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

Why choose this course

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

About this course:

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

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

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

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Why study at Roehampton. We are ranked best modern university in London for the quality of our research (Research Excellence Framework 2014). Read more

Why study at Roehampton

  • We are ranked best modern university in London for the quality of our research (Research Excellence Framework 2014).
  • Roehampton’s School of Education has a historical association with Froebel College which was founded in 1892. As a result, the programme is supported by the renowned Froebel Archive for Childhood Studies, and has developed an international reputation in the field attracting students at postgraduate level from around the world.
  • Students become part of the early childhood research centre with its internationally highly respected research team.
  • Students graduate with a high level of knowledge and expertise in early childhood and strengthened confidence to contribute to, and advance in their chosen career.

Course summary

Early Childhood Studies at Roehampton is committed to babies and young children as people with agency and unique capacities, and to their overall wellbeing from the prenatal period.

The postgraduate programme draws on Froebel’s understanding of the transformative power of young children’s play on their thinking, and the crucial way that adults can either seek to assist or control young children’s intrinsic creativity. In adults’ interactions with children, however, Froebel recognised the profound influence of the community and social context. 

The syllabus is underpinned by an awareness of the influence of these social, cultural and political contexts on young children’s lives, and of the roots and structures of inequality that arise from these issues. The programme will strengthen your awareness and understanding of these influences and explore how you take account of them in action. In these respects, the programme also draws inspiration from the work of Paulo Freire, the radical and pioneering educator. 

The teaching is informed by active research and scholarship in early years policy and practice, as well as leading research into young children’s well-being, thinking and understanding. There is a deep commitment to working in partnership with families and communities and to the development of students’ professionalism, advocacy and leadership.

The programme is relevant, engaging and of professional and personal value for a variety of roles within the early years sector. For those working directly with young children, engagement with the course content will provide a platform for continuing professional development and career progression, while for those involved in early years policy or research, the course offers an opportunity to engage with up current thinking in a broad range of issues.

Content

Students will first look at babies' and children’s capacity for play, how they think, and how they communicate their ideas and emotions though a variety of ‘languages’ such as talk, mark-making, drawing, construction, movement, music and dance. This is studied from a variety of theoretical perspectives, critically looking at the values and assumptions underpinning these views. 

There is special focus on Froebel’s legacy in early childhood practice and other key pioneers in the child-centred tradition, which embodies advocacy and respect for children and their families. You will gain an understanding of the political nature of this work, learn advocacy skills for the well-being of young children and their families and develop effective leadership and collaboration techniques across disciplines in the field of early childhood. Alongside modules going deeper into young children’s emotions and well-being, students will learn skills for undertaking their own social and educational research. These skills will be put into practice with an extended in-depth research-based project, critically enquiring into an identified social or educational problem.

Modules

Compulsory modules

  • Dissertation
  • Play, Thinking and Communication

Required module

  • Undertaking Social and Educational Research

Optional modules

  • Early Childhood Pedagogy and Practice
  • Exploring the Froebelian Legacy in Early Childhood Practice
  • Professionalism, Leadership and Advocacy
  • Emotion and the Roots of Wellbeing

Career options

  • Careers in professional practice and leadership in early childhood, education, health and social welfare.
  • Careers in policy making, implementation and administration of early childhood provision.
  • Careers in research and developing the early years workforce in further and higher education.

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If you choose to study the. Early Years Teacher Status programme. , you will become a specialist in early childhood development, trained to work with babies and young children from birth to the age of five. Read more

If you choose to study the Early Years Teacher Status programme, you will become a specialist in early childhood development, trained to work with babies and young children from birth to the age of five. You will be equipped to organise and lead high quality practice in early years settings.

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

We have been praised for developing a “post-qualification programme for newly qualified trainees who make a substantial contribution to the trainees’ professional formation” by the Quality Assurance Agency for Higher Education (November 2014).

Our Early Years Teacher Status programme takes the Graduate Emploment-Based (GEB) route. This is a part-time route for experienced graduate-level early years practitioners who are currently in paid employment in an early years setting but require training and further experience to demonstrate the Teachers’ Standards (Early Years). We only ask that you have either a relevant degree and one year of full-time experience working in the age range 0-5 years, or a degree that is not relevant and two or more years of full-time relevant experience.

When you successfully complete the course, you will be recommended for and awarded Early Years Teacher Status (EYTS) and will be a specialist in early childhood development, trained to work with babies and young children from birth to five.The course will build on your existing knowledge and experience, giving you everything you need to demonstrate the standards for early years teachers required by the National College of Teaching and Leadership, exceeding the minimum expectations for each Standard.

Find out more about the course content, modules and special course features on our course page.



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This part-time work-based course provides intensive specialist training in becoming an early years teacher that will enable you to gain the Early Years Teacher Status in one year. Read more
This part-time work-based course provides intensive specialist training in becoming an early years teacher that will enable you to gain the Early Years Teacher Status in one year. Alongside you will also complete a Postgraduate Certificate in Professional Studies in Education (60 masters-level credits) which may count towards a full masters qualification.

What will you study?

You will gain a greater understanding of what it is to be an early years teacher within the Early Years Foundation Stage and the knowledge that underpins the delivery of this to babies and children in the birth to five years age range. Topics covered include, safeguarding and child protection, early literacy and phonics, early maths, personalised progress and tracking and leadership and management.

As an early years teacher, you play an essential role in children's development between birth and the age of five, providing high-quality early education. By training to deliver the Early Years Foundation Stage whilst undertaking the Graduate Employment Based course, you will learn how to use your knowledge and skills to ensure children benefit from a high standard of early years teaching.

Employment of early years teachers

The Government wants to give more autonomy to headteachers so that they can decide who is best qualified and suited to teach in their schools. Early years teachers will be specialists in birth to five years old and will be ideally placed to fulfil the needs of employers in private and independent settings and schools to provide high-quality education and care for babies and young children. Settings and schools are able to take advantage of changes introduced in September 2013 that mean that head teachers will have even more flexibility and freedom on pay and will be able to place staff on the most appropriate point on the relevant pay scales.

Training and assessment pathway

The Graduate Employment Based pathway is designed for graduates in an early years setting who require some additional training and further experience to demonstrate the Teachers' Standards (Early Years).

Trainees will be required to undertake a the minimum of a two-week alternative placement in an appropriate early years setting as well as 10 days in a Key Stage 1 school. However, depending on experience this may be extended to four weeks if it is identified that the trainee requires more experience in a specific age group within an early years setting.

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Develop a variety of teaching approaches to become an outstanding teacher of children in Early Years. Read more
Develop a variety of teaching approaches to become an outstanding teacher of children in Early Years.

Partnerships with local schools and early years settings give you opportunities to put theory into practice on two contrasting placements, supported by experienced mentors and University staff as you develop the knowledge and skills to meet the national requirements for Early Years Teacher Status (EYTS).

This course is accredited by the National College for Teaching and Leadership (a department of the Department for Education) to deliver Initial Teacher Training

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/early-years-birth-to-7-with-eyts

Course detail

• Study on a course designed to enable you to join a challenging and rewarding profession – becoming an effective and inspiring teacher who draws on broad knowledge and secure understanding of early years teaching and learning theories – delivered by a long-established teacher training partnership
• Explore your passion for working with babies and young children, as you apply your subject knowledge and expertise to planning and managing early years teaching, and hone your skills of critical self-evaluation and improvement
• Develop your experience in the workplace as well as research interests that you can apply to your own practice
• Gain knowledge of key policy developments in the Early Years and foundation phase, with added consideration of international perspectives
• Benefit from a qualification that gives you recommendation for Early Years Teacher Status (EYTS), enabling you to work in a nursery, private childcare setting, free school and academy; to start your own setting or take up work as a childminder
• Pursue continuous development through further study at MA/MSc, MPhil, PhD and EdD levels.

Modules

• The Professional Early Years Practitioner
• High Quality Practice in the Early Years
• The Early Years Researcher
• The Reflective Early Years Practitioner

Assessment

You will be assessed through a range of tasks, including presentations, portfolios, development of resources, research proposals, written tasks and a research project in an area of particular interest to you.

As part of your Early Years placement, you will be observed teaching and working with young children by your mentor and University tutor. This will support your development as an Early Years teacher and allow you to focus on ensuring that you meet the necessary Early Years Teacher Standards.

In all your assessments, you will be encouraged and supported to make links between your developing practice in the workplace and your unit assessments.

Careers

Early Years Teacher Status is a new nationally-recognised qualification. This course will place you at the forefront of the profession.

The course enables you to become an outstanding practitioner in an early years setting and school, qualified to teach young children from birth to age 5.

You will keep abreast of policy and research developments, engage in research at your own setting and work with families and other professionals to improve outcomes for babies and young children.

You are also likely to take up further study to Masters Level, e.g. MA Education, MA Education (Early Years), MA Education (Special Educational Needs), MA Education (Leadership) and beyond.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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Current government reforms in education are focused on early childhood development and the importance of high quality early years provision in preparing young children and babies for the best start in life.So if you're aspiring to be an early years specialist and want to train to teach babies and young children from birth to five years, then this course could be for you. Read more
Current government reforms in education are focused on early childhood development and the importance of high quality early years provision in preparing young children and babies for the best start in life.So if you're aspiring to be an early years specialist and want to train to teach babies and young children from birth to five years, then this course could be for you.

A highly skilled workforce is seen as critical in supporting high quality early years provision and so upon successful completion of the course you'll be awarded Early Years Teacher Status (EYTS). This reflects the significant role you'll have in working with young children.EYTS is awarded by the National College for Teaching and Leadership (gov.uk/government/organisations/national-college-for-teaching-and-leadership) on behalf of the Department of Education.

You'll have the opportunity to gain an in-depth knowledge and understanding of early childhood; looking at the role of play, considering different curriculum models and examining the impact of early childhood research and theories on current government perspectives and policies.We work in partnership with a strong network of providers to deliver EYTS training and your placement forms a key element of your course.Your placement can provide you with opportunities to enhance your learning and to develop the skills that employers are looking for.

You'll be taught by an outstanding team of teachers; in fact we've been ranked in the top five in the Guardian Guide for Education for the sixth year running. You'll also have access to our extensive professional and academic network which feeds directly into course design and delivery and to excellent facilities and specialist equipment.

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Current government reforms in education are focused on early childhood development and the importance of high quality early years provision in preparing young children and babies for the best start in life.So if you're aspiring to be an early years specialist and want to train to teach babies and young children from birth to five years, then this course could be for you. Read more

Current government reforms in education are focused on early childhood development and the importance of high quality early years provision in preparing young children and babies for the best start in life.So if you're aspiring to be an early years specialist and want to train to teach babies and young children from birth to five years, then this course could be for you.

A highly skilled workforce is seen as critical in supporting high quality early years provision and so upon successful completion of the course you'll be awarded Early Years Teacher Status (EYTS). This reflects the significant role you'll have in working with young children. EYTS is awarded by the National College for Teaching and Leadership (gov.uk/government/organisations/national-college-for-teaching-and-leadership) on behalf of the Department of Education.

You'll have the opportunity to gain an in-depth knowledge and understanding of early childhood; looking at the role of play, considering different curriculum models and examining the impact of early childhood research and theories on current government perspectives and policies.We work in partnership with a strong network of providers to deliver EYTS training and your placement forms a key element of your course.Your placement can provide you with opportunities to enhance your learning and to develop the skills that employers are looking for.

You'll be taught by an outstanding team of teachers; in fact we've been ranked in the top five in the Guardian Guide for Education for the sixth year running. You'll also have access to our extensive professional and academic network which feeds directly into course design and delivery and to excellent facilities and specialist equipment.



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Equip yourself with the requisite knowledge of evidence based midwifery practice and skills required to provide holistic women and family centred care. Read more
Equip yourself with the requisite knowledge of evidence based midwifery practice and skills required to provide holistic women and family centred care.

Edinburgh Napier University are proud to offer the new pre-registration Masters of Midwifery programme.

Midwives are recognised as experts in supporting women during pregnancy, birth and postpartum. We believe midwifery fosters the belief that childbirth is a normal physiological experience to be nurtured and respected.

What you'll learn

As a midwife you will be recognised as an expert in supporting and advising women and their families during pregnancy, childbirth and post-partum care. This course offers you the opportunity to develop clinical midwifery practice in a variety of healthcare settings and through simulated practice using our state of the art facilities. You will critically explore the provision of maternity services embracing the challenges of prioritising compassion, professionalism and trust.

You will be supported by a team of midwife lecturers who have expertise in both clinical practice and current research.
Midwives are autonomous practitioners who practice in a multi-disciplinary care setting. Midwifery is a very distinct independent health profession which possesses its own knowledge skills and competencies. Midwifery care holistically encompasses the unique experience of each individual woman throughout their journey.

The study of midwifery will teach you the theory of being a midwife through a blended learning approach including lectures, tutorials, online self-directed learning and workshops. You will prepare for your placements in our simulated clinical environment prior to your practice placements across South-East Scotland. Notable midwifery skills include:

• communication skills
• breast feeding
• normal labour and birth
• initial consultation and history taking
• medicines management

On placement you’ll relate theory to real life practice supported by a midwife mentor specifically trained to support you and assess your achievement.

The experience you gain will enable you to become a conscientious midwife and contribute positively to advancing midwifery practice. You’ll become knowledgeable and skilled in the care of pregnant women, their babies and families and graduate ready to go straight into work.

You’ll also be eligible to apply for registration with the Nursing and Midwifery Council. This qualification means that you’ve been assessed to be a safe and competent midwife with the necessary understanding and abilities.
What you'll study

Year 1

• Professional midwifery practice
• Ante-natal and post-natal midwifery care
• The science of midwifery
• Evaluating the evidence base for normal labour and birth
• Evaluating Midwifery care of the new-born and family
• Midwifery practice 1

Year 2

• Conceptualising public health and social context of childbearing
• Midwifery practice 2
• Midwifery care of mothers and babies with complex needs
• Midwifery practice 3
• Management of emergencies during childbirth
• Midwifery practice 4

Year 3

• Research skills for professional midwifery practice 2
• Midwifery practice 5
• Critiquing midwifery practice for women centred care
• Midwifery practice 6
• Midwifery practice 7

Study modules mentioned above are indicative only. Some changes may occur between now and the time that you study.

Careers

On successful completion of the course, you will be well equipped for your role as a Registered Midwife. This will also be supported by continuous professional development/ revalidation throughout your career based on the NMC Code (2015). The principles of the Code are to:
• Promote professionalism and trust
• Prioritise people
• Practice effectively
• Preserve safety

These principles are firmly embedded in our programme and continued application of these principles will enable future career opportunities including, midwifery research, advanced practice or specialist roles and education

How to apply

http://www.napier.ac.uk/study-with-us/postgraduate/how-to-apply

SAAS Funding

Nothing should get in the way of furthering your education. Student Awards Agency Scotland (SAAS) awards funding for postgraduate courses, and could provide the help you need to continue your studies. Find out more: http://www.napier.ac.uk/study-with-us/postgraduate/fees-and-funding/saas-funded-courses

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Newman’s MA in Contemporary Christian Theology will enable you to develop your interest in theology through an engagement with with some of the issues brought to light by our contemporary culture. Read more
Newman’s MA in Contemporary Christian Theology will enable you to develop your interest in theology through an engagement with with some of the issues brought to light by our contemporary culture. You will have the choice of focusing your MA on Christian Theology, Christian Theology and Education, or Christian Theology and Ministry. The part-time programme is ideally suited to professionals working within the field of Theology, Religious Education or Christian Ministry and for those who want to deepen their understanding of the issues facing contemporary theology. Participation in this programme can help advance a career in leading Church schools, teaching Religious Education, or development in pastoral ministry and adult education.

The programme aims to open up new insights building from historical schools of thought to contemporary Christian theologies through an exploration of current issues, such as those surrounding the new bio-technologies, the relationship between science and theology, and eco-feminism. The programme is delivered through a blend of on-line learning and taught sessions. There are four weekend schools a year and ongoing on-line support.

Modules on the programme include

• Constructing Theologies: Past and Future
• Theology and Contemporary Ethics
• Metaphysics and Postmodernity: Belief and the Future
• Method and Hermeneutics in Theology
• Theology and Education.

Pathways

All students take the same modules and attend core lectures but where appropriate, seminars and tutorials allow you to focus your studies on one of the following areas:

Christian Theology

Students pursuing their studies in Christian Theology have the opportunity to engage in considerable depth with contemporary movements in philosophical and systematic theology. The course will allow for detailed study of key texts and ideas, while addressing questions about the possibility and nature of theology.

Theology and Education

The taught modules aim to open up new insights into the study of theology through an exploration of the issues that impact on Religious Studies and the leadership of Church schools. These include theologies underpinning education, ethical issues such as designer babies and environmental ethics, and philosophies of education.

Theology and Ministry

Choosing to focus on ministry enables you to explore and extend your understanding of how current research in theology can enrich the work of Christian ministry and mission. This focus will encourage a development of the cognitive, imaginative and critical skills required to interpret texts and doctrines and will enhance the competence of clerical and lay Christians to apply the resources of faith to everyday life and ministry.

In addition to the core modules, you may choose one professionally related module from the MA in Professional Enquiry programme or choose to reflect theologically on a specific area of personal interest. An optional negotiated module provides the opportunity to address a research area of personal interest with tutor support. The writing of a dissertation, allows a further opportunity to develop personal research and completes the final stage of the MA. Students may complete two modules of study to gain a Postgraduate Certificate (typically one year of part-time study), or four modules to gain a Postgraduate Diploma.

Attendance

The group size is small enough to allow good interaction between class members and easy access to the tutors. The course is delivered through a combination of on-line materials, and face-to-face taught sessions at Newman. University College-based sessions take place over an average of 6 days per year, timed to suit the needs of part-time students. In addition, students will make use of distance learning materials and will be encouraged to interact with each other and with tutors in on-line forums.

Research Areas

Theological research is fundamental to the mission of Newman University. The subject area welcomes applications from suitably qualified students who wish to pursue postgraduate research degrees (MPhil and PhD awarded by the University of Leicester) in the areas of Philosophy of Religion, Religious Education and Biblical Studies.

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The Institute of Genetic Medicine brings together a strong team with an interest in clinical and developmental genetics. Our research focuses on the causes of genetic disease at the molecular and cellular level and its treatment. Read more
The Institute of Genetic Medicine brings together a strong team with an interest in clinical and developmental genetics. Our research focuses on the causes of genetic disease at the molecular and cellular level and its treatment. Research areas include: genetic medicine, developmental genetics, neuromuscular and neurological genetics, mitochondrial genetics and cardiovascular genetics.

As a research postgraduate in the Institute of Genetic Medicine you will be a member of our thriving research community. The Institute is located in Newcastle’s Life Science Centre. You will work alongside a number of research, clinical and educational organisations, including the Northern Genetics Service.

We offer supervision for MPhil in the following research areas:

Cancer genetics and genome instability

Our research includes:
-A major clinical trial for chemoprevention of colon cancer
-Genetic analyses of neuroblastoma susceptibility
-Research into Wilms Tumour (a childhood kidney cancer)
-Studies on cell cycle regulation and genome instability

Cardiovascular genetics and development

We use techniques of high-throughput genetic analyses to identify mechanisms where genetic variability between individuals contributes to the risk of developing cardiovascular disease. We also use mouse, zebrafish and stem cell models to understand the ways in which particular gene families' genetic and environmental factors are involved in the normal and abnormal development of the heart and blood vessels.

Complex disease and quantitative genetics

We work on large-scale studies into the genetic basis of common diseases with complex genetic causes, for example autoimmune disease, complex cardiovascular traits and renal disorders. We are also developing novel statistical methods and tools for analysing this genetic data.

Developmental genetics

We study genes known (or suspected to be) involved in malformations found in newborn babies. These include genes involved in normal and abnormal development of the face, brain, heart, muscle and kidney system. Our research includes the use of knockout mice and zebrafish as laboratory models.

Gene expression and regulation in normal development and disease

We research how gene expression is controlled during development and misregulated in diseases, including the roles of transcription factors, RNA binding proteins and the signalling pathways that control these. We conduct studies of early human brain development, including gene expression analysis, primary cell culture models, and 3D visualisation and modelling.

Genetics of neurological disorders

Our research includes:
-The identification of genes that in isolation can cause neurological disorders
-Molecular mechanisms and treatment of neurometabolic disease
-Complex genetics of common neurological disorders including Parkinson's disease and Alzheimer's disease
-The genetics of epilepsy

Kidney genetics and development

Kidney research focuses on:
-Atypical haemolytic uraemic syndrome (aHUS)
-Vesicoureteric reflux (VUR)
-Cystic renal disease
-Nephrolithiasis to study renal genetics

The discovery that aHUS is a disease of complement dysregulation has led to a specific interest in complement genetics.

Mitochondrial disease

Our research includes:
-Investigation of the role of mitochondria in human disease
-Nuclear-mitochondrial interactions in disease
-The inheritance of mitochondrial DNA heteroplasmy
-Mitochondrial function in stem cells

Neuromuscular genetics

The Neuromuscular Research Group has a series of basic research programmes looking at the function of novel muscle proteins and their roles in pathogenesis. Recently developed translational research programmes are seeking therapeutic targets for various muscle diseases.

Stem cell biology

We research human embryonic stem (ES) cells, germline stem cells and somatic stem cells. ES cell research is aimed at understanding stem cell pluripotency, self-renewal, survival and epigenetic control of differentiation and development. This includes the functional analysis of genes involved in germline stem cell proliferation and differentiation. Somatic stem cell projects include programmes on umbilical cord blood stem cells, haematopoietic progenitors, and limbal stem cells.

Pharmacy

Our new School of Pharmacy has scientists and clinicians working together on all aspects of pharmaceutical sciences and clinical pharmacy.

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This MSc aims to provide medical and science-based students with a comprehensive knowledge and understanding of the field of reproductive science and women's health. Read more

This MSc aims to provide medical and science-based students with a comprehensive knowledge and understanding of the field of reproductive science and women's health. There is a strong focus on development of key skills and careers advice in the programme.

About this degree

Students will develop knowledge and understanding of the theoretical (including clinical) and laboratory aspects of reproductive science and women's health, specifically in the areas of basic genetics, gametogenesis and IVF, female reproductive anatomy, physiology and pathology, pregnancy and childbirth, breast and reproductive cancers, prenatal diagnosis and screening, reproductive health, and preimplantation genetic diagnosis and developing technology. They gain transferable skills including information technology, analysis of scientific papers, essay writing, seminar presentation, research techniques, peer review and laboratory skills.

Students undertake modules to the value of 180 credits.

The programme consists of eight core modules (120 credits) and a research project (60 credits).

A Postgraduate Diploma comprising eight core modules (120 credits, full-time nine months or flexible study two to five years) is offered.

Mandatory modules

  • Basic Genetics and Technology
  • Gametogenesis, Preimplantation Development and IVF
  • Female Reproductive Physiology and Anatomy, Physiology and Pathology
  • Pregnancy and Childbirth
  • Breast and Reproductive Cancers
  • Prenatal Diagnosis and Screening
  • Reproductive Health
  • Preimplantation Genetic Diagnosis and Developing Technology

Optional modules

There are no optional modules for this programme.

Dissertation/research project

All MSc students undertake a clinical, laboratory, audit or library-based research project, which culminates in a dissertation of 10,000 words.

Teaching and learning

The programme is delivered through a combination of lectures, seminars, tutorials, practical demonstrations in laboratories, observation days in fetal medicine, reproductive medicine and IVF units, and student presentations. There are a number of peer-led learning activities. Assessment is through essays, patient case reports, critical reviews of papers, online problem booklet, examinations and the dissertation.

Further information on modules and degree structure is available on the department website: Reproductive Science and Women's Health MSc

Funding

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.

Careers

On completion of the programme, all students will have gained knowledge of both the clinical and laboratory aspects of reproductive science and women's health. This will enable the science-orientated students to go on to pursue research degrees, further training for careers in embryology, or other careers in the field or in general science. Medically-orientated students will be able to develop their careers in the field of reproductive science and women's health.

Recent career destinations for this degree

  • Laboratory Researcher, Guy's and St Thomas' NHS Foundation Trust
  • Research Midwife, Queen Mary University of London (QML)
  • PhD in Reproductive Health, University of Edinburgh
  • Senior House Officer (Obstetrics and Gynaecology), NHS Health Education South London / St Thomas' Hospital (NHS)
  • Trainee Embryologist, Assisted Reproduction and Gynaecological Centre

Employability

Throughout the MSc programme students learn key skills through peer-led activities, such as evaluating and presenting orally on patient cases and media coverage of scientific papers. Students learn how to write essays and patient case reports and how to critically evaluate papers. They also have the opportunity to take part in debates and ethical discussions and to learn basic laboratory technqiues. We offer a comprehensive careers programme involving our alumni, covering job applications, CV writing, general careers in science and specific advice on careers in embryology, clinical genetics, medicine and research degrees.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The UCL Institute for Women's Health delivers excellence in research, clinical practice, education and training in order to make a real and sustainable difference to women's and babies' health worldwide.

The institute's UCL/UCL Hospitals NHS Foundation Trust collaboration provides an academic environment in which students can pursue graduate studies taught by world-class researchers and clinicians.

Our diversity of expertise in maternal and fetal medicine, neonatology, reproductive health and women's cancer ensures a vibrant environment in which students develop subject-specific and generic transferable skills, supporting a broad range of future employment opportunities.



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This MSc aims to provide medical and science students with a comprehensive knowledge and understanding of the field of prenatal genetics and fetal medicine, specifically human genetics, human embryonic development and fetal medicine. Read more

This MSc aims to provide medical and science students with a comprehensive knowledge and understanding of the field of prenatal genetics and fetal medicine, specifically human genetics, human embryonic development and fetal medicine. There is a strong focus on the development of key skills and careers advice in the programme.

About this degree

Students will develop a knowledge and understanding of the field of prenatal genetics and fetal medicine, specifically in the areas of basic genetics and technology, genetic mechanisms, medical genetics, organogenesis and fetal development, gametogenesis and IVF, prenatal diagnosis and screening, fetal and perinatal medicine, and preimplantation genetic diagnosis and developing technology. They gain transferable skills including information technology, analysis of scientific papers, essay writing, seminar presentation, research techniques, peer review and laboratory skills.

Students undertake modules to the value of 180 credits.

The programme consists of eight core modules (120 credits) and a research project (60 credits).

A Postgraduate Diploma consisting of eight core modules (120 credits, full-time nine months, flexible study two to five years) is offered.

Mandatory modules

  • Basic Genetics and Technology
  • Gametogenesis, Preimplantation Development and IVF
  • Genetic Mechanisms
  • Medical Genetics
  • Organogenesis and Fetal Development
  • Prenatal Diagnosis and Screening
  • Fetal and Perinatal Medicine
  • Preimplantation Genetic Diagnosis and Developing Technology

Optional modules

There are no optional modules for this programme.

Dissertation/report

All MSc students undertake a clinical, laboratory, audit or library-based research project, which culminates in a dissertation of 10,000 words.

Teaching and learning

The programme is delivered through a combination of lectures, seminars, tutorials, practical demonstrations in laboratories, observation days in fetal medicine and IVF units, and student presentations. There are a number of peer-led learning activities. Assessment is through essays, patient case reports, critical reviews of papers, online problem booklet, examinations and the dissertation.

Further information on modules and degree structure is available on the department website: Prenatal Genetics and Fetal Medicine MSc

Funding

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.

Careers

On completion of the programme, all students will have gained knowledge of both the clinical and laboratory aspects of prenatal genetics and fetal medicine. This will enable the science-orientated students to go on to pursue research degrees, further training for careers in prenatal diagnosis or embryology, or other careers in the field or in general science. Medically-orientated students will be able to develop their careers in the field of fetal medicine.

Recent career destinations for this degree

  • Doctor, South West Yorkshire Partnership NHS Foundation Trust
  • Senior Genetic Counsellor, King Faisal Specialist Hospital & Research Centre
  • Trainee Clinical Embryologist, George's Memorial Medical Centre
  • Clinical Research Nurse, UCL
  • PhD in Prenatal Diagnosis, National and Kapodistrian University of Athens

Employability

Throughout the MSc programme students learn key skills through peer-led activities, such as evaluating and presenting orally on patient cases and media coverage of scientific papers. Students learn how to write essays and patient case reports and how to critically evaluate papers. They also have the opportunity to take part in debates and ethical discussions and to learn basic laboratory techniques. We offer a comprehensive careers programme involving our alumni, covering job applications, CV writing, general careers in science and specific advice on careers in embryology, clinical genetics, medicine and research degrees.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The UCL Institute for Women’s Health delivers excellence in research, clinical practice, education and training in order to make a real and sustainable difference to women's and babies' health worldwide.

The institute's UCL/UCL Hospitals NHS Foundation Trust collaboration provides an academic environment in which students can pursue graduate studies taught by world-class researchers and clinicians.

Our diversity of expertise in maternal and fetal medicine, neonatology, reproductive health and women's cancer ensures a vibrant environment in which students develop subject-specific and generic transferable skills, supporting a broad range of future employment opportunities.



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Our Animal Behaviour MRes is a research-based course with a taught component that is equivalent to an MSc. It provides a springboard into a career that involves a working knowledge of scientific research. Read more

Our Animal Behaviour MRes is a research-based course with a taught component that is equivalent to an MSc. It provides a springboard into a career that involves a working knowledge of scientific research.

The study of animal behaviour is an exciting and theoretically rigorous area of the biological sciences with possible applications in conservation, animal welfare, biomedical science and agriculture. The Centre for Behaviour and Evolution at Newcastle University brings together world experts in Behavioural Ecology, Comparative Cognition, Neuroethology and Animal Welfare.

Experts at Newcastle have discovered, among other things, that bees learn better when exposed to caffeine; that starlings who were hungry as babies become heavier as adults; and that mice have pain faces. You too can be part of this exciting research community.

The course is designed for graduates with a BSc in the life sciences, psychology or anthropology. It can be taken either as a stand-alone qualification or as an entry route onto a PhD.

The taught component of the course includes training in research approaches relevant to the area of animal behaviour. You have the flexibility to develop your own bespoke course by selecting a set of three complementary modules. The modules Comparative Cognition (MMB8043), Applied Ethology (ACE8074) and Sensory Systems (MMB8019) in particular are recommended for this course. You will also participate in training in general research principles, and other professional and key skills.

The core module on the biological study of behaviour introduces the central questions related to animal behaviour research (adaptive consequences, proximate mechanisms, development, and evolutionary history) and the research methods associated with each. Other relevant modules focus on comparative cognition, on sensory systems (including neuroethology) and on applied ethology for animal welfare. Research-led seminars, delivered by members of the Centre for Behaviour and Evolution cover a wide range of taxa (insects to humans), topics (olfaction to cooperation), and methodologies. 

Your research project comprises the major element of the course. This project will involve 24 weeks of research in an area of animal behaviour under the supervision of an expert academic researcher in the field.

The course allows you to experience an internationally competitive research area, predominantly in academia but also potentially in industry. Graduates from our programme have gone on to competitive PhD studentships, as well as jobs in research and in zoos.

Animal Behaviour MRes is closely linked to a suite of MRes courses that you may also be interested in. See Programme information in our online Prospectus for full details.

Graduates from our programme have gone on to competitive PhD studentships, as well as jobs in research and in zoos.

Faculty of Medical Sciences Graduate School

Our Medical Sciences Graduate School is dedicated to providing you with information, support and advice throughout your research degree studies. We can help and advise you on a variety of queries relating to your studies, funding or welfare.

Our Research Student Development Programme supports and complements your research whilst developing your professional skills and confidence.

You will make an on-going assessment of your own development and training needs through personal development planning (PDP) in the ePortfolio system. Our organised external events and development programme have been mapped against the Vitae Researcher Development Framework to help you identify how best to meet your training and development needs.



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The MSc in Reproductive Medicine. Science and Ethics has been designed for students who wish to gain an advanced education and training within the context of a medical issue that affects 1 in 6 couples wishing to start a family. Read more
The MSc in Reproductive Medicine: Science and Ethics has been designed for students who wish to gain an advanced education and training within the context of a medical issue that affects 1 in 6 couples wishing to start a family.

*This course will be taught at the Canterbury campus*

Visit the website: https://www.kent.ac.uk/courses/postgraduate/228/reproductive-medicine-science-and-ethics

Course detail

As the average age of parents increases, the call for increasingly novel treatments to aid reproduction is similarly on the increase. In the UK around 1-2% of all babies are born through IVF. Reproductive medicine generally, and IVF in particular, is an area in which the UK is world-leading.

Purpose

This course will aim to answer fundamental questions such as:

• What is the scientific basis of development and infertility?
• What are the legal and ethical implications of the work that is done?

The course provides training in the modern practical, academic and research skills that are used in academia and the clinic. Through a combination of lectures, small-group seminars and practical classes, you will apply this training and learn how it is applied towards the development of new therapies. The programme culminates with an individual research project or dissertation on a specific aspect of reproductive medicine research that interests you most.

Format and assessment

The MSc in Reproductive Medicine involves studying for 125 credits of taught modules, as indicated below. The taught component takes place during the autumn and spring terms, while a 60-credit research project take place over the summer months.

In addition to traditional scientific laboratory reports, experience is gained in a range of scientific writing styles relevant to future employment, such as literature reviews, patent applications, regulatory documents, and patient information suitable for a non-scientific readership.

Assessment is by coursework and dissertation/project.

Careers

The MSc in Reproductive Medicine: Science and Ethics provides advanced research skills training within the context of diseases that affect significant proportions of the UK and global populations. With the UK being a world leader in infectious diseases research and pharmaceutical development, and Kent having a strong research focus in this area, there are significant opportunities for career progression for graduates of this programme in academia (PhD) and industry.

There are also opportunities for careers outside the laboratory in advocacy, media, public health and education.

How to apply: https://www.kent.ac.uk/courses/postgraduate/apply-online/228

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

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This course is aimed at people who are currently working with young children aged 0-5 years in early years settings including children's centres, schools and private day care. Read more

This course is aimed at people who are currently working with young children aged 0-5 years in early years settings including children's centres, schools and private day care. You deepen your knowledge and understanding of the Early Years Foundation Stage (EYFS) and early childhood development for young children.

During the course you cover developing the curriculum and pedagogy for the age phases 0-3 and 3-5 years. You also gain knowledge and understanding of transition issues, including children's progress through key stages 1 and 2.

Supported by experienced workplace mentors, you extend your knowledge and professional skills in key areas including

  • the observation and assessment of young children's development
  • children's development and learning through play
  • children's participation and inclusion
  • collaborative working with parents and carers
  • the leadership of staff teams

During your training you strengthen your expertise in teaching early literacy, including reading, and mathematics, including numeracy. The course also enhances your skills in supporting children's learning and development across all the prime and specific areas of the EYFS. You deepen your understanding of the characteristics of effective learning that are key to this stage of development.

You complete an assessed teaching practice in your home school or early years setting, and a second assessed placement with a younger or older age-group in a second school or early years setting. Placement experience is organised so that you cover the three age groups within the 0-5 age range.

Throughout your course you are supported to develop a range of relevant academic and professional skills at graduate and postgraduate level. This supports and enhances your career potential, opening up opportunities for higher level posts within early years services.

Professional recognition

By meeting the standards for Early Years Teacher Status, you are recognised as an Early Years Teacher (0-5) with EYTS by the http://www.nationalcollege.org.uk/index" target="_blank">National College of Teaching and Leadership.

Course content

Key areas include

  • child development for babies, toddlers and young children
  • the Early Years Foundation Stage
  • play in early childhood
  • working with families
  • leadership
  • working across professional boundaries

Assessment

  • course work including reflective writing, presentations and e-portfolio
  • practice during placements

Employability

Previous students have gained roles as early years teachers in private nurseries, preschools and children's centres, working with children and their families.

Early career roles are often practice based but involve some form of leadership such as a room leader, EYT leading practice across a setting or SENCO co-ordinating provision for children with special education needs. Students have also gained practitioner roles in schools, working with young children aged 2 - 5.

There are developing opportunities in schools, as schools extend provision to two-year-olds. Early career salaries on graduation vary across the early years sector, starting at around £16,000 going up to £24,000.

For experienced early years teachers, there are good opportunities for career progression leading to higher level leadership roles. These roles include private nursery manager, nursery chain teacher and children's centres co-ordinator or manager, where you would lead a multiprofessional team. Salaries range between £25,000 and £40,000.

Some graduates take up teaching roles in further education, with salaries starting at £25,000. Others continue their academic and professional development at masters level.



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