• University of York Featured Masters Courses
  • Swansea University Featured Masters Courses
  • Leeds Beckett University Featured Masters Courses
  • Regent’s University London Featured Masters Courses
  • Imperial College London Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • Xi’an Jiaotong-Liverpool University Featured Masters Courses
University of Lincoln Featured Masters Courses
University of Hertfordshire Featured Masters Courses
University of Kent Featured Masters Courses
University of Birmingham Featured Masters Courses
Newcastle University Featured Masters Courses
"assesment"×
0 miles

Masters Degrees (Assesment)

  • "assesment" ×
  • clear all
Showing 1 to 15 of 17
Order by 
The Research Methods in Psychology MSc offers advanced and broad-based training in the major methods and statistical techniques in use in psychology, together with a wide range of optional modules to allow you to tailor your studies to your own interests. Read more
The Research Methods in Psychology MSc offers advanced and broad-based training in the major methods and statistical techniques in use in psychology, together with a wide range of optional modules to allow you to tailor your studies to your own interests.

*This course will be taught at the Canterbury campus*

Key benefits

- Our taught Master’s (MSc) programmes have been recognised by the UK Economic and Social Research Council (ESRC) as meeting the nationally recognised criteria for preparation training for PhD research.

- The programmes we offer help you to develop general critical, analytic and problem-solving skills that can be applied in a wide range of settings.

Visit the website: https://www.kent.ac.uk/courses/postgraduate/73/research-methods-in-psychology

Course detail

Gain a thorough understanding of psychology at a theoretical and practical level, from basic learning and cognition to prejudice and persuasion. The programme covers four core elements: advanced statistics and methodology, current issues in theory and research, advanced research in psychology and your dissertation.

Purpose

Develop critical, analytic and problem-solving skills that can be applied in a wide range of settings. The flexibility of the programme makes it ideal for graduates wishing to become professionals and specialists in a number of fields in psychology research.

Format and assesment

The programme consists of 2 compulsory modules and 4 optional modules.

Core modules include: Statistics and Methodology, and Advanced Research Project in Psychology.

Options modules include:

• Advanced Cognitive (Neuroscience) Methods in Practice
• Advanced Developmental Social Psychology
• Advanced Topics in Cognition in Action
• Advanced Topics in Cognitive Development
• Advanced Topics in Developmental Psychopathology
• Advanced Topics in Group Processes
• Advanced Topics in Intergroup Relations
• Current Issues in Cognitive Psychology and Neuropsychology
• Current Issues in Social and Applied Psychology I: Theory
• Current Issues in Social and Applied Psychology II :Applications
• Developmental Psychology in Professional Practice
• The Psychology of Eyewitness Testimony

Assessment is mainly by coursework assignment (4-6,000-word essays), examination (for the Advanced Statistics and Methodology module only), plus the dissertation.

Careers

Our postgraduate students commonly go into the fields of health, teaching or further education. For instance, many of our graduates take up roles as assistant psychologists in the NHS with a view to becoming a professional clinical or forensic psychologist. Upon completing our Master’s courses, graduates have also pursued doctoral study and academic careers at higher education institutions.

How to apply: https://www.kent.ac.uk/courses/postgraduate/how-to-apply/

Why study at The University of Kent?

- Shortlisted for University of the Year 2015
- Kent has been ranked fifth out of 120 UK universities in a mock Teaching Excellence Framework (TEF) exercise modelled by Times Higher Education (THE).
- In the Research Excellence Framework (REF) 2014, Kent was ranked 17th* for research output and research intensity, in the Times Higher Education, outperforming 11 of the 24 Russell Group universities
- Over 96% of our postgraduate students who graduated in 2014 found a job or further study opportunity within six months.
Find out more: https://www.kent.ac.uk/courses/postgraduate/why/

Postgraduate scholarships and funding

We have a scholarship fund of over £9 million to support our taught and research students with their tuition fees and living costs. Find out more: https://www.kent.ac.uk/scholarships/postgraduate/

English language learning

If you need to improve your English before and during your postgraduate studies, Kent offers a range of modules and programmes in English for Academic Purposes (EAP). Find out more here: https://www.kent.ac.uk/courses/postgraduate/international/english.html

Read less
This course is for you if you wish to prepare yourself for a broad spectrum of career opportunities, spanning the academic, commercial, industrial and healthcare applications of biomedical sciences. Read more
This course is for you if you wish to prepare yourself for a broad spectrum of career opportunities, spanning the academic, commercial, industrial and healthcare applications of biomedical sciences.

Course outline

This taught MSc Biomedical Science course is designed to provide training and experience in Biomedical Sciences. It offers an informed and critical appreciation of recent scientific developments. The specific aims are to:
-Provide a high level of scientific knowledge and understanding of disease processes from the molecular to the body/systems level
-Develop an informed and critical appreciation of recent scientific developments in relation to diagnostic laboratory pathology
-Enable students to gain, through a research project, additional specialist knowledge and practical expertise
-Prepare students for a broad spectrum of career opportunities spanning academic, commercial, industrial and healthcare applications of biomedical sciences. The course is also an excellent foundation for further studies leading to a PhD

[[What you will study
The programme is based around a core of six modules and a research project that provide detailed study and practical experience in key areas of biomedical sciences and in the development of professional skills. Modules are as follows:
-Human Diseases
-Immunology
-Toxicology
-Clinical and Molecular Endocrinology
-Human Physiology
-Research Methods
-Research Project

Learning, teaching & assesment

The course is assessed by a mixture of coursework, examinations, practical work, oral and written presentations. The research project module will be assessed on the basis of a submitted project report and an oral defense of a poster.

Your future career prospects

This course provides an ideal foundation for entering the pharmaceutical industry, the Scientific Civil Service or for further studies leading to a PhD. Many of our graduates have found this course to be a valuable qualification when applying for a PhD. Recent graduates have gained roles such as:
-Research Scholar, Symbiosis International University & Chest Research Foundation
-Biomedical Scientist, St George's Hospital (NHS)
-Administrative and Funding Coordinator, Access to Basic medical Care (ABC) Foundation
-Assistant Lecturer, Unspecified university
-Lab Technician, PROLIVFIC
-Lab Technologist/Army Officer, Military Hospital
-PhD, Institute of Inflammation and Repair, The University of Manchester
-Research Assistant, Aston University
-Research Consultant, Environmental sector
-Research Laboratory Technician, University of Birmingham

It must be emphasised that the course is NOT accredited by an outside organisation.

Read less
Join one of the UK’s leading institutions environments for the study of music, combining world-leading research, exceptional teaching and a vibrant musical community in the heart of global London. Read more
Join one of the UK’s leading institutions environments for the study of music, combining world-leading research, exceptional teaching and a vibrant musical community in the heart of global London.

Who is it for?

Students interested in extending their knowledge and develop critical and research skills in the broad area of music studies. The course provides a rigorous training relevant to a range of professional careers, including further study at doctoral level.

We welcome students from all over the world and from a range of backgrounds.

Objectives

Combining academic rigour with a flexible course structure, the MA Music offers a range of options and students are able to focus project work on areas of individual interest.

The course introduces students to a range of current issues and debates in the broad field of music studies and provides a rich creative environment in which to develop critical approaches to musical practice and study. Students engage with a diverse range of repertoires, including western art music art and popular music, world music, contemporary music and electronic music, and are encouraged to explore the complex interrelationships between music and other subjects and between theory and creative practice. The course also provides training in fundamental research skills.

We have an outstanding reputation for dynamic, inspiring and rigorous postgraduate education and offer exceptional support to our students. Our students come from all over the world and benefit from our location in the heart of London, one of the world’s greatest cultural hubs.

Scholarships

We are offering one full fee-waiver scholarship for entry to any of our MA pathways in September 2017.

The Robert Anderson Scholarship provides a full-fee waiver at UK/EU rates. International students are also eligible to apply and if successful will have the equivalent UK/EU fee amount deducted from the international fee. The deadline for applications is Friday 5th May 2017.

In addition to your main application, scholarship applications should include:
-A CV indicating your studies and achievements to date.
-A statement indicating why you feel you are particularly deserving of such an award and outlining the contribution you will make to the Music Department.

Placements

The professional work placement is an elective module giving you the opportunity to work in the cultural sector to apply the skills you have gained from the programme so far.

When it comes to the organisation, it is totally up to you. Previous students have gained experience with the Southbank Centre, The British Library, IMG Artists, LIFT, Arts Council England and the British Film Institute.

Academic facilities

Music students can take advantage of our advanced recording and composition studios, a professional performance space, computer laboratories, rehearsal rooms, practice rooms and world music instruments.

Our composition studios include three surround (8.1/ 5.1) studios, one of which is dedicated to film and live electronics work, and three stereo composition studios. All of the studios are equipped for sound editing, processing and mixing. As well as general software such as Logic, Sibelius and Pro Tools, these studios are equipped with Native Instruments Komplete.

The recording studio is equipped to deliver multitrack recording and mixing to a professional standard.

As well as the excellent library facilities at City and close by, such as the British Library, as part of the University of London you can also become a member of Senate House Library for free with your student ID card.

Teaching and learning

Teaching is through lectures, small group seminars and one-to-one tutorials in which students receive supervision from world-leading researchers. In addition, we arrange off-site visits, such as to the British Library or to relevant conferences. Project work also often involves engaging with external organisations or local communities.

Assessment

We use a range of assessment types, including extended projects, portfolio submissions and written examinations. Assesment will depend on the particular modules chosen by students

We have a vibrant postgraduate community and there are plenty of opportunities for involvement in our many ensembles. We host a regular concert series and an annual summer music festival. In addition, there are regular workshops, visiting speakers and postgraduate research seminars, and we also host occasional conferences.

In addition to our many ensmbles at City, MA students are also eligible to audition for the University of London Symphony Orchestra.

Modules

MA Music students take two core modules (total 60 credits), two or three elective modules (total 30 or 60 credits), and also produce a 12-15,000 (60 credit) or 15-20,000 (90 credit) word dissertation.

A typical 30 credit taught module involves two hours of lectures/seminars per week over a 10-week teaching term, plus a total of one hour tutorial supervision over the course of the module (usually two half hour meetings). In addition, the MA involves a significant amount of self-directed study, including preparation between classes, and researching and writing projects, equivalent to about 18 hours per week over a 15 week period (from the start of teaching to the final assessment).

Core modules - students take two core modules in term one, followed by elective modules in term two (for part-time students the modules are spread over two years).
-Critical Readings in Musicology (30 credits)
-Researching Music in Contemporary Culture (30 credits)

Elective modules
-Music Special Project (30 credits)
-Interdisciplinarity and Collaborative Process (30 credits)
-Urban Ethnomusicology (30 credits)
-Historical Musicology (30 credits)
Plus a range of elective modules in the Departments of Sociology and International Politics:
-Professional Placement (15 credits)
-Audiences and Marketing (15 credits)
-Digital cultures (15 credits)
-Culture (15 credits)
-Cultural Policy (15 credits)
-Public Culture: the Politics of Participation (15 credits)
-Global Cultural Industries, Ethics and Social Responsibility (15 credits)
-Celebrity (15 credits)
-Global Ethics: Principles, Power and Politics (30 credits)

(NB: Elective module choices are subject to availability and timetabling constraints).

Dissertation
The MA culminates in a 12-15,000 (60 credits) or 15-20,000 (90 credits) dissertation, running through the spring and summer terms, which students complete by the end of August.

Career prospects

The MA Music has excellent employment statistics. Students have gone on to teach, compose and perform in a wide variety of settings and are also employed in areas such as music publishing, broadcasting, music management, arts administration and further musical study at MPhil or PhD level. Alumni are currently working in high-profile roles, including in organisations such as the Southbank Centre and the Halle Orchestra.

Examples include:
-Justine Fancy, PR Manager at MAMA & Company, live music company.
-Rachel Swindells, Gamelan & Community Projects Officer, Halle Orchestra.
-Meliz Serman, Head of Music, Davenport Foundation School.
-Javier Alvarez, International Award-Winning Composer.

Read less
The role of the corporate environmental manager is becoming increasingly complex and strategic. Corporate social and environmental responsibility is becoming prominent in consumer demand and a pre-requisite for tender eligibility. Read more
The role of the corporate environmental manager is becoming increasingly complex and strategic. Corporate social and environmental responsibility is becoming prominent in consumer demand and a pre-requisite for tender eligibility. This necessitates a more sophisticated environmental manager who can interpret legislative and audit requirements and deliver them in a manner conducive to continued economic development, whilst recognising the market trends. The aim of this programme is to develop skills in the delivery of economic activities related to environment, green technology and sustainability. The programme includes highly topical case studies from across these sectors reflecting changing strategies and alternative approaches. The course is suitable for graduates in a wide range of disciplines, including Environment, Engineering, Finance, Social Sciences and other subjects.
Testimonials

Compulsory Modules:

Organisations and People: This module examines key issues arising from contemporary research in organisational behaviour (OB) and human resource management (HRM). It provides an integrated analysis of management, organisations and people, developing the conceptual, strategic and practical skills necessary for managers in complex, global organisational contexts. Specific topics include:

The nature of organisations
Organisation structures: strategy, design and function, job design
Organisation cultures: values, ethics, norms of behaviour
Theories and models of management: classical and contemporary
Individual differences: perception, learning, motivation, equality and diversity
Groups and teams in the organisation
Managing relationships: power, conflict, communication, engagement
Managers as leaders, people developers, coaches
Managing job satisfaction and performance

International Strategic Management: This module analyses strategic decision-making within business. You will develop a critical understanding of the strategic processes of business management, the interconnections with the functional domains of marketing, human resource management and corporate finance, and the management of knowledge systems. Specific topics include:

Concepts of strategic management applicable to business
Prescriptive and emergent strategies
Strategy implementation through capacity building and resource allocation
Managing, monitoring and reviewing strategic change
Organisational designs for strategic advantage
Human resources strategy, marketing and corporate financial strategy
Organisational learning and knowledge management

Management Research: This module analyses the philosophical basis for research in the management sciences, and examines a number of key methodological issues and approaches. Research designs for both quantitative and qualitative research methodologies are developed, including interviews, case studies, focus groups, surveys and experiments. Specific topics include:

Research methodologies and philosophy: positivism and interpretivism
Qualitative research methods and the search for meaning
Selecting a research strategy and design
Data gathering, documentary records, triangulation and mixed methods
Content analysis, conversation analysis, discourse analysis, grounded theory
Quantitative research design and methodologies
Univariate and multivariate analysis, factor, cluster and discriminant analysis

Business Planning for the Green Economy: This module explores the process of establishing a venture from idea generation to the completion of a business plan which incorporates environmental planning and management. It takes the student through the actual process of developing a business plan and its different components, the market and sustainability. Specific topics include:

Entrepreneurship
The entrepreneurial role in relation to the initiation and development of a sustainable business
Key environmental factors of business development
The differences between the entrepreneur and the environmental manager, and the problems faced by small growth firms in sustainable growth.
The importance and complexity of entrepreneurship and environmentalism within a large firm environment

Finance for Managers: This module is designed for those who aim to achieve a basic understanding of financial management and control, and who require an understanding of finance in order to manage an organisation effectively. Financial planning and control are central themes, as well as the appraisal techniques of investment projects. Specific topics include:

Principles underlying the preparation of accounting information
Recording business transactions
Preparation and analysis of financial statements
Preparation of budgets, financial planning and control
Costing methods, uses and interpretation of cost data
Investment appraisal techniques

Strategic Environmental Management: This module is designed to provide a an understanding of the principles of sustainable development, environmental legislation, environmental auditing and assesment, and green technological development. Specific topics include:

Sustainable development
Environmental legislation
Environmental auditing
Environmental assessment
Corporate social responsibility and socially responsible investment
Life cycle analysis

Green Technology: This module reviews the environmental consequences of economic activities, including energy generation, waste management, food and water supply, consumer goods. It then goes on to consider recent policy initiatives and drivers and examines key green technologies. Specific topics include:

Development and deployment of green technologies
Environment impacts of energy generation
Green technology policies and initiatives
Green technologies - commerce, ideas and concepts
Geographical Information Systems (GIS) for green technologies

Part 2:

For MBA Environmental Management, you must complete Part 2 by undertaking a relevant dissertation.

Read less
UCL's School of Public Policy and NYU Wagner have created a unique partnership to offer the first truly joint degree designed for international civil servants. Read more
UCL's School of Public Policy and NYU Wagner have created a unique partnership to offer the first truly joint degree designed for international civil servants. The robust blend of theoretical and applied policy analysis and management studies is intended to provide a distinctive edge enabling public service leaders to function with many actors in a global environment to devise and implement strategies for change.

Degree information

Students will spend the first semester at NYU Wagner in New York City, the Spring Term at UCL and the summer in locations across the globe working on a client-based Capstone project. Core modules bridge cutting-edge concepts and skills in policy analysis, management, implementation, and facilitating change. Students will then select from the offerings of both institutions to craft an approach best suited to their specific needs.

Students undertake modules to the value of 150 credits (equivalent to 30 credits at NYU or 75 ECTS credits).

The programme consists of four core modules (two at UCL and two at NYU), four optional modules (two at UCL and two at NYU) and a Capstone project.

Core modules
Term One at NYU Wagner
-Global Public Policy Analysis Reform
-Institutions, Governance, and Public Sector Reform

Term Two at UCL
-Strategy and Organisational Change
-Policy Implementation

Optional modules - students select two from NYU Wagner and two from UCL. The below are suggestions.
Term One at NYU Wagner
-Design Thinking: A Creative Approach to Problem Solving and Creating Impact
-Global Health Policy
-Conflict Management and Negotiation
-International Economic Development: Government Markets
-International Development Project Planning
-Politics of International Development
-Sustainable Cities

Term Two at UCL
-Agenda Setting and Public Policy
-Policy and Regulation in Europe
-Human Rights: Accountability and World Politics
-International Trade Policy
-Law and Regulation
-Making Policy Work
-Public Management: Theories and Innovations

Capstone Project
All students undertake a Capstone group project which allows them to expand on their own experiences, knowledge and skills acquired through the programme to deliver a concrete task for a public services organisation. The project can be conducted at an international organisation in the EU or USA.

Teaching and learning
The programme is delivered through a combination of lectures, seminars, presentations and educational visits e.g. the British Library. Assesment is through examinations, essays and the Capstone group project.

Careers

Graduates of this programme are likely to find themselves moving across a variety of international public, not-for-profit and private sector institutions during their careers in executive positions.

Employability
Students will improve their ability to craft effective solutions to problems in the face of global and local policy and management challenges. They will learn to balance advantages of public and private sector actors; promote successful inter-governmental co-operation at all levels; more effectively link policy analysis with policy implementation; and broadly ensure that policy is meeting its intended objectives and improving public welfare.

Why study this degree at UCL?

The Global Public Policy and Management Executive MPA is an innovative world-class programme. Unlike many public policy and management programmes which remain focused on the domestic environment, this Executive MPA promotes internationalisation of the curriculum, student body and locations.

The combination of policy and management change skills and exposure to the world of practice, will provide a substantial and pedagogically distinctive experience.

The programme fosters a strong community and provides learning opportunities beyond the traditional classroom. These cohort-based events include tailored orientation sessions, a dedicated lecture series with inspiring leaders in public service, advisory sessions, and departmental activities. Students also benefit from a strong alumni network across NYU Wagner and UCL.

Read less
The Master's in Teaching at Brunel University London, for Newly Qualified Teachers with 60 credits, aims to help them to make a real difference to pupils’ learning outcomes. Read more

About the Course

The Master's in Teaching at Brunel University London, for Newly Qualified Teachers with 60 credits, aims to help them to make a real difference to pupils’ learning outcomes.

The course combines a close focus on educational practice while stimulating early career teachers’ professional learning. It develops their understanding of key educational and social science concepts such as pedagogy, socio-cultural diversity and motivation.

Some key benefits of undertaking the Masters in Teaching at Brunel University London include:

-opportunities to accelerate career progression by developing high quality pedagogical expertise that makes a real impact on pupil outcomes;
-the transformation of 60 PG Cert credits into a Master's degree;
-part-time mode of delivery: three Saturday conferences each year incorporating seminar workshops, action learning sets and tutorials;
-blended approach to learning: face-to-face sessions supported by online components and ongoing participation in the course Virtual Learning Environment;
-flexibility to stage learning: working toward 20, 40 and 60 assessed credits in years 1,2 and 3 respectively;
-Year 1 fee waived for Newly Qualified Teachers working in enhanced partnership schools.*
*For further information about the enhanced partnership please contact: Partnership Development Manager, Michelle Evans –

Aims

The Master's in Teaching at Brunel University London:

-engages students in intellectually challenging research and experientially-based exploration of questions of teaching, learning and schools, while systematically developing their professional knowledge and understanding, and awareness of current problems and new insights;
-helps students to develop an informed, enquiring, self-sustaining approach to professional practice and to professional learning;
-equips students with the strategies necessary to identify, locate and critically evaluate relevant research and theoretical literature, and other forms of evidence that could usefully inform their practice;
-enables students to conduct worthwhile practitioner enquiries in their own professional setting, including research and development projects specifically intended to improve pupil outcomes;
-encourages students to work collaboratively with colleagues and other professionals or stakeholders (including parents), engaging them in the processes of research and its findings
-helps students to develop a creative and constructively critical approach towards educational innovation.

Course Content

The Masters in Teaching at Brunel University London is designed for early career teachers who are interested in developing a research-informed, critical approach to the development of their practice. The focus is on the processes of teaching and learning and the programme is rooted in participants’ own school-based experience. It involves carrying out investigations in school, supported by appropriate reading, and attendance at three intensive conference days normally held on a Saturday at Brunel University London each year. Throughout the programme there is a strong emphasis on collaboration. The university’s Virtual Learning Environment (Blackboard Learn) is used extensively to support the school-based tasks and to sustain critical discussion.

Year 1 - starts by focusing on pedagogical approaches to teaching and learning that can positively impact, and make a real difference to, pupils and schools.

Students will have some seminars together, and work in smaller groups with teachers from a range of subject areas or phases.

For example, the Responsive Teaching module provides a lens through which students critically explore a range of contemporary issues relating to educational provision and their own practice framed around five key themes: folk pedagogies; funds of knowledge; culturally responsive teaching; pupil voice; and, assessment for learning.

Year 2 - the programme begins by focusing on pupils, and then considers how teachers and schools can respond. Students will have some seminars together and work in either subject-specific groups or general groups.

For example, the Learners and Learning module provides a lens through which students critically explore a range of contemporary issues relating to educational provision and their own practice framed around four key themes: learning; designing learning/mediating a curriculum; assessment and motivation; and, schools, equity and achievement.

Year 3 - all students will undertake a Research and Development project which involves implementing a new strategy and reviewing its progress, while working with colleagues.

Core teaching for all students will be supported by work in supervision groups and action learning sets exploring the specific applications and implications of these key ideas in their curriculum areas.

All students are expected to contribute to an annual conference held for course participants by presenting ideas about effective research instruments and strategies to evaluate the efficiency of the teaching innovations they have introduced.

For more information on the Special Features of this course and the Teaching and Assesment, please visit this link http://www.brunel.ac.uk/courses/postgraduate/ma-in-teaching-mat

Read less
The Education MA at Brunel University London is designed for those with a broad interest in education and enables students to undertake a high-level, critical evaluation of educational theory and practice. Read more

About the Course

The Education MA at Brunel University London is designed for those with a broad interest in education and enables students to undertake a high-level, critical evaluation of educational theory and practice.

The course develops the skills and confidence needed to enhance professional practice in learning organisations.

Attendance (full-time) is required 2 evenings per week.

Attendance (part-time) is required 1 evening per week.

Classes run from 5.00 to 8.00pm.

This course is available as the MA in Education or the MA in Education with a specialism in:

-Leadership and Management
-Science, Maths, Technology (STEM) Education
-Social Justice, Equity and Inclusion
-The University reserves the right not to run a specialism where the numbers are insufficient to make it viable in a particular year.

Aims

-You will learn to identify problems and questions in areas of interest and to design study plans or research strategies to deal with them.
-You will undertake a high-level, critical evaluation of educational theory and practice.
-You will develop the skills and confidence to enhance professional practice in learning organisations.
-You will undertake a critical and informed evaluation of relevant research.

Course Content

The programme has a flexible structure which meets individual student needs and includes: core modules covering the central issues of educational study and research: Assessment, Learning and Teaching, and Professional Education. The option modules provide breadth of study and the dissertation module allows you to undertake a substantial, critically-informed, independent research assignment in a particular area of educational study.

Candidates who are successful on the MA programme, particularly in their dissertation, may apply for entry to higher degrees, including the taught Doctorate of Education or the research-based PhD.

The organising principles which underpin the programme provide links between the MA modules and our research strengths. These research strengths are in the areas of:

-Professional Education
-Enhancing Teaching and Learning
-Inclusive Education
-Modules (all compulsory )
-Issues and Perspectives in Education
-Disciplines of Education
-Social and Educational Diversity: the Nature and Implications of Social and Individual Differences in Education
-Catering for Social and Individual Differences in Education: Policy and Practice
Issues in STEM Education
-Towards Effectiveness in STEM Education
-Coaching for Educational Leadership
-Educational Leadership: Theories and Perspectives
-Dissertation: All students enrolled on the MA in Education award will be offered a choice of focus for their dissertation which allows them to opt for a specialist MA in Education award.

Recent examples of dissertations by students taking this course include:

-evaluation of a project in ICT
-an investigation of teaching programmes for children with dyslexia
-provision for gifted and talented pupils.

Read more about the structure of postgraduate degrees at Brunel and what you will learn on the course - http://www.brunel.ac.uk/courses/pg/postgraduate-taught-course-information/taught-programme-structure

http://www.brunel.ac.uk/__data/assets/pdf_file/0005/423896/MA-Education-2015-16-v1.pdf

For more information on the Special Features of this course and the Teaching and Assesment, please visit this link - http://www.brunel.ac.uk/courses/postgraduate/education-ma

Read less
This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert). Read more

About the Course

This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert).

The PGCE Primary programme at Brunel University London offers you the opportunity to qualify as a teacher across the whole primary age range of 5-11 years with an emphasis in either the 5-8 or the 7-11 age range.

Aims

This one-year full-time course equips graduates to teach in primary schools.

Brunel University London works in partnership with local schools for initial teacher education through an associate tutor system (teachers in school who act as mentors during school placements). This approach not only helps to ensure that courses are meeting the needs of schools but also gives students a sound appreciation of the profession.

The intensive programme combines courses in principles and methods of teaching with practical school-based teaching placements and students are assessed on both elements.

Funding

Please follow this link https://www.getintoteaching.education.gov.uk/bursaries-and-funding

Course Content

Students take all the primary National Curriculum subjects, with a combination of centre-based and school-based training.

Personal, social and health education, together with citizenship, are also featured on the course, with complementary work undertaken in schools.

Trainees will study the equivalent of four modules at Masters level giving 60 M-Level credits which can be counted towards appropriate Master's Degrees at Brunel University London and at many other universities.

The modules focus on the compulsory National Curriculum subjects and ICT, with Special Educational Needs, Specialism Pathway and Professional Practice.

-Modules (all compulsory)
-Investigating Professional Practice
-Lesson planning for teaching and learning, including differentiation
-Evaluating teaching and learning in relation to precise objectives
-Researching learning and teaching
-Establishing and maintaining order in the classroom
-Key teaching skills
-Working with other adults (including support staff and parents) and developing key interpersonal skills
-Government guidelines and statutory and legal frameworks, including the ‘Code of Practice for Pupils with Special Educational Needs’ and ‘Every Child Matters’
-Meeting the needs of children with EAL
-Meeting the needs of the most able pupils
-Learning, Teaching and Assessing the Primary Curriculum
-The National Curriculum for English for Key Stages 1 and 2, and insights into the relevant aspects of the curriculum for the Foundation Stage and KS3
-The Primary National Strategies
-Subject knowledge for teaching English, including phonics, handwriting, spelling, grammar, children’s literature, poetry and drama
-SEND specific to English/Literacy (eg dyslexia)
-Assessment specific to reading, writing, speaking and listening (eg Miscue Analysis)
-The National Curriculum for Mathematics for Key Stages 1 and 2 and relevant aspects of the curriculum for the Foundation stage and KS3
-Subject knowledge for teaching mathematics, including written and mental calculation strategies, the nature of the four operations, problem solving and investigative work, shape, space and measurement, data handling and the effective use of ICT in mathematics teaching
-SEND specific to mathematics (eg dyscalculia) and the effects of other types of SEND (eg autism) on mathematical achievement
-The National Curriculum for Science for Key Stages 1 and 2
-The QCA guidelines for the teaching of science
-Subject knowledge for teaching science, including the main aspects of life processes and living things, materials and their properties and physical processes
-Developing knowledge and understanding of approaches and strategies to promote the development of children’s science process skills
-SEND specific to science
-Theories of learning, teaching and assessment
-Nature and interpretation of assessment
-Assessment systems, instruments and techniques, including assessment for learning
-Public policy and SEND
-The Code of Practice for pupils with SEND
-Inclusive practice in mainstream schools
-Specialism Pathways
-Implications for curriculum development
-Exploration of underlying values, ideologies and issues related to learning and teaching within and across the relevant subjects
-Critical evaluation of research- based and policy-based literature relating to curriculum development
-Opportunity to utilise a chosen ‘specialised’ range of resources
-Develop inter-personal and presentation skills
-Effective application of cross curricular principles in a chosen area.
-School Experience
-The student teachers will spend a minimum of 24 weeks undertaking school-based training. Through school-based learning the course also focuses on a range of professional issues relevant to teaching in a primary school. For example, the legal responsibilities of teachers, personal tutoring, working with parents.

School experience includes visits to a link school, serial school experience and two blocks of full-time school experience. The schools where this takes place are all in partnership with Brunel University London which gives trainees many added benefits. There are two formal teaching placements.

At the beginning of the University-based part of the course, you are required to arrange two weeks of structured observation in a primary school. Successful candidates will receive detailed information regarding this during the summer term.

Disclosure and Barring Service (DBS) requirement

This course involves regular access to children and/or vulnerable adults. Where this is the case, students will be required to complete a Disclosure and Barring Service (DBS) application, previously known as a Criminal Records Bureau (CRB) check. The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email .

Read more about the structure of postgraduate degrees at Brunel and what you will learn on the course. -
http://www.brunel.ac.uk/courses/pg/postgraduate-taught-course-information/taught-programme-structure
http://www.brunel.ac.uk/__data/assets/pdf_file/0018/423900/PGCert-Primary-Education-with-QTS.pdf

For more information on Special Features of the course and Teaching and Assesment, please visit this link http://www.brunel.ac.uk/courses/postgraduate/pgce-primary-education-with-qts

Read less
This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert). Read more

About the Course

This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert).

If you are a graduate who would like to motivate and develop children’s computing/IT knowledge and skills and inspire them towards computing/computer science qualifications/career paths, then becoming a Computing/Computer Science teacher is an exciting and rewarding career option.

The Importance of Computing education

Computing education according to the new Computing Programme of Study (DfE, 2013) should enable pupils to: understand and change the world through computational thinking; think logically and with precision and apply underlying principles to understand real-world systems.

It should in general provide a broad understanding of both natural and artificial systems and forge substantial links with the teaching of other curricular subjects such as mathematics, design and technology. Furthermore, it should enable pupils to become digitally literate-so that they are able to use and express themselves through information and communication technology.

Therefore it is both a challenging and exciting time to be able to enthuse and teach pupils about information and computation principles; designing and programming digital systems and the use of IT to create products and solutions.

Our approach

The PGCE Secondary Computer Science and Information and Communications Technology (CS-ICT) Course at Brunel University London, draws on outstanding expertise and experience in Education to build upon your commitment to the teaching profession and the subject area. In a combined effort with our partnership schools we prepare you to teach computing, i.e. computer science, digital literacy and information technology to pupils in secondary school.

We support you in developing skills in planning lessons, adopting and implementing learning and behaviour management strategies, in order that you become an effective Computing/IT classroom teacher. We also encourage critical thinking, exploration and discussions about the new Computing curriculum, its implementation and adoption in schools; the teaching of computing and the challenges and opportunities it presents.

There is also a strong emphasis on collaborative learning/work in the course i.e. students are encouraged to work together and learn from each other.

We promote the use of paired placements to enhance the experience for student teachers, wherever possible. In addition these collaborative skills are developed further and extended through cross-curricular workshops/tasks with other subject-students on the PGCE course and other subject-teachers in schools. In doing so, we work actively to seek ways of promoting the integration and use of ICT across the curriculum.

During the course you will be provided the opportunity to teach in two placement schools enabling you to gain experiences of teaching Computing/IT at Key Stage 3 and 4 and for qualifications at post-sixteen. While the university-based study will consist of seminars, workshops, lectures, demonstrations, peer-led sessions and research activities.

Funding

Please follow this link https://www.getintoteaching.education.gov.uk/bursaries-and-funding

Aims

The course will enable you to:

-Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people
-Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status
-Understand the relationships between Education and Computing/ICT Education within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people
-Recognise the contribution that Computing/ICT as part of the whole school curriculum makes to the development of the individual learner and groups of learners
-Apply a thorough knowledge and understanding of the Computing National Curriculum to the planning of curriculum experiences for pupils in school
-Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the Computing National Curriculum range and content, applying principles of continuity and progression
-Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses
-Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum
-Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils
-Consider the integration of information and communication technology, to enhance pupil learning across the curriculum
-Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons - in particular the importance and implications of e-safety
-Use a wide range of class management strategies to maximise pupil learning
-Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area
-Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning
-Raise the status of the subject area by demonstrating high standards of professionalism at all times
-Understand the crucial role of professional learning for the teacher, the pupils and schools.

Course Content

The course is organised in termly blocks which address both Education Studies and Computer Science and ICT Subject Studies, the understanding of which is developed as the year progresses.

Throughout the course, theory and practice are integrated across all contexts within the partnership. The course is planned and delivered in partnership with Computer Science and ICT colleagues in local schools. The Teachers’ Standards are mapped to every aspect of course provision to facilitate the best possible opportunities to support the process of your professional learning.

In order to support your preparation for the course there are pre-course conditions set for every successful applicant to the course. This includes initial school experience tasks which require you to spend time in both primary and secondary schools.

School Experience
The course also comprises three blocks of school experience, providing the opportunity to work in diverse and contrasting settings, to support you working towards meeting the Teachers’ Standards. School experience, organised in different ways, takes place in partnership schools selected for the quality of teaching and learning and the support offered to student teachers by experienced subject mentors.
Disclosure and Barring Service (DBS) requirement
This course involves regular access to children and/or vulnerable adults. Where this is the case, students will be required to complete a Disclosure and Barring Service (DBS) application, previously known as a Criminal Records Bureau (CRB) check. The application will incur a cost, subject to change, and the University will send further instructions as part of the admissions process. For further guidance please email .

Read more about the structure of postgraduate degrees at Brunel and what you will learn on the course:
http://www.brunel.ac.uk/courses/pg/postgraduate-taught-course-information/taught-programme-structure
http://www.brunel.ac.uk/__data/assets/pdf_file/0020/423902/PGCert-Secondary-Education-with-QTS.pdf

For more information on the Special Features of the course and Teaching and Assesment, please visit this link http://www.brunel.ac.uk/courses/postgraduate/pgce-information-and-communication-technology-secondary

Read less
Mathematics is one of the three core subjects in the National Curriculum along with English and Science. As such, it is accorded a high status and there are ample opportunities for the promotion of good teachers. Read more

About the Course

Mathematics is one of the three core subjects in the National Curriculum along with English and Science. As such, it is accorded a high status and there are ample opportunities for the promotion of good teachers.

Attitudes among pupils to the subject are extremely varied. The challenge for you is to bring Mathematics to life and inspire pupils of all abilities to explore the subject's potential at an appropriate level.

You have to be able to encourage and support pupils who struggle with Mathematics or lack enthusiasm for the subject, and learn how to make it accessible to them. You also have to be able to extend those who enjoy and are successful in the subject.

The PGCE Secondary Mathematics Education course is very popular, drawing on outstanding expertise and experience in Education to build upon your commitment to the teaching profession and the subject area.

The intensive programme combines courses in principles and methods of teaching with practical school-based teaching placements and students are assessed on both elements.

Aims

The PGCE Secondary Mathematics course has a practical basis with attention given to resourcing, planning and productive classroom methodologies.

Attention is paid to the enhancement of Student teachers' subject knowledge through directed and independent study and school based experience enables you to meet the Teachers’ Standards 2012. The course aims are to ensure that you are able to:

-Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people
-Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status
-Understand the relationships between Education and Mathematics within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people
-Recognise the contribution that mathematics as part of the whole school curriculum makes to the development of the individual learner and groups of learners
-Think critically about what it means to be mathematically educated and how this informs curriculum planning and design within the subject area
-Apply a thorough knowledge and understanding of the Mathematics National Curriculum to the planning of curriculum experiences for pupils in school
-Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the Mathematics National -Curriculum range and content, applying principles of continuity and progression
-Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses
-Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum;
-Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils
-Utilise a range of resources, including information and communication technology, to enhance pupil learning in mathematics
-Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons
-Use a wide range of class management strategies to maximise pupil learning
-Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area
-Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning
-Raise the status of the subject area by demonstrating high standards of professionalism at all times
-Understand the crucial role of professional learning for the teacher, the pupils and schools.

Funding

Please follow this link https://www.getintoteaching.education.gov.uk/bursaries-and-funding

Course Content

This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert).

The course is organised in termly blocks which address both Education Studies and Mathematics Subject Studies, the understanding of which is developed as the year progresses.

Throughout the course, theory and practice are integrated in both the University and school contexts. The course is planned and delivered in partnership with Mathematics colleagues in local schools.

The Teachers’ Standards are mapped to every aspect of course provision to facilitate the best possible opportunities to support the process of your professional learning.

In order to support your preparation for the course there are pre-course conditions set for every successful applicant to the course. This includes initial school experience tasks which require you to spend time in both primary and secondary schools.

School Experience
The course also comprises three blocks of school experience, providing the opportunity to work in diverse and contrasting settings, whilst working towards the Teachers’ Standards.

The Mathematics programme enables you to:

-consider the nature of Mathematics, its status and potential in relation to the secondary school
-develop a working familiarity with the demands of the Mathematics 11-18 curriculum including examination syllabuses, with a particular emphasis on the 11-16 age range for the purpose of QTS assessment
-develop the ability to select and make appropriate use of a range of equipment and resources to promote the learning of Mathematics
-apply your knowledge of Mathematics to the preparation, planning, teaching, assessment and evaluation of pupils' work in school
-develop as a creative, reflective and innovative professional, able to meet the challenges presented by educational change
-work closely in a supportive, friendly team with other student teachers
-build a significant portfolio of subject knowledge, which provides a confident basis for first-post applications
-work collaboratively to prepare a team teaching event
-gain an understanding of teachers' work in the areas of Special Educational Needs, Behaviour for Learning and ICT.

Disclosure and Barring Service (DBS) requirement

This course involves regular access to children and/or vulnerable adults. Where this is the case, students will be required to complete a Disclosure and Barring Service (DBS) application, previously known as a Criminal Records Bureau (CRB) check.

The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email .

Read more about the structure of postgraduate degrees at Brunel and what you will learn on the course:
http://www.brunel.ac.uk/__data/assets/pdf_file/0020/423902/PGCert-Secondary-Education-with-QTS.pdf
http://www.brunel.ac.uk/courses/pg/postgraduate-taught-course-information/taught-programme-structure

For more information on the Special Features of this course and Teaching and Assesment , please follow this link: http://www.brunel.ac.uk/courses/postgraduate/pgce-mathematics-secondary

Read less
Physical Education is a compulsory part of the National Curriculum from the ages of 5-16. Read more

About the Course

Physical Education is a compulsory part of the National Curriculum from the ages of 5-16. As part of all children's education, Physical Education provides a crucial and exciting contribution to their education, development, competence and confidence in a range of physical activities both as part of the National Curriculum and throughout their life-course.

The Secondary Physical Education Courses at Brunel University London have a long standing national reputation for high quality Teacher Education.
The PGCE Secondary Physical Education course is very popular, drawing on outstanding expertise and experience in Education to build upon your commitment to the teaching profession and the subject area.
The course will enable you to develop your knowledge and skills, supporting you in becoming an outstanding teacher who will help young people to reach their full potential and improve their mental and physical wellbeing.
The intensive programme combines courses in principles and methods of teaching with practical school-based teaching placements and students are assessed on both elements.

Aims

The course aims are to ensure that you are able to:

-Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people.
Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status.
-Understand the relationships between Education, Physical Education and sport within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people.
-Recognise the contribution that Physical Education as part of the whole school curriculum makes to the development of the individual learner and groups of learners.
-Think critically about what it means to be physically educated and how this informs curriculum planning and design within the subject area;
-Apply a thorough knowledge and understanding of the Physical Education National Curriculum to the planning of curriculum experiences for pupils in school.
-Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the Physical Education National Curriculum range and content, applying principles of continuity and progression.
-Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses.
-Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum.
-Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils.
-Utilise a range of resources, including information and communication technology, to enhance pupil learning in Physical Education.
-Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons.
-Use a wide range of class management strategies to maximise pupil learning.
-Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area.
-Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning.
-Raise the status of the subject area by demonstrating high standards of professionalism at all times.
-Understand the crucial role of professional learning for the teacher, the pupils and schools.

Funding

Please follow this link https://www.getintoteaching.education.gov.uk/

Course Content

This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert).

The course is organised in termly blocks which address both Education Studies and Physical Education Subject Studies, the understanding of which is developed as the year progresses.

Throughout the course, theory and practice are integrated in both the University and school contexts. The course is planned and delivered in partnership with Physical Education colleagues in local schools. The Teachers’ Standards are mapped to every aspect of course provision to facilitate the best possible opportunities to support the process of your professional learning.

In order to support your preparation for the course there are pre-course conditions set for every successful applicant to the course. This includes initial school experience tasks which require you to spend time in both primary and secondary schools.

School Experience
The course comprises three blocks of school experience, providing the opportunity to work in diverse and contrasting settings, to support you working towards meeting the Teachers’ Standards. School experience, organised in different ways, takes place in partnership schools selected for the quality of teaching and learning and the support offered to student teachers by experienced subject mentors.

Disclosure and Barring Service (DBS) requirement

This course involves regular access to children and/or vulnerable adults. Where this is the case, students will be required to complete a Disclosure and Barring Service (DBS) application, previously known as a Criminal Records Bureau (CRB) check. The application will incur a cost, subject to change, and the University will send further instructions as part of the admissions process. For further guidance please email .

Read more about the structure of postgraduate degrees at Brunel and what you will learn on the course:
http://www.brunel.ac.uk/courses/pg/postgraduate-taught-course-information/taught-programme-structure
http://www.brunel.ac.uk/__data/assets/pdf_file/0020/423902/PGCert-Secondary-Education-with-QTS.pdf

To read more about the Special Features of this course and Teaching and assesment, please follow this link http://www.brunel.ac.uk/courses/postgraduate/pgce-physical-education-secondary

Read less
This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert). As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to 'A' level and beyond. Read more

About the Course

This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert).

As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to 'A' level and beyond. To this end, the course aims to facilitate your transformation into a well-educated, well-trained, confident and motivated science educator.

Along with English and mathematics, science is one of the three compulsory subjects of the National Curriculum and since all pupils have to study a broad, balanced curriculum in science there is a demand for well-qualified and skilled science teachers. Most pupils entering secondary school are excited at the prospect of work, for the first time in a fully equipped laboratory, and secondary school science teachers have to build upon and sustain this interest for the subject.

To meet this challenge we need capable, skilled and enthusiastic teachers who are able to motivate young people and lead them to discover the wonders of science.

Aims

The Brunel Science Postgraduate Certificate (PGCE) is a M-level course with 60 credits that can contribute to further Master's level study in Education, subject to approval.

The course will equip you with the knowledge, understanding and skills necessary to teach science and the ability to:

-Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people
-Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status
-Understand the relationships between Education and science within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people
-Recognise the contribution that science as part of the whole school curriculum makes to the development of the individual learner and groups of learners
-Think critically about what it means to be scientifically educated and how this informs curriculum planning and design within the subject area
-Apply a thorough knowledge and understanding of science (Physics) National Curriculum to the planning of curriculum experiences for pupils in school
-Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the mathematics National Curriculum range and content, applying principles of continuity and progression
-Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses
-Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum
-Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils
-Utilise a range of resources, including information and communication technology, to enhance pupil learning in physics
-Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons
-Use a wide range of class management strategies to maximise pupil learning
-Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area
-Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning
-Raise the status of the subject area by demonstrating high standards of professionalism at all times
-Understand the crucial role of professional learning for the teacher, the pupils and schools.

Funding

Please follow this link https://www.getintoteaching.education.gov.uk/

Course Content

The course runs from early September through to late June. As you commence the training, your individual subject knowledge is assessed so that targeted improvements can be made throughout the year in areas that may be lacking. As the course continues, your time is spent alternating between University and school, with increasing time being spent in school as your experience develops. By the end of the course, if school placements and written M level assignments have been completed successfully you are awarded the title PGCE with recommendation for Qualified Teacher Status (QTS).

You will spend two thirds of your time teaching in Partnership schools. These are schools where we have established links and where a number of the science teachers working in them are past Brunel students. As your school experience begins, you will be attached to a mentor whose role involves guidance and management of your professional development. You will learn from observing and working alongside experienced teachers, particularly in the process of teaching your own classes (under supervision). The course has three blocks of school experience in two different schools, providing the opportunity to work in contrasting settings, whilst working towards the Teachers’ Standards (TA, 2012).

How is the University portion of the course organised?
Campus Sessions

Campus-based work relates theory to school practice, facilitating your maturity into an effective and reflective science teacher.

Sessions involve student teachers working together in small groups, developing the thinking and attributes needed to teach effectively in the classroom or laboratory.

Although campus sessions cover a wide range of foci, there is a particular emphasis on practical work, literacy and communication, science for all and digital technologies in line with the interests of the research-active science tutors. They experienced schoolteachers and have published widely in national and international journals.

Facilities

As a Brunel PGCE student teacher you will have access to a range of teaching rooms including a new, well-equipped laboratory, a well-resourced library which includes textbook schemes, teaching packs, videos and visual aids – as well as books, journals and e-journals appropriate to work at Master's level. You will also benefit from extensive computer facilities where you can familiarise yourself with the hardware and software available in schools.

Learning Atmosphere

University tutors are available to offer advice and support throughout the course. Campus sessions have a friendly, informal atmosphere as classes gel, and you will find yourself forging lasting professional and personal relationships with other student teachers on the course.

Disclosure and Barring Service (DBS) requirement

This course involves regular access to children and/or vulnerable adults. Where this is the case, students will be required to complete a Disclosure and Barring Service (DBS) application, previously known as a Criminal Records Bureau (CRB) check. The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email .

Read more about the structure of postgraduate degrees at Brunel and what you will learn on the course:
http://www.brunel.ac.uk/courses/pg/postgraduate-taught-course-information/taught-programme-structure
http://www.brunel.ac.uk/__data/assets/pdf_file/0020/423902/PGCert-Secondary-Education-with-QTS.pdf

For more information on the Special Features of the course and Teaching and Assesment, please follow this link http://www.brunel.ac.uk/courses/postgraduate/pgce-secondary-education-science-with-physics

Read less
Keele’s Teaching and Learning Programme (TLHEP) is a nationally accredited one-year, Masters level part-time programme that provides new teachers in higher education with skills, knowledge and a framework for continued critical engagement with the business of teaching in higher education. Read more

Overview

Keele’s Teaching and Learning Programme (TLHEP) is a nationally accredited one-year, Masters level part-time programme that provides new teachers in higher education with skills, knowledge and a framework for continued critical engagement with the business of teaching in higher education.

The programme is consistently commended for its systems, procedures and processes by external examiners, by the Higher Education Academy (HEA). The programme offers flexible provision with personal support, including the possibility of taking more than one year to complete.

MA in Learning and Teaching in Higher Education:
Keele University’s award of MA Learning and Teaching in Higher Education involves the completion of three 60-credit modules, each of which is also a stand-alone programme carrying its own award:

1) Teaching and Learning in Higher Education (TLHEP),
2) Teaching and Learning with Technology (TLwT),
3) Action Research (AR)

Together, these provide a part-time programme that meets the continuing professional development needs of teachers in higher education across disciplines. Drawing on the principles of reflective practice, each module focuses on a different aspect of the business of teaching in higher education:

- the nature of learning and teaching (TLHEP)
- the use of information and communication technology in teaching (TLwT)
- conducting research into ones own and institutional practice (AR)

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

Programme rationale and learning outcomes

The programme assumes that there is value in a range of kinds of learning and teaching. Teaching is viewed as an aspect of academic work that, just like research, demands both practical competencies and a theoretically informed and critical approach. Such an approach should comprise:
- Knowledge about how students learn

- Collegiality and collaboration

- An understanding of contexts

- Competence in a range of pedagogic skills and techniques

- A reflexive and experimental approach

- Exploration of personal and professional values

- Theoretical rationales grounded in awareness of the scholarship of learning and teaching

Candidates are encouraged to develop critical rationales for practice. That is, while teaching techniques are introduced and explored through the course, the main emphasis is on how we make professional judgments.

Thus the intended learning outcomes are:
1. Design and plan student learning activities and/or programmes of study, including the appropriate use of learning technology, to achieve the intended learning outcomes

2. Teach (i.e. support student learning) by using methods evaluated to be appropriate to the subject and the level of the academic programme, based on a critical evaluation of current understandings of how students learn, both generally and in the subject

3. Assess student work, and give feedback on it, to promote learning, consistent with institutional requirements and guidelines

4. Develop an effective and supportive learning environment, including individual guidance, in a way that respects them equally as individual, autonomous learners while recognizing and promoting the value of their diversity

5. Integrate with their teaching their scholarship, research and/or professional activities, and the implications of the ethical, quality assurance and quality enhancement contexts

6. Evaluate reflectively the effectiveness of their own practice, and continue their own professional development while contributing to a learning community of teachers

(60 Credits towards MA in Learning and Teaching in Higher Education)

Content

The course aims and learning outcomes are achieved through scholarly discussion about teaching, identifying issues and problems, drawing on a range of knowledge, skills and tools with which these can be addressed. Regular meetings and input sessions provide a forum for exchanging experiences and receiving support, and access to theoretically grounded ideas that come to underpin individuals’ critical rationales for teaching.

Session themes include lecturing, making discussions work, using technology, session planning, understanding student learning, assessment, marking and giving feedback, preventing plagiarism, evaluating your teaching, catering for diversity, internationalisation, designing modules and programmes, problem-based learning, and teaching in the natural sciences and in laboratories.

There is also a programme of practical teaching observation and support.

Teaching & Assesment

Exit points and awards:
Candidates who complete the whole programme successfully will be awarded a Keele University PG Certificate in TLHE, which gains 60 credits towards the MA LTHE and entitles you to apply for HEA Fellowship.

There is also an Associate exit point, which carries 30 level M credits and entitles you to apply for HEA Associate Fellowship. Candidates who successfully complete the Associate module can on certain conditions proceed subsequently to complete the Postgraduate Certificate.

You are assessed by the submission of a portfolio at the end of the course in July. This portfolio includes a critical commentary, evidence, observation records, action plans, and a mentor’s report.

Postgraduate Certificate candidates need to achieve all 6 intended learning outcomes and to demonstrate these in their portfolio, for which the commentary should be 8-10,000 words long.

For the Associate module you will need to achieve 3 of the 6 intended learning outcomes, demonstrated in your portfolio for which the commentary should be 4-5,000 words long.

Additional Costs

Additional costs for textbooks, inter-library loans, photocopying, printing, and potential overdue library fines.
No other additional costs for this postgraduate programme are anticipated.

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

Read less
The Henley MA Leadership has been developed following extensive research at Henley Business School into the leadership and leadership development challenges faced by today’s leaders and managers. Read more
The Henley MA Leadership has been developed following extensive research at Henley Business School into the leadership and leadership development challenges faced by today’s leaders and managers. It has a flexible approach and you can choose to take 1 stage, 2 stages or the full Master’s programme.

PROGRAMME OVERVIEW

Stage 1 – Postgraduate Certificate in Leadership
Stage 2 – Postgraduate Diploma in Leadership
Stage 3 – MA Leadership

The programme has involved significant collaboration and consultation with a wide range of leaders from small and large corporate organisations, the public sector, government departments, social enterprises, as well as leadership development specialists known as the Henley MA Leadership Advisory Group.

This has resulted in a Masters-level programme based on best practice leadership development, and draws on Henley’s heritage and reputation for an pragmatic in-depth approach to developing practising managers and leaders, through peer group learning, work-based practice and reflection.

The Henley MA Leadership is a flexible part-time programme that fits with your life and working commitments and is designed for anyone currently in either a leadership role or managerial role with significant leadership responsibilities.

The Henley MA Leadership offers real, tangible opportunities to put leadership knowledge into practice, with particular attention to ethical, responsible and purposeful leadership, supported by a team of faculty with practical experience of current organisational challenges.

Discover and become the leader you’ve always aspired to be – a leader who is analytical, self-knowing and with a strong sense of responsibility. A leader who understands how to make individuals and teams thrive – and with the confidence to develop leadership in others and take your organisation forward.

WHAT YOU STUDY

Most modules are compulsory , but both Stage 1 and Stage 2 include one module where there are elective choices, to provide the opportunity for programme members to engage in deeper study of specific topics and contexts personal to them but within the overall subject area.

This programme currently offers the following elective module options:
-Project Leadership & Strategy Implementation
-Leadership of Complexity & Change
-Leadership for Mobilising and Maintaining Energy
-Coaching & Mentoring for Leaders
-Facilitation for Leaders
-Assesment of Prior Experiential Learning*

The options offered for electives may vary and will be updated as required.

*If you have previously attended other Henley Business School leadership development programmes, or equivalent, you can choose the Assessment of Prior Experiential Learning elective in Stage 1. You are required to produce a 3,000 word written summary of your prior experiences for assessment, to be submitted before the deadline for the Stage 1 elective.

WHY HENLEY?

Helping you become exceptional is at the heart of everything we do. The Henley Way is highly practical, collaborative and academically rigorous. We develop confident leaders and professionals who are able to take a fresh perspective and have the energy, capability and resilience to ensure that they and their organisations are successful.

Read less
The MSc Advanced Clinical Practice is a multi-disciplinary qualification for Allied Health Professionals. Read more
The MSc Advanced Clinical Practice is a multi-disciplinary qualification for Allied Health Professionals. The programme provides existing practitioners with the skills and knowledge to become more autonomous in their roles and have the ability to improve and evaluate services for patients – to become an Advanced Practitioner.

We offer specialist streams in Optometry, Audiology and Pharmacy for candidates who have already completed a Postgraduate Certificate of Higher Education in Advanced Health Assessment elsewhere or for students just embarking on their MSc study. Our programme therefore allows you to “top up” your existing PGCert qualification to either a postgraduate diploma or an MSc. Optometrists and Pharmacists study to become an independent prescriber as part of the qualification. Audiologists can choose from a range of modules to enhance their clinical practice. Many of the modules are available by distance or blended learning, allowing you flexibility in the way that you study.

Pharmacists

PG Certificate
-Advanced Health Assessment and Clinical Decision Making (60 Credits)
PG Diploma
-Pharmacist independent prescribing (60 credits)
MSc
-Research methods module (x2)
-Research project

Optometrists

PG Certificate
-Advanced Health Assessment and Clinical Decision Making (60 Credits)
PG Diploma
-Ocular Pharmacology and Therapeutics (20 credits).
-Prescribing for disorders of the eye (20 credits)
And
-Retinal and macular disorders (20 credits)
Or
-Glaucoma (20 credits)
Or
Refractive surgery(20 credits)
Or
Nutrition and the eye (20 credits)
MSc
-Research methods module (x2)
-Research project

Audiologists

PG Certificate
-Advanced Health Assessment and Clinical Decision Making (60 Credits)
PG Diploma
-Specialist audiological assessment and management (30 credits)
-Evidence Based Practice (10 credits)
And:
-Adult rehabilitation (20 credits)
Or
-Tinnitus management (20 credits)
MSc
-Research methods module (x2)
-Research project

Learning, Teaching & Assesment

You will be taught through a variety of methods including lectures, workshops and practical classes. Assessment will be via coursework and examinations including oral presentations and key skills portfolio.

Career Opportunities

This programme is designed to equip you for an Advanced Practice role in your area of expertise.

Read less

Show 10 15 30 per page


Share this page:

Cookie Policy    X