaching practice. For other students, there may be opportunities to link with specialist settings on a voluntary basis.

Careers

An Additional Learning Needs qualification demonstrates that you have developed advanced level skills in analysis, evaluation and research.

If you are interested in the possibility of gaining a higher degree by research, your tutors will be pleased to discuss the opportunities at the University of South Wales.

Our Careers and Employability Service

As a USW student, you will have access to advice from the Careers and Employability Servicethroughout your studies and after you graduate.

This includes: one-to-one appointments from faculty based Career Advisers, in person, over the phone or even on Skype and through email via the "Ask a Question" service. We also have extensive online resources for help with considering your career options and presenting yourself well to employers. Resources include psychometric tests, career assessments, a CV builder, interview simulator and application help. Our employer database has over 2,000 registered employers targeting USW students, you can receive weekly email alerts for jobs.

Our Careers service has dedicated teams: A central work experience team to help you find relevant placements; an employability development team which includes an employability programme called Grad Edge; and an Enterprise team focused on new business ideas and entrepreneurship.



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This programme is primarily for Scottish teachers and those working in the field of additional support needs/educational inclusion/special education. Read more
This programme is primarily for Scottish teachers and those working in the field of additional support needs/educational inclusion/special education. However those with a first degree and experience of, and interest in, additional support/educational inclusion/special education will be considered. Applications from teachers from countries other than Scotland may also be considered.

Why this programme

◾Our research-informed courses will help you to think about practice and policy in the light of current educational thinking and enable you to consider how an inclusive/special education system might operate in schools and other educational institutions.
◾You will discuss recent theories related to many of the conditions and labels associated with special educational needs/additional support needs and have the opportunity to develop practice that takes account of these within an inclusive framework. In particular you can specialise in autism, behaviour, gifted and talented, dyslexia, English as an Additional Language and disability.
◾You can tailor research projects to provide the maximum relevance and benefit to your interests and work.You will explore how effective learning and teaching can support the Sustainable Development Goal 4 – to ensure inclusive and quality education for all and promote lifelong learning by 2030 (United Nations).
◾This programme has continued to attract both national and international students. Consistently rated as excellent by our students, this programme brings together students and researchers with an interest in inclusive/special education. The international community is seeking to develop inclusive, equitable and quality education for all by 2030. This programme offers you the opportunity to consider how this will be achieved. A highlight for both international and Scottish students is the opportunity to work together as they seek to support all learners.

Programme structure

You will take two or three core and one optional course. Courses are delivered during the day, evening or at a distance to suit your needs.

Core courses
◾Practitioner enquiry: Developing inclusive pedagogy (PgDip only)
◾The evolving concept of inclusion
◾The learner and the curriculum.

Sample optional courses
◾Developing literacy
◾Highly able learners
◾Identities, relationships and behaviours
◾Inclusive classrooms, inclusive pedagogies.

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This part-time taught Masters course focuses on the broad areas of. - additional support needs. - inclusive pedagogy. - collaborative practice. Read more

Why this course?

This part-time taught Masters course focuses on the broad areas of:
- additional support needs
- inclusive pedagogy
- collaborative practice

It'll provide you with an opportunity to learn about the background, policies and procedures and pedagogy related to inclusive education.

he course is recognised by local authorities as desirable for all teachers working in, or seeking to work in, the area of educational support.

You’ll have an opportunity to learn from a wide group of teachers from all sectors and stages, such as:
- mainstream & special schools
- early years
- primary
- secondary
- further education

It's a requirement of the General Teaching Council of Scotland that teachers participate in a system of professional update. This course is designed to provide outstanding opportunities for teachers to develop their professional knowledge and practice in-line with the most current developments in research, practice, policy and legislation.

The course is available on a part-time basis only. Classes are generally run on Tuesday evenings and Saturdays.

You’ll study

Postgraduate Certificate core modules
- Understanding Inclusive Education
- Providing Effective Educational Support
- Working Together in Educational Settings

Successful completion of these three compulsory modules will result in the award of Postgraduate Certificate in Inclusive Education.

- Postgraduate Diploma
You'll choose three optional modules. Successful completion of these three modules and the Postgraduate Certificate Core Modules will result in the award of the Postgraduate Diploma in Inclusive Education.

- Optional modules
Inclusive Pedagogy
Supporting Numeracy
Supporting Literacy
Health & Wellbeing
Understanding Social, Emotional & Behavioural Difficulties/Needs
Responding to Social, Emotional & Behavioural Difficulties/Needs
Supporting Positive Futures & Transitions
Attachment & Nurture

Modules from other MEd courses and other institutions may also be included at this phase.

- MEd
The final phase of the MEd consists of an assessed taught module on Educational & Social Research Methods followed by an independent research project. This is submitted in the form of a final thesis.

You'll be encouraged to align your assignments and dissertation topics to your professional practice. This supports the development of practice and sustains career-long professional learning. It can also lead to the development and sharing of practice within and across schools and local authorities.

Teaching staff

Course leaders are members of the Scottish Teacher Education Committee Inclusion Group and co-authors of the National Framework for Inclusion, commissioned by Scottish Government.

Entry requirements

Teachers:
- first degree or equivalent plus a recognised teaching qualification in primary, secondary or further education
- post-qualification experience
- GTC Registration (Initial or Full Registration)
- English is not your first language, you'll need an IELTS score of 6.5 with no area less than 6.0

Others:
- first degree or equivalent
- employed in a context where you are working to support the learning of children and/or young people
- if English is not your first language, you'll need an IELTS score of 6.5 with no area less than 6.0

Note: The course is not intended to be taken in advance of a teaching qualification.

Pre-Masters Preparation Course

The Pre-Masters Programme is a preparation course for international students (non EU/UK) who do not meet the entry requirements for a Masters degree at the University of Strathclyde. The Pre-Masters programme provides progression to a number of degree options.

To find out more about the courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future. You can also complete the online application form, or to ask a question please fill in the enquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.

Careers

- Where are they now?
92% of our graduates are in work or further study.*

Job titles include:
- Additional Support Needs Teacher
- Lecturer
- Primary Teacher
- Principal Teacher
- Secondary Teacher

- Employers include:
Local authorities

*Based on the results of the National Destinations of Leavers from Higher Education Survey (2010/11 and 2011/12).

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/index.jsp

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Learn to develop and manage inclusive special needs provision on this flexible Advanced Educational Practice. Special Educational Needs Masters course from Liverpool John Moores University. Read more
Learn to develop and manage inclusive special needs provision on this flexible Advanced Educational Practice: Special Educational Needs Masters course from Liverpool John Moores University.

•Study part time over three to five years
•Enjoy flexible course delivery and fit studying around your work commitments
•Follow a curriculum closely linked to your professional practice needs
•Experience excellent levels of support
•This course will only run subject to minimum numbers

We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is extremely flexible and you can opt to join the course on a full or part time basis, enabling you integrate your learning with your full time professional role.

University-based study includes taught sessions scheduled late afternoon (4pm to 6pm) and conference style days scheduled on occasional Saturdays.

A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.
To keep on top of your study, you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course may involve the integration of study with your professional activity in school or college.
During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.

Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city.

The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop.
The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to the 24 hour, city centre Aldham Robarts and Avril Robarts libraries.

Please see guidance below on core and option modules for further information on what you will study.
Year 1

Teaching Young People with Special Educational Needs (Core)

Develops understanding of special educational needs and disability through engagement with current theory, research, policy and practice and their application.

Social Emotional and Mental Health Dificulties (Core)

Explores current educational theory, research and policy relating to SEMHD and the implications for professional setting.

Specific learning Dificulties (Core)

Investigates current educational theory, research and policy relating to ADHD, Dyslexia and Dyspraxia and the implications for professional practice.

Year 2

Researching Professional Practice (Core)

Provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry, and how to develop a research project proposal and plan.

Developing Practice in Special Educational Needs (Option)

Explores the influences on the development and implementation of SEND policy in the education system and the implications for schools in the implementation of effective responses to policy in their organisation.

Identifying Dyslexia (Option)

Develops knowledge and understanding of the characteristics, complex nature and issues related to the identification of dyslexia.

Teaching Learners with Dyslexia (Option)

Provides opportunities for educational professionals to engage with research relating to the teaching of learners and to develop their own critical professional practice, in relation to learners with dyslexia.





Interventions for Learners with Dyslexia (Option)

Enables practitioners to explore issues relating to effective intervention for learners with dyslexia, and investigates a range of multisensory literacy programmes.

The Autistic Spectrum (Option)

Investigates current research relating to the features of the Autistic Spectrum and explores its implications for practice.

Autistic Spectrum Disorder: From Theory to Practice (Option)

Considers current research regarding the causal theories of Autistic Spectrum Disorder and develops a deeper understanding of effective support techniques and interventions used nationally and internationally.

Autistic Spectrum Disorder in the mainstream context (Option)

Develops critical professional practice in supporting learners with ASD through analysis of and engagement with current educational theory, research, policy and practice and its implications for your professional setting.

Year 3

Dissertation (Option)

Involves the development and implementation of a major research project relevant to your subject area, with the support of an experienced academic tutor.

Professional Inquiry (Option)

Involves the development and implementation of several linked practice-based research projects relevant to professional practice in your subject area, with the support of an experienced academic tutor.

Further guidance on modules

The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Please email if you require further guidance or clarification.

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This Special Educational Needs and Disabilities (SEND) fulltime, campus- based programme is designed for educational and health practitioners that work with, or have an interest in working with, children identified as having special educational needs and disabilities. Read more
This Special Educational Needs and Disabilities (SEND) fulltime, campus- based programme is designed for educational and health practitioners that work with, or have an interest in working with, children identified as having special educational needs and disabilities. It provides opportunities for participants to reflect on their practice, to critique the conceptualisation of disability within culture and society, and to be analytical as to SEND practices and policies.

This course is internationally focused, and examines SEND practices around the world. Students will, however, be given opportunities to experience UK schools and to engage in research at both the UK and international level.

Awards available on the SEND programme
PG Cert – 3 modules (60 credits at M Level)
PGDip – 6 modules (120 credits at M Level)
MA – 6 modules plus a 15,000 word dissertation (180 credits at M Level)

The Special Educational Needs and Disabilities (SEND) programme will enable you to deepen and extend your knowledge and understanding of educational and social theories which are related to working with children and young people with a range of special educational and individual learning needs.

The programme utilises lectures, seminars, tutorials, school visits, practical tasks, and discussions. Lectures and seminars are facilitatedby academics who are leaders in research in the field of SEND.

The programme has been designed to allow opportunities for individualisation of content to ensure that it is relevant to your professional and personal needs. As a student on the programme, you will be expected to be self-directed in your learning, and propose projects that can be practical, theoretical, or both. If you choose to pursue the MA award, you will have the opportunity to design and implement research that will allow you to gain skills in research design and methodology.

This programme is designed to supplement professionals already working in the field, or those seeking a general introduction to topics within special educational needs and disabilities. In general, this includes educators already working with students with special educational needs and disabilities, support workers in places such as a university or workplace disability service unit, a social worker or nurse providing care for persons with disabilities, someone working for a non-governmental organization dealing with disabilities issues, or a staff member of a Ministry of Education or Ministry of Health, amongst other things. This programme is not intended to be a training programme for Special Educational Needs Coordinators (SENCOs), nor will it provide specific teacher training to directly work with students with disabilities in education or health settings.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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This course will prepare you to become a teacher of business education across the 14 -19 age range. It combines master's level academic study of business education with a range of school and college experiences. Read more

This course will prepare you to become a teacher of business education across the 14 -19 age range. It combines master's level academic study of business education with a range of school and college experiences. Completion of the 10 month course leads to both a postgraduate qualification and qualified teacher status (QTS).

More than two-thirds of your time will be spent in our partnership schools and colleges, where you will develop practical teaching skills with the support of trained mentors and established teachers. You will have the opportunity to visit a range of educational establishments, in particular outstanding local sixth form colleges, to hone your skills and understanding of specific teaching theory and practice.

Collaborative learning and formative teaching will allow you to develop the knowledge and capabilities of students in your own classrooms in all aspects of business education, including business studies, economics, and accounting and key vocational business qualifications. You will be taught by a teaching team with a nationally recognised reputation for research, teaching and publications in business education.

For more details on interviews, please visit our PGCE website .

Aims

The University-based components of the course will enable you to reflect on teaching, learning and pedagogy, and encourages you to observe how children learn. Sessions will include:

  • business studies and economics subject knowledge and pedagogy;
  • current debates in business education;
  • planning lessons;
  • assessment for learning; differentiation;
  • managing pupil behaviour; and
  • keeping records and using data and ICT to support pupils' progress.

In addition, you will be able to observe and discuss a number of `best lessons' which are planned and delivered by experienced practitioners. You will be encouraged to make the transition from subject specialist to outstanding teacher.

Special features

  • Top university to study a PGCE in the North of England (Good Teacher Training Guide 2017).
  • Rated as 'outstanding' by Ofsted.
  • Extensive classroom experience supported by experienced business education tutors and mentors.
  • 92% of our graduates in a teaching post within six months of completing the course - consistently better than the North West average (The University of Manchester 2013-2016).

Additional course information

Support

Your University tutors will provide excellent support for your academic work and personal needs, whilst school/college mentors will provide advice and guidance whilst you are on placement. The culture of team working and best practice sharing amongst students provides you with a support network available when you need it the most. Across the academic year, individual tutorials can be used to raise any personal and professional needs or concerns.

Teaching and learning

The structure of our PGCEs includes both school-based and University-based learning. On our secondary PGCEs, around two thirds of your time will be spent in secondary schools, academies or colleges on placements. You will also need to undertake self-directed study in the evenings and weekends, such as background reading, creating lesson plans and completing written assignments.

The course is a partnership between the University and its partner schools and colleges which are drawn from a wide area, including Bolton, Bury, Cheshire, Deeside, Lancashire, Manchester, Merseyside, Oldham, Rochdale, Salford, Staffordshire, Stockport, Tameside, Trafford, Warrington and Wigan. Each placement school or college has a designated business education mentor who has been trained by the University.

The usual placement pattern is a main school experience, followed by a contrasting placement, before returning to the main school/college in the final weeks of the course. As a trainee in a placement school or college you will observe and teach classes under the guidance of experienced subject mentors.

You will be given a significant amount of responsibility to develop your own teaching style, to set personal targets, to demonstrate initiative and to evaluate your work in planning, teaching and assessing. You will participate actively in your own professional development as a teacher through seminars, lectures, group discussion, practical workshops, reflection, trainee-led sessions, peer review and tutorials.

Coursework and assessment

School and University-based experiences are formally assessed and your school/college mentors and University tutors will help you to record your achievements and to set targets.

During each placement, a University tutor will observe your teaching and at the end of each placement you will receive a report from your mentor. The report will grade you in the following areas: teaching; planning, differentiation and assessment; learning environment; and wider professional responsibilities. The grades are awarded by your mentor in conjunction your University tutor. These reports, together with your record of achievement and development, facilitate your progression as a trainee teacher.

You are also required to complete a number of written assignments which allow you to gain 60 master's level credits. Modules include: Teaching, Learning and Assessment, a School/College-based Enquiry (with supporting literature review), and a Reflection of Professional Practice. On-going guidance and support to complete these assignments will be available from your University tutors.

Scholarships and bursaries

Home/EU students may be eligible for a repayable tuition fee loan. Home students in England may also be eligible for a repayable student maintenance loan. The loans support available to PGCE students is similar to what is available for undergraduate students and information about government financial support for undergraduate students is available here . 

If you have graduated in the last three years from The University of Manchester with a 1st class honours degree, you may also be eligible for our Alumni Scholarship .

Information about additional funding options for September 2018 can be found on the Department for Education website

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: 



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Special Education Needs Coordinators (SENCOs) play a very important role in leading the coordination of provision for children and young people with special educational needs and disabilities (SEND) in schools. Read more
Special Education Needs Coordinators (SENCOs) play a very important role in leading the coordination of provision for children and young people with special educational needs and disabilities (SEND) in schools.

Course overview

It is a legal requirement for new SENCOs in mainstream schools to gain a National Award for Special Educational Needs Coordination (NASENCO) within three years of taking up their post.

Our course directly addresses the learning outcomes for NASENCO that have been specified by the National College for Teaching and Leadership (NCTL). These learning outcomes include:
-The professional context of relevant frameworks and methodologies, and types of disabilities
-The strategic development of SEND policy and procedures
-How to coordinate provision
-Leading, developing and supporting colleagues
-Working in partnership with children, families and other professionals

A full list of the NASENCO learning outcomes is available on the gov.uk website: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/354172/nasc-learning-outcomes-final.pdf

While the National Award is a statutory requirement for teachers who have become SENCOs, the course is at the level of a Masters degree (Level 7). There are two 30 credit modules:
-The SENCO as Professional Guide deepens your understanding of SEN and disabilities
-The SENCO as Leader equips you to strategically develop policies and practices

The course will develop your knowledge, leadership skills and understanding of the challenges children and young people with Special Education Needs Disabilities (SEND) may encounter in their day-to-day lives.

Classes take place over five Saturdays and one additional school-led day and there is additional input through tutorials. We understand that you will already have a role in teaching and we work hard to ensure the course compliments your existing commitments.

Course content

The course consists of two 30 credit Masters level modules.
-The SENCO as Professional Guide (30 Credits)
-The SENCO as Leader (30 Credits)

Teaching and assessment

Input will come from tutors at the University as well as from SENCOs who are currently working within schools. Assessment is via a portfolio of practice evidence to demonstrate your achievement of the National Award for SEN Co-ordination learning outcomes. There are a range of assessments including a small scale practitioner enquiry and a critical incident analysis.

Facilities & location

The Saturday sessions are based at the University of Sunderland. The online elements are powered by the University’s Virtual Learning Environment, which makes the most of today’s communication technologies.

Employment & careers

This course is aimed directly at teachers who have become Special Education Needs Coordinators, with the course being at the level of a Masters degree. The course will develop your leadership skills to support you within your role as an SENCO.

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Your programme of study. To help you stay in the classroom this programme is offered online to enable you to work and study flexibly from anywhere in Scotland or internationally as this programme is also relevant in other countries. Read more

Your programme of study

To help you stay in the classroom this programme is offered online to enable you to work and study flexibly from anywhere in Scotland or internationally as this programme is also relevant in other countries. If you work in any context where a relationship is required to support an individual in learning. You are able to apply your learning directly into your teaching and widening participation in the classroom where you can positively affect the life opportunities of the next generation.

You develop your skills in pastoral care in order to support young people in their educational workplace setting or other appropriate agency. This postgraduate programme is open to all professionals who have a caring role with young people. It aims to provide a response to the continuing professional development needs of those who wish to extend their skills and knowledge into new areas of guidance, care and support which pertain within their establishment, but in particular, within an educational setting. 

Graduates of this programme have enriched their learning and application and some have benefited from promotion. We are able to offer you teaching lead research directly from our three broad interrelated themes of 'Communities and Partnerships,' 'Professional Learning and Teaching Education,' and 'Pedagogy and Innovation.' We also work in interdisciplinary research such as 'Pathways to a Healthy Life' and 'The North and the Environment.'

Courses listed for the programme

Compulsory Courses

Semester 1 

Choose from one guidance and one counselling module plus:

  • Care and Support in Action (Distance Learning)
  • Managing Personal Support in Schools
  • Counselling and Mentoring Approaches in Educational Settings
  • Critical Approaches to Academic Literature
  • Research Methods
  • Work - Based Project / Dissertation

Optional

  • Personal and Social Development, Health and Wellbeing
  • Curriculum, Careers Guidance and Education for Enterprise

Semester 2

  • Critical Approaches to Academic Literature
  • Research Methods

Optional

  • Personal and Social Development, Health and Wellbeing or Curriculum, Careers Guidance for Education for Enterprise

Semester 3

  • Dissertation

Find out more detail by visiting the programme web page

Why study at Aberdeen?

  • You study a programme which is unique to Aberdeen as few other universities offer anything similar
  • The qualification can be applied immediately whilst you are learning within the classroom
  • The programme is accredited by University of Aberdeen and open to professionals in teaching, FE, Health, Social Work and Community Education

Where you study

  • Online
  • Part time
  • 12, 24, or 26 Months

International Student Fees 2017/2018

Find out about fees

*Please be advised that some programmes have different tuition fees from those listed above and that some programmes also have additional costs.

Scholarships

View all funding options on our funding database via the programme page



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This course will train you to teach mathematics across the 11-16 or 11-18 age range. It will prepare you to teach the National Curriculum, GCSE and A level. Read more

This course will train you to teach mathematics across the 11-16 or 11-18 age range. It will prepare you to teach the National Curriculum, GCSE and A level. Completion of the 10 month course leads to both a postgraduate qualification and qualified teacher status (QTS).

The course combines master's level academic study of mathematics education with a range of practical experiences. Approximately two-thirds of your time will be spent in partnership schools and colleges developing practical teaching skills with the support of trained mathematics mentors who are experienced teachers. The University works with a large variety of schools, comprehensives, grammar schools, specials schools, pupil referral units and sixth form colleges, which allows us to personalise your school experience to your individual needs.

Your practical training will be underpinned by education theories, ideas and concepts, and by enhancing your awareness of current educational issues and developments.

Mathematics is an exciting and creative subject and you will construct your own understandings through working collaboratively on engaging, challenging tasks and reflecting on your experiences.

What our students say:

Excellent tutors, very experienced and knowledgeable about all areas of teaching and education.

Aims

The course will help you to develop your:

  • understanding of how children and young people learn mathematics;
  • ability to differentiate teaching styles to meet learners' individual needs;
  • motivational and behavior management skills;
  • ability to assess and record learner achievement and raise expectations;¿
  • awareness of historical and cultural roots of mathematics and their relevance to the classroom;
  • appreciation of how mathematics can contribute across the curriculum; and
  • understanding of wider educational issues and current debates in mathematics education.

The University-based sessions will enable you to reflect on teaching learning and pedagogy as well as encouraging you to observe how children learn, including:

  • reflections on mathematics subject knowledge and pedagogy;
  • misconceptions in mathematics;
  • the history of mathematics;
  • the role of proof in the mathematics classroom;
  • the National Curriculum and current debates in mathematics education;
  • planning lessons;
  • assessment for learning;
  • differentiation;
  • managing pupil behavior; and
  • keeping records and using data to support pupils' progress.

Special features

  • Top university to study a PGCE in the North of England (Good Teacher Training Guide 2017).
  • Rated as 'outstanding' by Ofsted.
  • Extensive classroom experience supported by experienced mathematics tutors and mentors.
  • 92% of our graduates in a teaching post within six months of completing the course - consistently better than the North West average (The University of Manchester 2013-2016).

Teaching and learning

The structure of our PGCEs includes both school-based and University-based learning. On our secondary PGCEs, around two thirds of your time will be spent in secondary schools, academies or colleges on placements. You will also need to undertake self-directed study in the evenings and weekends, such as background reading, creating lesson plans and completing written assignments.

In University-based sessions, a wide range of teaching methods are used, including seminars, group discussion, practical workshops, lectures and presentations. You will be an active participant and driver in your own development as you make the transition from subject expert to excellent mathematics teacher.

On placement in schools and colleges, you will observe and teach classes under the guidance of an experienced teacher, who will also act as your mentor. We will endeavor to allocate you to a placement which will secure the optimum educational benefit for your professional development needs. There will also be opportunities to work in a primary setting and to teach in at least two different secondary schools. Teaching hours are established to reflect the time that is required to spend on planning and assessment, particularly in the early stages of your placements. Your mentors will help you to plan lessons, deal with marking and assessment and improve your teaching skills.

What our students say:

'I received excellent support and assistance from my school mentor and all the staff in the department. Everyone was always very willing to help and give advice. Overall a great placement with tons of support!'

Coursework and assessment

Your school and University experiences are formally assessed. Both your mentors and tutors help you to record your achievements and set targets. During each placement, a University tutor will observe you teach and at the end of each school experience you will receive a report from your mentor. The report will grade you in the following areas:   Teaching; Planning, Differentiation and Assessment; Learning Environment and Wider Professional Responsibilities. The grades are awarded by your mentor in conjunction your University tutor. These reports, together with your record of achievement and development facilitate your progression as a teacher.

You are also required to complete a number of written assignments, which will allow you to gain a maximum of 60 master's level credits. On-going guidance and support to complete these assignments will be available from your University tutors.

Scholarships and bursaries

Generous, tax-free funding is available to the best graduates training in a range of subjects. You could get a £20,000 bursary or be awarded a prestigious scholarship - which provides additional support and benefits throughout your training year. You could also receive an additional £10,000 payment once you are in teaching.

Information about additional funding options for September 2018 can be found on the Department for Education website

Home/EU students may be eligible for a repayable tuition fee loan. Home students in England may also be eligible for a repayable student maintenance loan. The loans support available to PGCE students is similar to what is available for undergraduate students and information about government financial support for undergraduate students is available here . 

If you have graduated in the last three years from The University of Manchester with a 1st class honours degree, you may also be eligible for our Alumni Scholarship .



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This course is a way to build on your professional skills and educational leadership. Are you a teacher or educationalist who would like to develop your professional practice? The aim of this course is to support your career development while also enabling you to develop advanced research and study skills. Read more
This course is a way to build on your professional skills and educational leadership.

Course overview

Are you a teacher or educationalist who would like to develop your professional practice? The aim of this course is to support your career development while also enabling you to develop advanced research and study skills.

This full-time course develops your professional practice as a teacher or educationalist. You will learn advanced research and study skills while acquiring Masters-level knowledge that is shaped by your personal interests and career aspirations.

We also offer a part-time Education MA and a distance learning Education MA, which may suit you if you need more flexible studying options.

There are four titles for the MA available, depending upon the modules chosen for study. The titles available are:
-MA Education (Generic)
-MA Education (Advanced Professional Practice - Secondary)
-MA Education (Advanced Professional Practice - Primary)
-MA Education (Special Educational Needs, Disability and Inclusion)

The content of the course can be tailored to your particular interests, with a range of modules available from our MA suite. Options may include ‘Advanced Pedagogical Practice’, ‘Assessment Theory into Pedagogical Practice’ and ‘Leading Organisational Effectiveness in Education’. You can also choose to undertake a negotiated individual study in education. For those who are returning to higher education, we provide plenty of support including classes to assist with academic writing.

MA Education (Special Educational Needs, Disability and Inclusion): This specialism is designed for professionals who are involved with Special Educational Needs and Disability (SEND). The course equips you to develop SEND provision, allowing young people to reach their full potential in school and to make a successful transition into adulthood while continuing your broader professional development and also the opportunity to acquire Masters-level skills in research and analysis.

The research element of the course is excellent preparation if you decide to go on to a higher degree such as a PhD. The research element is supported by the University’s Centre for Pedagogy whose specialisms include teaching styles, motivation, human relationships in learning and comparative education.

Most people who join the course already have a PGCE or another teaching qualification. Your written outputs, together with the experiences and activities of the course, will provide a portfolio of evidence that can open up new opportunities and a fresh stage in your career.

For more information on the part time version of this course, please view this web-page: http://www.sunderland.ac.uk/courses/educationandsociety/postgraduate/education-generic-part-time/

Course content

This course offers considerable flexibility over the choice of modules from our MA suite. At Masters level, responsibility for learning lies as much with the student as with the lecturer. The course is structured as follows:
-You will choose three option modules from the MA suite (30 Credits each)
-You will complete the core module ‘Research Methods in Education’ (30 Credits)
-You will also undertake a Masters project/dissertation (60 Credits)

Modules in the MA suite may include the following:
-Development of Learning: A Case Study (30 Credits)
-Negotiated Individual Study in Education (30 Credits)
-Advanced Pedagogical Practice (30 Credits)
-Leading Organisational Effectiveness in Education and Training (30 Credits)
-Assessment Theory into Pedagogical Practice (30 Credits)
-Approaches to Teaching and Learning for Learners with Special or Additional Needs (30 Credits)
-Barriers to Learning (30 Credits)
-Inclusive Education (30 Credits)

Teaching and assessment

We use a wide variety of teaching and learning methods which include tutor input, seminars, workshops, support sessions, collaborative group work and discussion, tutorials, presentations, interactive practical sessions and directed private study.

Compared to an undergraduate course, you will find that this Masters course requires a higher level of independent working. Assessment methods include written assignments including the dissertation and oral and written presentations.

Facilities & location

The University of Sunderland has been a centre for training in education since 1908.

Course location
The course is based at our Sir Tom Cowie Campus at St Peter’s. The Campus is on the banks of the River Wear and is less than a mile from the seaside. It’s a vibrant learning environment with strong links to educational institutions and a constant exchange of ideas and people.

The campus also includes the Prospect Building – which mirrors our City Campus Gateway style in the main reception area. It also is home to the main campus library as well as several catering areas, which look out onto the river. Prospect Building underwent a recent 1.25m re-development to ensure it continues to meet the needs of the modern day student.

University Library Services
We have got thousands of books and e-books on education topics, with many more titles available through the inter-library loan service. We also subscribe to a comprehensive range of print and electronic journals so you can access the most reliable and up-to-date academic and industry articles.

Some of the most important sources for your course include:
-EBSCO Professional Development Collection, which is a specialised collection of over 500 education journals, including full-text education journals dating back to 1965
-British Education Index, which contains information on research, policy and practice in education and training in the UK
-Australian Education Index, which covers more than 130,000 documents relating to educational research, policy and practice
-Educational Resources Information Center (ERIC), which is a comprehensive, searchable bibliographic and full-text database of research and information. Over 650 journals are indexed
-JSTOR (short for ‘Journal Storage’), which provides access to important journals across the humanities, social sciences and sciences
-Lexis, which provides access to legal information as well as full-text newspaper articles

IT provision
When it comes to IT provision you can take your pick from hundreds of PCs as well as Apple Macs in the David Goldman Informatics Centre and St Peter’s library. There are also free WiFi zones throughout the campus. If you have any problems, just ask the friendly helpdesk team.

Employment & careers

On completing this course, your skills and understanding will be enhanced for roles in teaching, educational management and other educational settings.

Higher salaries are available for those who develop their professionalism and achieve the status of Excellent Teacher or Advanced Skills Teacher.

Teachers who take on additional responsibilities such as the co-ordination of provision for those with Special Education Needs can also expect to command a higher salary.

Past graduates from this course have gained employment in roles such as the following:
-Special needs and inclusion
-Senior management in education
-Special Educational Needs teacher

A Masters qualification also gives you broader career options including possible roles in lecturing, journalism, the media and arts administration. The research elements of a Masters course prepare you for further postgraduate studies at doctoral level.

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We offer three pathways in the Advanced Professional Practice Programme. - Clinical Pharmacy for General Practice for pharmacists to develop the skills required for working in General Practice. Read more

Overview

We offer three pathways in the Advanced Professional Practice Programme:
- Clinical Pharmacy for General Practice for pharmacists to develop the skills required for working in General Practice.

- Advanced Professional Practice (Pharmacy) incorporating the Royal Pharmaceutical Society’s Advanced Pharmacy Framework

- Advanced Professional Practice (Open Learn) allows health professionals to choose from our range of modules to create their own pathway

Clinical Pharmacy for General Practice:
NHS England has recently announced their intention to invest £15 million pounds to pilot patient facing roles for clinical pharmacists in GP practices. This is a clear sign of that pharmacists are recognised as health professionals who are able to support patients in the management of long term conditions e.g. by optimising medicines. These roles offer exciting opportunities for pharmacists to develop in this area of practice. . If you wish to work in general practice, it is likely that you will need to be working towards or hold a postgraduate pharmacy qualification that includes Independent Prescribing.
Our new postgraduate pathway 'Clinical Pharmacy for General Practice' allows you to combine your choice of modules from across our Community Pharmacy, Advanced Professional Practice and Prescribing Studies programmes (including the Independent Prescribing course) to meet your own personal learning needs whilst working towards a Postgraduate Certificate, Diploma or Masters award.

Advanced Professional Practice (Pharmacy):
The Pharmacy pathway is compatible with the emerging agenda for Advanced and Specialist Practice within the Pharmacy profession and supports the Royal Pharmaceutical Society’s Faculty Professional Recognition Scheme. Pharmacists who follow this pathway will incorporate the Advanced Pharmacy Framework (APF) (http://www.rpharms.com/faculty-resources/advanced-pharmacy-framework.asp) within their Advanced Professional Practice award and be able to demonstrate competency in all six competency clusters of the framework, ie:
- Expert Professional Practice
- Collaborative Working Relationships
- Leadership
- Management
- Education, Training and Development
- Research and Evaluation

Advanced Professional Practice (Open Learn):
Increasing numbers of pharmacists and other health professionals have a career portfolio that crosses the traditional boundaries of community practice, primary care and secondary care and need a programme of continuing professional development that can meet their specific personal professional development needs.
The Open learn pathway of the APP programme is designed to allow pharmacists and other health professionals, particularly medical and non-medical prescribers working in primary care, choice and flexibility in their progression to Certificate, Diploma and Masters awards to meet their specific professional development needs and advance their professional practice. Pharmacists can choose modules from across the Department of Medicines Management/School of Pharmacy postgraduate programmes’ portfolio, including Community Pharmacy and Clinical (Hospital) Pharmacy.
Pharmacists, medical and nonmedical prescribers can choose modules from the Prescribing Studies programme, including the Independent Prescribing Preparatory Course for Pharmacists, and also modules provided by other Schools within the Faculty of Health, and other Faculties within the University, subject to meeting the specific entry criteria required for individual modules.

See the website https://www.keele.ac.uk/pgtcourses/advancedprofessionalpracticepharmacy/

Course Aims

Keele's Pg Advanced Professional Practice Programme aims to:
- Equip you with the clinical and professional knowledge base and skills that you have identified as necessary to fulfil and advance your professional practice

- Provide you with a learning programme that meets your personal professional development needs and that will help you apply your knowledge and skills in daily practice

- Encourage you to develop the self-discipline of private study, self-directed learning and reflective practice that will be continued beyond Keele's Programme in your Continuing Professional Development (CPD).

In addition, you will develop valuable practical skills including written and oral communication, and the ability to design a project, collect, analyse and interpret data.

Course Content

MSc in Advanced Professional Practice (Clinical Pharmacy for General Practice):
For the ‘Clinical Pharmacy for General Practice’ pathway you may combine modules from our Prescribing Studies programme, Community Pharmacy programme and Advanced Professional Practice programme to meet your learning needs. A total of 60 credits is required to achieve the Certificate award, 120 credits for the Diploma and 180 credits for the MSc. The Independent Prescribing Preparatory Course for Pharmacists module (60 credits) from the Prescribing Studies programme may only be used towards a Diploma award.

Achievement of the Master’s award requires you to complete the Professional MSc year. The professional MSc year consists of three compulsory modules: Advanced Practice Development (15 credits), Researching and Evaluating your Practice (15 credits) and the Independent Learning Project (30 credits).

MSc in Advanced Professional Practice (Pharmacy):
This pathway links to all the clusters of the Advanced Pharmacy Framework (APF) (http://www.rpharms.com/faculty-resources/advanced-pharmacy-framework.asp) You will study modules to allow you to develop in all six clusters of the APF: Expert Professional Practice; Collaborative Working Relationships; Leadership; Management; Education, Training and Development; and Research and Evaluation.

The modules you will study are as follows (more detail about individual modules can be found in the Postgraduate Modules pages):

Year 1 (Certificate Year)
- Advanced Practice Development (30) 30 credits (Continuous module during Years 1 and 2)
- Competency Frameworks for the Advanced Practitioner 15 credits
- Building Working Relationships for the Advanced Practitioner (30) 30 credits

Year 2 (Diploma Year)
- Researching and Evaluating Your Practice 15 credits
- Education Theory and Practice for Health Professionals 15 credits
- Business and Financial Management 15 credits

Year 3 (Master’s year)
- Advanced Practice Development 15 credits
- Independent Learning Project 45 credits

MSc in Advanced Professional Practice (Open Learn)
For the ‘Open Learn’ pathway, a total of 60 credits is required to achieve the Certificate award, 120 credits for the Diploma and 180 credits for the MSc. The 15 credit Advanced Practice Development module is compulsory, after that you may chose modules from across our programmes to meet your individual learning needs. A maximum of 30 credits per level of award is permitted from any one programme source for Certificate and Diploma awards. The Independent Prescribing Preparatory Course for Pharmacists module (60 credits) from the Prescribing Studies programme may only be used towards a Diploma award.

Our Postgraduate Modules pages will provide you with more information about the modules you can choose from.

Achievement of the Master’s award requires you to complete the Professional MSc year. The professional MSc year consists of three compulsory modules: Advanced Practice Development (15 credits), Researching and Evaluating your Practice (15 credits) and the Independent Learning Project (30 credits).

Teaching & Assessment

The Advanced Professional Practice Programme is designed principally for distance-learning. We provide mainly online distance-learning materials so that you can study where and when it is most convenient for you. Our methods of delivery allow us to revise and update the course quickly to meet your changing needs as a pharmacist.

Students on the 'Pharmacy' Pathway will be required to attend Keele for occasional face to face study days. Students on the 'Open Learn' pathway maybe required to attend Keele, depending on their module choices.

The Advanced Professional Practice Programme is fully supported by a team of experienced, friendly, and approachable academic, administrative and technical staff based at Keele. You’re not on your own! And, don’t forget the network of other pharmacists on the course whom you can contact.

You will require the equivalent of 1-2 days (approximately 10-15 hours) each week to complete your course. Remember that the online nature of our course materials, and the fact that a good proportion of the assessed work focuses on your daily practice, means that you can integrate study and work.

Assessment is entirely by coursework for the Certificate, Diploma and MSc courses. A variety of assessment methods are used such as Practice-Based Assignments that will assess your knowledge, problem-solving skills, and data interpretation skills in relation to application of knowledge to practice, patient care and medicines management. Case Presentations assess your ability to critically appraise the literature and relate published theory to everyday practice. An Audit Project, Practice-Based Assignments, Project Protocol Development and the Independent Study Project Report assess ‘thinking’ and practical skills, and your ability to plan, conduct and report on an investigation. They also assess your ability to critically appraise the literature and relate published theory to everyday practice. Your Reflective Portfolio also assesses your ability to relate theory to practice, and self evaluation of, and reflection on, your own performance and CPD needs.

The nature of the assessments develops your written and oral communication skills. Practical skills and key life/transferable skills are assessed within the methods described above. Each method of assessment is supported by clear criteria for marking; these are explained in the relevant Course Handbooks. The minimum pass mark is 50%.

The summative assessment is supported by a variety of formative assessment activities that include online discussions, formative feedback on elements of the reflective portfolio, contributions to study days and feedback on draft proposals.

Additional Costs

For all programmes you will need regular access to a computer, email and the internet. However apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for our postgraduate programmes, with the exception of those listed below.

Some modules may require that you attend a Webinar. You may find it beneficial to purchase a headset to participate in webinars, however this is not essential if your computer has a built in microphone and speakers.

Some modules may require that you travel to Keele for a study day. There will be additional travel and accommodation costs (if required) to attend any face to face study days.

Study Days

Students on the Pharmacy Pathway will be required to attend Keele for some face to face study days. For further information please contact Bev Oakden.

Students who incorporate the Independent Prescribing Preparatory Course into the ‘Clinical Pharmacy for General Practice’ award will be required to attend Keele for some study days. For further information please refer to the ‘Independent Prescribing’ section of our website.

Whilst the majority of our modules are delivered at a distance, a small number may require attendance at Keele. Please contact Bev Oakden or Amanda Salt to discuss your choice of modules and any attendance requirements.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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PGCE Primary will train you to teach children aged 5 to 11. This ten-month course provides training in all primary-stage National Curriculum subjects, with a particular focus on mathematics, English and science. Read more

PGCE Primary will train you to teach children aged 5 to 11.

This ten-month course provides training in all primary-stage National Curriculum subjects, with a particular focus on mathematics, English and science. It leads to both a postgraduate qualification and qualified teacher status (QTS).

The course combines master's-level academic study of primary education with a range of practical experiences. A significant amount of your time will be spent in partnership schools developing practical teaching skills with the support of trained mentors and experienced teachers. This course is run in partnership with more than 200 local primary schools which allows us to personalise your school experience to your individual needs.

Your practical training will be underpinned by education theories, ideas and concepts, and by enhancing your awareness of current educational issues and developments.

Aims

The course will provide the range of experiences necessary to support and guide you as you develop into an excellent primary teacher with:

  • an understanding of the nature of teacher professionalism
  • the knowledge, understanding and practical skills required to strive for excellence in teaching
  • an attitude towards learning that promotes high expectations, and values diversity and respect for all social and cultural backgrounds.
  • the ability to reflect upon evidence in order to inform both your practical actions and principles and values in educational settings.

Professional studies are a central component of the course, covering topics such as:

  • pupil assessment
  • lesson planning
  • managing pupil behaviour
  • the role of the reflective practitioner
  • making primary education inclusive for all.

You will spend a significant amount of time studying each of the core subjects of English, mathematics and science. You will also spend time studying religious education, PE, history, geography, art, music, and design and technology. We use the expertise of experienced teachers from our partnership schools to complement the teaching of University-based sessions.

Additional course information

Your University tutors, who are all highly experienced Primary practitioners, will provide excellent support for your academic work and your personal development. School mentors will provide advice and guidance whilst you are on placement. The culture of team working and best practice sharing amongst students will provide you with a support network available when you need it the most.

Teaching and learning

The structure of our Primary PGCE includes both school-based and University-based learning. You will also need to undertake self-directed study in the evenings and weekends, such as background reading, creating lesson plans and completing written assignments.

The course is run in partnership with more than 200 local primary schools and you will spend more than 50% of your time in primary schools on placements. When on placement, you will observe and teach classes under the guidance of an experienced primary teacher. You will also have a mentor to help you to plan lessons, deal with marking and assessment and improve your teaching skills.

Our partnership schools are located across Greater Manchester, including Bolton, Trafford, Tameside, Manchester, Bury, Stockport, Rochdale, Salford and Oldham, and also north Cheshire and south Lancashire.

In University-based sessions, a wide range of teaching methods are used, including seminars, group discussion, practical workshops, lectures and presentations. You will be an active participant and driver in your own professional development.

Coursework and assessment

You will be assessed during your school placements and you will receive high-quality feedback to enhance your development.

Your subject knowledge in English, mathematics and science will be audited regularly and you will also complete assignments relating to the teaching of English, mathematics, science and information and communication technology (ICT). The written assignments will allow you to gain a maximum of 60 master's-level credits and guidance and support to complete these assignments will be available from your University tutors.

Scholarships and bursaries

Home/EU students may be eligible for a repayable tuition fee loan. Home students in England may also be eligible for a repayable student maintenance loan. The loans support available to PGCE students is similar to what is available for undergraduate students and information about government financial support for undergraduate students is available here . 

If you have graduated in the last three years from The University of Manchester with a 1st class honours degree, you may also be eligible for our Alumni Scholarship .

Information about additional funding options for September 2018 will be available on this page shortly.

Facilities

Your University-based learning will take place at The University of Manchester's Oxford Road campus, adjacent to Manchester's city centre. The campus is easily accessible by road or by an extensive network of public transport including trains, trams and buses.

Our Oxford Road campus is home to The University of Manchester Library and the Alan Gilbert Learning Commons. The University's library is one of the best-resourced academic libraries in the UK. Studying with us will open up a wealth of learning resources to you, including over four million printed books, more than 500,000 ebooks and access to over 40,000 electronic journals and hundreds of online databases.

The Alan Gilbert Learning Commons offers you a stimulating 24/7 environment for study. It is the UK's first digital library and home to the most up-to-date IT facilities, a range of versatile learning spaces and a relaxing cafe area for breaks or meeting friends.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: 



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This course will prepare you to teach Spanish across the 11-16 or 11-18 age range. It is a 10 month course which allows graduates to train to teach, gain a postgraduate qualification and qualified teaching status (QTS). Read more

This course will prepare you to teach Spanish across the 11-16 or 11-18 age range. It is a 10 month course which allows graduates to train to teach, gain a postgraduate qualification and qualified teaching status (QTS).

The course combines master's level academic study of key language learning theories and methods with a range of practical experiences. Approximately two-thirds of the course is spent in our partnership schools and colleges developing practical teaching skills with the support of trained mentors and experienced modern language teachers.

The University teaching team has an international reputation for research, teaching and publications in education. We are dedicated to developing your expertise and we believe passionately in the benefits of creative, motivating and engaging language lessons in order to create the next generation of life-long modern language speakers. Our sessions are all interactive and good pedagogy is modelled by skilled and highly motivated tutors and guest speakers. Your University tutors combine experience as outstanding teachers with academic knowledge of innovative, current and relevant educational research.

We have strong partnerships with schools and colleges, many of which are involved in research projects with the University. We work with a large variety of schools, comprehensives, grammar schools, specials schools and sixth form colleges, allowing us to personalise your placement experiences to your individual needs. University tutors and school-based mentors will provide support and challenge to help you achieve your potential.

What our students say:

The PGCE at The University of Manchester balances just the right amount of University-based training with a great deal of school-based teaching practice. The many opportunities to put the theory into practice, coupled with the high level of support from the University and partner schools led to the PGCE being an enjoyable and challenging year which has prepared me well for my first year of teaching.

For more details on interviews, please visit our PGCE website .

Aims

The academic elements of the course enable trainees to research, observe and reflect on key aspects of education practice including teaching, learning and pedagogy. You will be required to complete master's level assignments on teaching, learning and assessment, and your language skills. The course will also encourage you to pursue your own specific interests in your teaching practice.

The course will:

  • Equip you with the professional skills and knowledge required to become an outstanding teacher.
  • Enable you to develop your own preferred teaching styles by demonstrating, and encouraging you to try out, a wide variety of teaching styles.
  • Encourage you to develop your skill as a teacher through reflective practice.
  • Give you a sound understanding of the development of modern language methodology and current issues.
  • Enable you to use and produce teaching resources.
  • Ensure that your teaching takes account of individual pupils' perspectives and learning styles.
  • Ensure that your planning and teaching maximise the progress of all pupils in your classroom.
  • Encourage you to make maximum use of the knowledge and experience that you already have.
  • Encourage you to openly share your ideas and experiences.
  • Demonstrate that teaching and learning are reciprocal processes, and that the best teachers are those who are lifelong learners.

Special features

  • Top university to study a PGCE in the North of England (Good Teacher Training Guide 2017).
  • Rated as 'outstanding' by Ofsted.
  • Extensive classroom experience supported by experienced modern language tutors and mentors.
  • 92% of our graduates in a teaching post within six months of completing the course - consistently better than the North West average (The University of Manchester 2013-2016).

Teaching and learning

The structure of our PGCEs includes both school-based and University-based learning. On our secondary PGCEs, around two thirds of your time will be spent in secondary schools, academies or colleges on placements. You will also need to undertake self-directed study in the evenings and weekends, such as background reading, creating lesson plans and completing written assignments.

The course includes a wide range of teaching methods, including: seminars; group discussion; practical workshops; lectures; and presentations. You will be an active participant in your own development as you make the transition from subject expert to excellent languages teacher.

Scholarships and bursaries

Generous, tax-free funding is available to the best graduates training in a range of subjects. You could get a £26,000 bursary or be awarded a prestigious scholarship - which provides additional support and benefits throughout your training year.

Information about additional funding options for September 2018 can be found on the Department for Education website

Home/EU students may be eligible for a repayable tuition fee loan. Home students in England may also be eligible for a repayable student maintenance loan. The loans support available to PGCE students is similar to what is available for undergraduate students and information about government financial support for undergraduate students is available here . 

If you have graduated in the last three years from The University of Manchester with a 1st class honours degree, you may also be eligible for our Alumni Scholarship .

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: 



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