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Masters Degrees (Children's Rights)

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This programme meets the increasing demand for a postgraduate qualification in Children's Rights, explicitly focused on interdisciplinary research and child rights-based research methods. Read more

This programme meets the increasing demand for a postgraduate qualification in Children's Rights, explicitly focused on interdisciplinary research and child rights-based research methods.

The programme aims to provide high-level knowledge and skills in children's rights law and practice of value to those working with and for children, including public officials and NGOs as well as educators, social workers and health care providers.

The programme will develop your expertise in two distinct but interconnected areas:

Children's Rights - using the United Nations Convention on the Rights of the Child and other relevant international standards to evaluate the laws, policies and practices which affect children

Research with Children - evaluating the best methods of conducting research into children's lives with a particular focus on approaches which involve children actively in the research process.

The course will provide you with a thorough grounding in these two areas and the opportunity to explore a range of contexts in which these perspectives can be used to better understand children’s lives and secure improved outcomes for children.

Why Choose Children's Rights at Queen's?

◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;

◦Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);

◦There will be some opportunities available to develop advanced workplace skills by collaborating with community organisations to undertake research to help them improve their services for children and young people;

◦The programme incorporates the Centre for Children's Rights expertise in interdisciplinary work and rights-based approaches to research methods. This will empower students to undertake research with children and young people in a range of contexts;

◦The interdisciplinary nature of the programme reflects the real-life practices of many child-related services;

◦If you don’t want, or need, to study for the research dissertation, flexible exit awards are available (PG Diploma/ PG Certificate);

◦You may also undertake individual course modules without completing a full degree.

Programme Content

Core Modules

  • An Introduction to Research Methods: Children, Young People and Education
  • Childhood and Youth Research in Practice
  • Children’s Rights in Research
  • Foundations of Children’s Rights
  • Perspectives on Childhood and Youth

Optional Modules

A range of optional modules enables you to choose further research methods modules and a range of substantive children’s rights modules including issues such as social work, disability, education and philosophical perspectives.

  • Children’s Rights and Conceptions of Childhood
  • Education, the Law and Children’s Rights
  • Qualitative Research in Childhood and Youth

In addition, you may choose modules from the Schools of Nursing and Midwifery, and Psychology.

Assessment

There are no written examinations. A variety of assessment methods will be used including assignments, online tests and participation in workshops. Students will have the option of undertaking research work for external organisations to submit as part of their dissertation.

Opportunities for Careers

There is increasing demand for postgraduates with high-level skills in interdisciplinary research, participatory research methods and knowledge of children's rights.

Professionals within children/human rights-focused NGOs, public officials, educators, social workers and health professionals who work with children should find this degree beneficial.



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What are the rights of the child when it comes to forced marriages or protection against violence or exploitation? Which rights do refugee children have in their host communities? And how can children’s rights be legally enforced in various countries across the globe?. Read more

What are the rights of the child when it comes to forced marriages or protection against violence or exploitation? Which rights do refugee children have in their host communities? And how can children’s rights be legally enforced in various countries across the globe?

What does this master’s programme entail?

Advanced Studies in International Children’s Rights provides in-depth specialisation and teaches you to respond to the increasing international, regional and national legal developments in relation to children. During the programme, you will address highly topical and global issues related to children and their human rights. You will also take a theoretical, legal and practical approach to exploring various fields, including:

  • child and family
  • migration
  • juvenile justice
  • digital technologies

During this programme, you will learn to:

  • look at international children’s rights from a comparative perspective
  • explore the UN Convention on the Rights of the Child, as well as major regional legal instruments concerning the rights and status of children
  • assess the impact of international children’s rights on domestic jurisdiction
  • address the most significant challenges with regard to children’s rights implementation
  • analyse the complex roles of the different actors (children, parents, state and non-state actors), and their interrelation in various legal contexts
  • critically reflect on the potential and limitations of international and regional standards for the legal protection of children

Reasons to choose International Children’s Rights at Leiden University?

  1. Only one in the world: The programme prides itself as being the only programme in the world offering a legal degree (LL.M.) on international children’s rights.
  2. Excellent reputation: The Department of Child Law at Leiden Law School enjoys a strong international reputation for its high-quality education and research.
  3. Expert instructors: The academic staff members are renowned legal experts in children’s rights. You will also interact with prominent guest lecturers from international organisations, including the UN Committee on the Rights of the Child.

More reasons to study International Children’s Rights at Leiden.

Is International Children’s Rights the right programme for you?

Are you interested in learning how to promote and protect the rights of children around the world? This programme will provide the specialist knowledge and professional skills you need to effectively protect the rights of children worldwide.

To be a good fit for this programme, one of the following should apply:

  • you are a legal professional
  • you have a full law degree (offering access to legal practice) or
  • you have a degree at an equivalent level in another discipline, with a sufficient background in or understanding of law


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The Sociology of Childhood and Children's Rights MA will introduce students to a range of contemporary social theories about childhood and children's rights, critically explore social constructions of childhood, and consider the implications these have for professional practice and research with children and young people. Read more

The Sociology of Childhood and Children's Rights MA will introduce students to a range of contemporary social theories about childhood and children's rights, critically explore social constructions of childhood, and consider the implications these have for professional practice and research with children and young people.

About this degree

This programme provides students with the opportunity to gain an understanding of sociological theories and concepts of childhood and children’s rights, including a recognition of the varied childhoods experienced by children in richer and poorer contexts and how these are shifting in a globalising world. It also helps students develop their critical analytical skills and improve their theoretical understanding and professional practice when working with, and for, children.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (90 credits), one optional module (30 credits) and a research dissertation (60 credits).

Core modules

  • Theories of Childhood and Society
  • Children's Rights in Practice
  • Social Theory and the Study of Contemporary Social Problems

Optional modules

Researching Childhood is the recommended optional module to help prepare for the MA SCCR dissertation.

  • Researching Childhood
  • Understanding Research

Dissertation/report

All students undertake an independent research project which culminates in a dissertation of 20,000 words.

Teaching and learning

Theories of Childhood & Society and Researching Childhood run in the evenings. Children's rights in Practice runs over a one-week intensive block. Social Theory and the Study of Contemporary Social Problems runs in the afternoon or online.

Face-to-face teaching includes lectures, discussions and debates, as well as providing students the opportunity to discuss readings, case studies, images, and films. An online environment is provided for readings and activities between teaching sessions. Students are encouraged to reflect upon their own personal, academic and/or professional experiences during sessions.

Each core module is assessed by a 5,000-word written assignment. In addition there are tutorials for essay preparation and seminars to support dissertation research.

Further information on modules and degree structure is available on the department website: Sociology of Childhood and Children's Rights MA

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

Graduates of this programme are currently working across a broad range of areas. Some are working as international NGO staff, children's charity workers, child advocacy workers and policy advisors. Graduates are also working as teachers and early years practitioners, while others have jobs as university and college lecturers and researchers.

Recent career destinations for this degree

  • Monitoring and Evaluation Officer, Charlton Athletic Community Trust
  • Project Worker, Barnado's
  • Research Advocacy Officer, Approach Ltd

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?

This MA explores cutting-edge research and theorising about young people's experiences and their social status in varied global contexts. It is unique in its sociological attention to childhood, children's rights, and children and young people's participation in society.

Students are introduced to internationally-renowned academic experts and international children's organisations and have the opportunity to explore their own areas of interest or professional practice.

The MA is based in UCL Social Science which houses three prestigious, research intensive units. Together they provide a foundation for world-leading work in childhood studies, social work, social pedagogy, families and health-related studies with a strong professional dimension.



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Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Human Rights at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017). Read more

Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Human Rights at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).

Environmental changes, ageing populations, the media and new technologies, asylum and migration, intergenerational justice, complex multilevel governance arrangements, the impact of trade and investment, poverty and inequalities, the rise of identity politics and the changing nature of the personal sphere are contemporary global challenges facing human rights calling into question the fundamental tenets of human rights law both in terms of its formulation and implementation through policy development and law-making.

Differentiated from existing LLMs, the LLM Human Rights explicitly focuses on these contemporary challenges and how best to respond to them though law, policy and practice. The Human Rights programme draws on the research strengths in the College of Law and Criminology, but also from other colleges, in its teaching; and, exploits strong relationships with external partners to integrate a distinctive applied focus to the Human Rights programme.

Key Features

Students pursuing the LLM Human Rights will benefit from a programme designed around high calibre research and impact in human rights. Human Rights students will also benefit from academics' strong relationships with external partners working in the field of human rights, giving the programme a distinctive approach centred on the implementation and application of human rights.

The focus on implementation and practice in human rights is complemented by a multidisciplinary approach. Human rights policy and practice often do not recognise disciplinary divides. The Human Rights programme allows students to experience teaching from other disciplines to enhance their knowledge and understanding of human rights as an integrated project (e.g. politics and international development).

Uniquely the Human Rights programme addresses diverse challenges in human rights faced by law and policy, and by practitioners at the global, regional, State and sub-State levels. The approach focuses on how these challenges might be effectively managed through law and policy. The Human Rights programme offers:

- The opportunity and choice to address a range of human rights topics and challenges across a number of thematic areas, with teaching by expert researchers in the field.

- A multidisciplinary approach reflecting the reality of human rights in practice.

- A practical and practice focused philosophy.

Modules

The LLM Human Rights is a modular programme, with students required to accumulate 180 credits to graduate. In appropriate circumstances a student may graduate with a merit or distinction. Each programme is divided into two parts:

Part I consists of 3 taught modules, each 20 credits. Students will be required to undertake 2 compulsory modules, these are: International Human Rights Law and Human Rights and Humanitarian Intervention. Students are also required to select 1 further optional 20 credit taught module from a range of available modules (see below for examples optional modules).

Part II gives students a choice of 3 optional modules, each 20 credits, from a range of available modules (see below for examples optional modules).

Students of LLM in Human Rights are also required to undertake a dissertation, which contributes 60 credits.

The following are examples of modules offered to Human Rights students (modules available for selection will be dependent on contingencies, e.g. whether a module leader is in study leave).

Human Rights and Environment, Climate Change and Sustainability

Trade, Investment and Human Rights

Human Rights and the Media

Human Rights and Family Law

Human Rights and Identities

Accountability for Human Rights Implementation

Impact Assessment and Human Rights

Children’s Human Rights

Human Rights and Poverty

Human Rights, Migration and Human Trafficking

Human Rights and Criminal Justice

Human Rights and Terrorism on-line

Human Rights and Medical Law

Human Rights and Employment

Extra-curricular Activities

Throughout their studies Human Rights students are provided with the opportunity to take part in a number of extra-curricular activities to enhance their practical understanding of human rights. These include:

Guest lectures by expert practitioners in human rights.

Workplace learning through voluntary work and/or placement.

Involvement in collaborative research projects with research partners.

Engagement with the College’s projects focussed on practical implementation and impact from research (e.g. Cyberterrorism Project, Wales Observatory, Centre for Environment, and the Sex Work Consortium).

Careers and Employability

The LLM Human Rights will open the door to a range of careers, including:

- Human rights institutions: increasingly international and regional human rights institutions are seeking to support, monitor and influence State policy and social arrangements. Potential graduate destinations include: the United Nations and the Council of Europe as well as other regional institutions.

- The public sector, including government at all levels. Potential graduate destinations include: civil service, regional, national and sub-national government, local authorities and other public bodies, and, political and policy advice work.

- The private sector: human rights are increasingly the concern of the private sector in the realm of socially responsible capitalism. Potential graduate destinations include: global business (including institutions such as the World Bank); the business sector (from large scale business such as the banking sector, to smaller concerns seeking to appeal to the ethical consumer).

- The NGO sector: non-governmental agencies are well-established stakeholders in human rights. Potential graduate destinations include: international NGOS (e.g. UNICEF); regional or local level NGOS.

- Research and academia: research on human rights is a well-established concern for academia.

The LLM Human Rights enhances student employability as:

- The Human Rights programme ranges across a broad spectrum of human rights topics relevant to law, policy and practice and encourages a practical approach in these areas.

- Students will have the opportunity to engage with projects providing opportunity for hands-on experience of human rights research as well as dissemination to support practical application.

- The Human Rights programme offers a range of work place learning opportunities.

- Entrepreneurial skills will be developed by encouraging students to contribute ideas to project work and project activities.



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Designed for those who want to advance their understanding of youth issues, youth offending and social and criminal justice responses to young people, this programme focuses on developing critical analytical skills and enhancing the ability to assess policy and practice against international standards and benchmarks. Read more

Designed for those who want to advance their understanding of youth issues, youth offending and social and criminal justice responses to young people, this programme focuses on developing critical analytical skills and enhancing the ability to assess policy and practice against international standards and benchmarks.

Targeted at practitioners, policy-makers and those interested in further academic study, it provides the opportunity to apply academic knowledge and critical analytical skills to practice and enhance understanding of young people's lives, the criminal justice system and the discourse of children's rights.

Given increased policy attention in the area of youth justice and strategies impacting on children and young people more generally, the programme reflects the concern to understand the needs and rights of children and young people and ground responses in evidence, best practice and international standards.

COURSE STRUCTURE

Course Details

20 CATS modules generally involve 20 contact hours per semester, 10 CATS modules generally involve 10 contact hours per semester. Contact hours often include a blend of face-to-face lectures/ workshops and online sessions. Students can choose some optional modules that are all face-to-face, all online or a blend of both.

Core modules:

  • Childhood and Youth Research and Practice – 10 CATS
  • Foundations in Children's Rights – 20 CATS
  • Introduction to Research Methods - 20 CATS
  • Perspectives in Childhood and Youth – 10 CATS
  • Youth and Social Justice – 20 CATS
  • Youth Justice: Theory, Law and Practice – 20 CATS
  • Dissertation – 60 CATS (20,000 words max.)

Optional modules include:

  • Child Rights Based Research Methods – 20 CATS
  • Economic Impact of Childhood Interventions – 10 CATS
  • Improving Outcomes Using Evidence Based Practice – 10 CATS
  • International Contexts of Childhood Adversity – 10 CATS
  • Qualitative Data Analysis – 10 CATS
  • Qualitative Research in Childhood and Youth – 10 CATS
  • Quantitative Data Analysis – 10/20 CATS

YOUTH JUSTICE HIGHLIGHTS

WORLD CLASS FACILITIES

  • The programme is an excellent stepping stone for Doctoral research.

STUDENT EXPERIENCE

  • This programme involves a blended learning approach offering a mixture of online and face-to-face course delivery.
  • Skills development The programme has been designed to encourage students to consider the interface between social justice, criminal justice and children’s rights. Students have the opportunity to apply academic knowledge and critical analytical skills to practice and enhance understanding of young people’s lives, the criminal justice system and the discourse of children’s rights.


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Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Childhood Studies at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017). Read more

Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Childhood Studies at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).

This course aims to provide a multi-disciplinary approach to the study of children and childhood.

Key Features of Childhood Studies

Performance:

- strong links with a range of international networks and similar university departments in Europe and around the world

Teaching and Employability:

- excellent learning experience and cross cultural views because of international student cohorts

- opportunity to continue studies to pursue a PhD supervised by a well-qualified member of the team

- opportunity to take part in a local field trip

The course in Childhood Studies is designed for a wide range of professionals working with children.

A broad range of topics are covered and students are encouraged to critically reflect on their practice and address theory and research relevant to their own interests in Childhood Studies.

The Childhood Studies course will:

- reflect upon the nature of childhood as a concept and the way in which it comes to be construed as it is

- consider holistic child development in contemporary society

- reflect on childhood and family policy in a variety of contexts

- consider professional roles (one’s own and others) in relation to services for children and their families

- encourage critical analysis of research in relation to childhood

- encourage professional reflective practice.

Modules

Modules on the Childhood Studies course may include:

Researching Childhood

Understanding and Observing Child Development

Child Health

Children's Rights and Safeguarding Children and Young People

Perspectives on Play

Advanced Practice with Children

Therapeutic Work with Children

Childhood Illness

Childhood Nutrition and Growth

Staff Expertise

Team members are active researchers and their work is well published in Childhood Studies.

Childhood Studies students are encouraged to publish their own research – thereby demonstrating the high quality of their work.

Team members include:

Amy Brown – an expert in child health

Jill John – an expert in safeguarding and children’s rights

Pete King – an expert in child development and children’s play across children’s services.

Justine Howard – an expert in child development and play across children’s services

Zac Maunder – an expert in children’s emotional health

Postgraduate Community

The College of Human and Health Sciences has a vibrant postgraduate community with students drawn from a variety of backgrounds and nationalities. The College is known for its friendly, welcoming and supportive environment, which combined with its extensive facilities, state-of-the-art technology and superb beachside location, helps to ensure that students benefit from an exceptional student experience.

In addition, Childhood Studies students have access to a wide range of excellent facilities and equipment for realistic workplace experiences.



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Our Child Studies MA is a multidisciplinary course designed to meet the needs of professionals and graduates working or intending to work with or on behalf of children and young people. Read more

Our Child Studies MA is a multidisciplinary course designed to meet the needs of professionals and graduates working or intending to work with or on behalf of children and young people. The course is aimed at anyone in a child safeguarding role, including social workers, child and family lawyers, named or designated health practitioners, teachers, police officers and NGO staff.

Key benefits

  • The MA Child Studies is delivered by internationally renowned speakers, clinicians and academics.
  • We offer a multi-disciplinary approach to childhood issues and current policy developments.
  • You will study modules based on contemporary issues in child protection and children’s rights.
  • We provide opportunities for you to collaborate and share ideas and experiences with others from different disciplines.

Description

The Child Studies MA is a demanding course that concentrates on an academic and analytical approach to modern-day issues of childhood. The course features a range of modules that are highly relevant to those who are working or intending to work with vulnerable children. We welcome graduates from a variety of disciplines and professions including medicine, education, law, social care, psychology and sociology.

The course combines a range of required and optional modules to a value of between 180 and 190 credits. In addition to a required dissertation, you will take required modules covering Children’s Rights and Child Protection, and then choose from a wide range of relevant optional modules, such as Global Childhoods, Child Health & Development, and Psychology and Learning. 

Course purpose

Designed for professional and personal development, as well as academic. We aim to enable you to develop a multidisciplinary approach to childhood issues within the context of current policy developments. Students come from a variety of disciplines and professions including medicine, education, law, social care, psychology and sociology.

Course format and assessment

Teaching

We use lectures, seminars and group tutorials to deliver most of the modules on the course. A significant proportion of teaching on the course is delivered by expert external lecturers, both academics and practitioners. You will also be expected to undertake a significant amount of independent study. Typically, one credit equates to 10 hours of work.

The teaching contact time for each 30-credit taught Child Studies module is typically 30.5-32 hours. In addition each module will involve one hour of supervision/Q&A time. The typical teaching contact time for each 30-credit taught ‘Education’ optional module is 20 hours. Teaching sessions will usually include lectures, and teacher-led and student-led group discussions based on the main areas of study.

There are 12 hours of teaching for the internship module; this is supplemented by the support of Careers and Employability and mentoring through the internship itself. Students also complete at least 160 hours of employment. Each 30-credit taught module has 267-280 (or 288 for the internship module) hours of self-guided learning time.

For the dissertation module, you will receive 22 hours of research methods training. You may also choose to take research methods as an optional module. You will also receive six to eight hours of dissertation workshops, plus nine additional hours of individual dissertation supervision, to complement the approximately 561-563 hours of self-study.

Contact hours for optional modules taken outside of the course, may vary.

Assessment

This course is assessed by a combination of essays, reports, examinations, presentations, research proposals and case studies. Your assessment methods will be determined by your choice of optional modules. The dissertation is an extended piece of writing of 16,000 words.

Career prospects

Our graduates frequently progress to senior practitioner posts involving child-related work. Recent graduate destinations have included Anna Freud Centre, Barnardo’s, St Christopher’s residential child care services and local authority children’s services.



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Recognise and champion the uniqueness of every child as you take a 'whole child' holistic approach to children, from birth to 18, and their families. Read more
Recognise and champion the uniqueness of every child as you take a 'whole child' holistic approach to children, from birth to 18, and their families. You will have the opportunity to study the theory and practice through two distinct routes Early Years or Children and Young People.

Our interdisciplinary and global approach to study and research reflects a commitment to children's rights, social justice for children, child-centred learning and developing awareness of social divisions in childhood.

The Early Years route explores young children's learning, education and care across multiple settings. The Children and Young People route focuses more closely on critically examining concepts, contexts and intervention across different spheres of childhood. Both routes emphasise children and young people as social actors with rights and entitlements, according to their particular cultural and social differences.

We're committed to children's rights, social justice for children, child-centred learning and developing awareness of social divisions in childhood, and these themes are at the heart of this course, forming the basis of your study and research.

- Research Excellence Framework 2014: twice as many of our staff - 220 - were entered into the research assessment for 2014 compared to the number entered in 2008

Visit the website http://courses.leedsbeckett.ac.uk/childhoodearlyyears_ma

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

This course is ideal if you work - or you aspire to work - in early years settings, therapeutic services, youth work, criminal justice service, play-work, child health, teaching, social work or related children's services. The education graduate job market is competitive and a postgraduate qualification in childhood studies and early years is designed to give you an edge.

- Early Years Advisor
- Nursery Co-ordinator
- Children's Charity Worker
- Social Worker

Careers advice:
The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course Benefits

You can study this course over one, two or three years. It's delivered through day, evening and Saturday sessions or via distance learning to fit around your working pattern.

This course is valuable if you want to explore contemporary issues about children's and young people's social, political, cultural and educational lives in a global context. We have students from a variety of professional backgrounds on the course which encourages a significant number of valid and relevant perspectives in class discussions. We also draw ideas from a great variety of academic disciplines including history, geography philosophy, psychology, sociology and anthropology. All of these things mean that you will come away from your course with a broader and more developed view of the sector and what children and young people need today.

Howard Stones

Senior Lecturer in the School of Education

"Our course provides you with the theories, concepts, knowledge and skills to explore children's lives in a global context. This academic course will appeal to anyone who is interested in studying, or working with, children from birth to eighteen."

Howard taught secondary school physics and mathematics for ten years. Subsequently, he has worked on photographic and drama projects with young people before moving to higher education to lecture in community studies, managing change in community, applied criminal justice and childhood.

Facilities

- Online library
Global access to Leeds Beckett's extensive online library, with over 100,000 electronic journals, books and databases to supercharge your study.

- Dedicated Support Team
A highly-skilled and dedicated support team whose job is to work with you through every step of your online learning.

- Virtual Learning Environment
A Virtual Learning Environment that?s easy to use and available whenever and wherever you are.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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The MA in Contemporary Practice with Children and Young People will enhance your knowledge and academic confidence. It provides specialist knowledge in children’s rights and participation and child safeguarding as well as an introduction to a broad range of practical, legal and theoretical approaches. Read more

The MA in Contemporary Practice with Children and Young People will enhance your knowledge and academic confidence. It provides specialist knowledge in children’s rights and participation and child safeguarding as well as an introduction to a broad range of practical, legal and theoretical approaches.

Aimed at practitioners working with children and young people who wish to update their knowledge or develop their ability to critique and innovate in their practice, the course is also suitable for recent graduates seeking to specialise in this area.

The course has local links to voluntary and statutory sector provision for children and young people in social work, education and health. It is also part of the European Network of Masters in Children’s Rights and through this provides opportunities to engage with international networks.

DBS CHECKS

This course will involve access to children and/or vulnerable adults. You will be required to obtain a satisfactory Enhanced Disclosure and Barring Service clearance (formerly termed CRB) and we will guide you through this process.

FURTHER INFORMATION

If a full-time student cannot continue their studies then there is an exit award of a Postgraduate Certificate in Contemporary Practice with Children and Young People which is detailed in the programme specification. To be eligible for this award, a student must have obtained 60 credits.

For any MA student who cannot continue their studies and who has 120 credits, there is an exit award of a Postgraduate Diploma in Contemporary Practice with Children and young People.

Students can access the seminar series run through the School of Social Work, Care and Community, where leading international scholars present their latest research to staff, students and practitioners.

The teaching staff have practice and academic experience and include some of the leading international authors in the field.

Each module has clear Learning Outcomes and the student is assessed through a combination of presentations and written assignments. The choice of assignment subject is open, to enable each student to focus upon their specific interest while evidencing they have achieved the learning outcomes. Each piece of work must meet the 50% mark to pass and assignments are submitted and marked electronically.

The wider benefits of choosing to study at UCLan include; lecturers who build confidence and skills in professionals who are returning to academic study. The peer support from other students and networking opportunities are significant. Free access to complimentary lectures and seminars with international researchers and academics. Library access 24/7 with online access to library resources, blackboard facilities, gym, student discount, complimentary software and study support.



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Within the Department for Education (DfE) School Direct framework, London Met is able to work with School Partners to offer salaried training routes to QTS. Read more
Within the Department for Education (DfE) School Direct framework, London Met is able to work with School Partners to offer salaried training routes to QTS. These are School Direct Salaried positions. Places are very limited, applications must be made through UCAS Teacher Training and will only be open for applications when Schools have places available. You should check availability with the University before applying in UCAS.

More about this course

An exciting one year PGCE course leading to Qualified Teacher Status, preparing you to teach 5 to 11 year olds (KS1 and KS2). This qualification also allows you to teach in the Early Years. Specialising in teaching within urban, multicultural, multilingual schools, we address issues of language, diversity and equality across the curriculum, with clear links to the United Nations convention on the Rights of the Child (UNCRC) and the unique London context.

The course is comprised of short blocks at University interspersed with two extended school placements of 8 and 12 weeks offering trainees the chance to reflect on the links between theory and practice and to critically reflect on their own teaching practice. School placements are supported by school based mentors and university link tutors, the latter also deliver university sessions ensuring continuity of support for trainees.

We aim to facilitate student teachers to become teachers who are of the highest quality; reflective, creative, imaginative and responsive to all children’s needs.

The course is designed to enable you to develop your understanding of the role of the Primary teacher within the broad field of education. There will be opportunities to extend your knowledge, develop your classroom practice and examine the underlying principles and values that inform current debates around educational issues. Through evaluation and reflection you will be supported in developing a clear understanding of the links between theory and practice.

We are proud to be one of the first courses to formally embed the principles of children’s rights (UNCRC) into our programme providing a universal values framework within which teachers can work to develop education which meets the needs of the children they teach.

Assessment is made during school visits by a link tutor and through regular assessment by your school-based mentor. Successful assessment leads to the recommendation of QTS.

Recommendation for Qualified Teascher Status (QTS)

On successful completion of the assessment phase the university will recommend the applicant to the National College for Teaching and Leadership for the award of QTS.

Modular structure

The School Direct salaried QTS only pathway is both rewarding and demanding. As this is an employment-based route to QTS, trainees are employed in their school setting and attend the university for a limited number of training days across the training year. The university sessions support the wider professional development of each teacher. This programme provides discussion of the role of children’s rights and how this underpins effective learning relationships; understanding of different aspects of inclusive education; introduction to the whole school and wider children’s workforce and team work and collaborative discussion across different subject areas.

The university study includes reflection on personal learning experiences and their application to the process of becoming a qualified teacher and critical examination of education policy and practices as well as national and local data.

What our students say

“London Met was very proactive in providing support and guidance for my new teaching post. The team educated me on everything necessary to prepare me for my forthcoming post; they are highly skilled professionals who were able to support me through my interview process as well as answer any queries regarding the teaching industry. With regards to course content, I felt everything covered during lectures and the professional studies sessions was relevant to my development and future prospects as a teacher as the course supported my learning over the year.” Jatinder Chohan, Year 5 teacher, Rosedale Hewens Academy, Harlington

“I really enjoyed my course at London Met. It was a very intense year, but the support and guidance from my tutor and mentors was excellent throughout, and by the end of the course I really felt I was prepared to take on my first mainstream teaching assignment. The tutors and lecturers have helped me set the right goals for my development as a teacher as well as giving me the tools to succeed. I had two great school placements arranged by the University, which I feel were key to building my confidence. Finally, I was really happy to be offered a job by one of these schools – my PGCE year couldn’t have ended better.” Maira Rodrigues, Year 4 teacher, Lloyd Williamson Primary School, Kensington

After the course

This intensive training leads to Qualified Teacher Status (QTS).

More about the course

The QTS training is delivered by a small, dynamic team of lecturers who combine their subject knowledge in areas such as English, mathematics, art, computing and working with EAL learners with recent and relevant school experience and a clear understanding of excellent classroom practice. This London Met team is fully committed to supporting trainees in their goal to become a qualified teacher that is uniquely trained to meet the challenges in modern London schools.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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The Primary Education (Policy and Practice) MA meets the rapidly changing needs of professionals educating young children, in examining critically the bases for current practices in primary schools, providing insight into international developments in primary education and in offering opportunities to work with leading researchers and practitioners in the field. Read more

The Primary Education (Policy and Practice) MA meets the rapidly changing needs of professionals educating young children, in examining critically the bases for current practices in primary schools, providing insight into international developments in primary education and in offering opportunities to work with leading researchers and practitioners in the field.

About this degree

The Primary Education (Policy and Practice) MA offers opportunities to engage with the latest research and international debate concerning curriculum, pedagogy and assessment and its implications for professional practice in primary education. Students will develop knowledge and skills to evaluate and conduct educational research related to their professional interests and develop their own perspectives as leaders in primary education.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (90 credits), and either a dissertation (60 credits) and one optional module (30 credits), or a report (30 credits) and two optional modules (60 credits). Some modules are available to study remotely.

Core modules

  • Futures for Policy and Practice in Primary Education
  • Researching Early Years and Primary Education
  • What is Education?

Optional modules

A range of optional modules is available to students each year. Students can select optional modules to reflect their personal and professional interests. Recommended modules taken by students in recent years include:

  • Contemporary Issues and Debates in Primary Education
  • Literacy Development
  • Children's Rights in Practice
  • Assessment for Learning
  • Bilingualism and Multilingualism

Other modules are also possible - please contact the programme leader,, for advice.

Dissertation/report

All students undertake an independent research project in primary education (policy and practice). The project culminates in a dissertation of 20,000 words or a report of 10,000 words on a topic agreed with their tutor.

Teaching and learning

A range of learning and teaching approaches is employed across the programme, including lectures, student presentations, group discussion, directed reading/writing tasks and contributions to the Virtual Learning Environment, designed to promote active engagement and capitalise on participants' diverse backgrounds. Student performance is assessed through coursework assignments and the dissertation/report.

Further information on modules and degree structure is available on the department website: Primary Education (Policy and Practice) MA

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

Graduates of this programme are currently working in a broad range of careers, both nationally and internationally. Many have leadership roles in schools, for example as school mentors for early career teachers, subject leaders, phase co-ordinators, assistant head teachers or head teachers. Others work as education advisers and consultants across a range of schools or as inspectors and policymakers at both local and national levels. Graduates can also be found working as researchers, lecturers and teacher educators in higher education and in educational services outside schools such as museums, publishing or children's support services.

Recent career destinations for this degree

  • Curriculum Co-ordinator, Unspecified School
  • International School Teacher, Unspecified International School
  • Preparatory School Teacher (Deputy Head of Pre-Prep), Unspecified School

Employability

Participation in the programme fosters the development of a number of key skills and personal qualities important in a range of professional contexts including:

  • independence and self-direction in learning - important in continuing professional development in a fast-changing educational climate
  • ability to examine complex issues systematically and critically - in the context of rapid policy change and increasing requirements for accountability
  • exercise of initiative and creativity - in interpreting policy and research in particular local contexts to enhance the quality of learning and teaching
  • skills in communication both orally and in writing to varied audiences - children, educators, parents, governors, policymakers.

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 Department of Learning and Leadership at UCL Institute of Education (IOE) has developed an internationally recognised reputation for early childhood and pre-school and primary education studies.

The department has a vibrant teaching programme, providing opportunities for specialist study of early years and primary education in initial teacher education and at graduate and doctoral levels. It offers a range of enriching events including research seminars and conferences in the field.

In all its work, the department is strongly committed to working in partnership with government agencies, education authorities, schools, early years and community groups and other departments within the IOE.



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The MA offers students the opportunity to extend and deepen their understanding of concepts, theories and issues related to international development, education and sustainable ways of promoting health, wellbeing and social justice. Read more

The MA offers students the opportunity to extend and deepen their understanding of concepts, theories and issues related to international development, education and sustainable ways of promoting health, wellbeing and social justice.

About this degree

Students will:

  • build on their existing knowledge to develop new understandings of key concepts and issues in education, health promotion and international development
  • appraise and evaluate current policy and practice through evidence-informed analysis
  • draw connections between distinct academic disciplines with regard to the promotion of wellbeing and social justice
  • investigate and propose sustainable ways of working and
  • through conducting a small-scale research study, apply what they have learned to create personally and professionally relevant new knowledge of the field.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits), or three optional modules (90 credits) and a report (30 credits).

Core modules

  • Education and International Development: Concepts, Theories and Issues
  • Promoting Health and Wellbeing: Planning, Practice and Participation

Optional modules

A range of optional modules from across UCL Institute of Education (IOE) Master's-level offering are available, including:

  • Education, Conflict and Fragility
  • Education and Development in Asia
  • Education and Muslim Communities
  • Planning for Education and Development
  • Gender, Education and Development
  • Gender, Sexuality and Education
  • Learners, Learning and Teaching in the Context of Education for All
  • Children's Rights in Practice
  • Theories of Childhood and Society
  • Understanding Education Research
  • Understanding Research

We are keen to encourage students to select modules from across the Institute of Education - including those related to education technology, effective learning, social policy, art education (although please note that some modules attached to programmes with external accreditation are not available). Please discuss your optional module choices with your personal tutor so that you can build a modular programme relevant to your professional development in the field

Dissertation/report

All students undertake an independent research project which culminates in a dissertation of up to 20,000 words or a report of 10,000 words

Teaching and learning

The programme is taught through a combination of lectures, participatory and interactive groupwork, online learning and individual tutorials. Assessment is through coursework, taking the form of 5,000 word assignments or equivalent, such as a 3,500-word project proposal + 1,500 word conceptual framework. The small-scale research study is assessed by way of a 20,000-word dissertation or 10,000-word report

Fieldwork

Fieldwork is not a compulsory part of the programme. However, students are encouraged to draw from their professional or voluntary experience as well as the ideas encountered during the programme to write critically and cogently for different audiences. The small-scale research study usually takes the form of a combination of desk-based research (a literature review) and fieldwork.

Placement

Placements are not routinely part of the programme. But good links have been established between the programme and UCL’s Volunteering Services Unit (http://uclu.org/services/volunteering-at-uclu). Some students have also taken part in the UCL ChangeMakers programme (https://www.ucl.ac.uk/changemakers). Taking part in these programmes can provide those studying in London with valuable international development-related experience. That said, both on-campus and distance learning students are encouraged to bring their own interests and concerns into their programme, helping to make it personally relevant and professionally significant.

Further information on modules and degree structure is available on the department website: Education, Health Promotion and International Development MA

Careers

Graduates of this Master's degree have been engaged:

  • as policy-makers and advisers in government ministries and departments
  • as policy advocates and programme managers in international NGOs and development agencies
  • as social research consultants
  • as teachers and lecturers in schools, colleges and universities
  • as international development consultants
  • in doctoral study (either on PhD or EdD programmes).

Employability

Graduates of this Master's degree have used the academic and professional expertise gained through the programme to:

  • set up and manage an NGO or consultancy
  • prepare successful project and research proposals
  • develop new reporting procedures adopted throughout their organisation
  • gain employment as consultants
  • take on new roles and responsibilities within an organisation
  • transfer their expertise into international development
  • engage policymakers, practitioners and members of the public through research-informed practice.

Why study this degree at UCL?

This unique Master's programme provides students with opportunities to explore and examine the links between three academic and professional fields - education, health promotion and international development. It encourages a consideration of the ways that these fields are both distinctive, yet inter-related, and how evidence-informed practice might best contribute to working across professional boundaries, enhancing wellbeing and advocating for social justice

Students learn alongside tutors who hold a breadth and depth of expertise in education, health promotion, social research and international development and who have professional experience in national and international contexts. Tutors are active in research on areas related to physical and emotional health and wellbeing, international development, refugees, young people, gender and sexuality, teaching and pedagogy and curriculum development.

The Department of Education, Practice and Society at UCL IOE is home to the Centre for Education and International Development (CEID), which comprises a team of internationally recognised experts in international development and education and which has nurtured world leaders in educational practice and research for over 85 years. 

The department has extensive experience and expertise in education-related research and practice in Africa, Asia and Latin America. Themes addressed include equality and human rights; gender, migration, race, health and wellbeing, sexuality, disability, social class, conflict and peacebuilding.

Linking research, policy and practice, the result is an extraordinarily powerful learning community.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Education, Practice & Society

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)



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If you're looking to develop your career within the specialist field of early childhood education, then this course could be for you.You'll have the opportunity to focus on current issues faced by early year professionals and you'll study early years education in international contexts. Read more
If you're looking to develop your career within the specialist field of early childhood education, then this course could be for you.You'll have the opportunity to focus on current issues faced by early year professionals and you'll study early years education in international contexts. Themes include children's rights, sociology of childhood, psychological perspectives on childhood and international approaches to early years education. The course can be tailored to suit you to help ensure your knowledge and academic skills progress throughout the course.

The course combines knowledge about practical aspects of the early years curriculum with the opportunity to bring a theoretical understanding to help to deepen and challenge your thinking.

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.

Titles of work undertaken by students on this course have included:

• Understanding Nigerian Educators' Perceptions of Child Voice and its impact on practice

• Early Childhood Care and Education: the future for sustainable development in sub-Saharan Africa

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This Professional Doctorate (EdD) is a partly taught and partly research-based Professional Doctorate which has proved to be both successful and convenient for senior professionals in education and related fields. Read more

This Professional Doctorate (EdD) is a partly taught and partly research-based Professional Doctorate which has proved to be both successful and convenient for senior professionals in education and related fields. We offer a wide range of taught modules in the areas of research methods, education policy, education management, TESOL and professional development.

On successful completion, students will have made an original and independent contribution to educational knowledge in the field determined by the topic of their research dissertation study. They will demonstrate a critical evaluation of the relevant literature, a high level of competence in appropriate research methods, and the ability to communicate the results and their implications.

We undertake a wide range of research that falls within two broad themes: pedagogy, learning and curriculum; and human rights, equality and social cohesion in education. Underpinning all of our research is a commitment to achieving a real impact in the lives of educators and learners.

Aims

On successful completion of the programme students will have made an original and independent contribution to educational knowledge in the field determined by the topic of their research dissertation study. They will, through this dissertation, demonstrate a critical evaluation of the relevant literature, a high level of competence in appropriate research methods, and the ability to communicate their results and their implications.

The EdD programme may be taken on a part-time or full-time basis. The normal period of study will be not less that three years full-time or not less than four years part-time. The aim is to allow flexibility for busy professionals, enabling you to complete the degree with minimal disruption to your professional and personal life.

The EdD comprises nine taught doctoral modules (of which four must be research modules) and a research dissertation. The research dissertation has the same level of challenge and high standards as a PhD but is approximately half the scale (40,000 words). Each module is assessed by one 5000 word assignment. The University operates a Recognition of Prior Learning (RPL) Scheme which recognises relevant prior assessed and certified learning for credit purposes. This is also known as credit transfer where the credits were awarded by another Higher Education (HE) provider. Applicants who have completed a masters degree within the last 10 years that involved a substantive element of educational research methods training, including a research-based dissertation or project, may be eligible to transfer credit. Applicants for RPL should submit the RPL Application Form to the Postgraduate Administrator, 20 College Green, Belfast, BT7 1LN. Applications for RPL should be made at the same time as your online course application. The dissertation is assessed by an oral examination (a viva-voce).

There are three stages to each EdD taught module which covers a four month period. The first stage is pre-reading. The second stage is attendance for the intensive teaching, normally over a consecutive period of two and a half days. The third stage involves the completion and submission of an assignment, normally within three months of the last date of the taught module.

Students must complete the following research modules:

  • Introduction to Doctoral Study in Education
  • Quantitative Research: Methods, Data and Theory
  • Qualitative Research: Methods, Data and Theory

Plus one other research module from:

  • Experimental Methods in Educational Research
  • Narrative and Arts-Based Research Approaches
  • Philosophical and Ethical Issues in Educational Research
  • Researching Children and Young People in Educational Settings
  • Survey Methods in Educational Research
  • The Professional as Researcher

Optional modules:

  • Assessment and Testing: Concepts and Issues
  • Children’s Rights - Research and Practice
  • Critical Perspectives on Early Childhood
  • Education in Divided Societies: Contribution to Social Cohesion
  • Educational Special Needs: Policy and Partnerships for Inclusion
  • TESOL: Discourse and Pedagogy
  • TESOL: Issues in Language Learning

* These modules are an example of what is available in any one year and are subject to change.



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MA Childhood Studies is based on an informed and critical approach to the academic study of childhood and youth and is intended to reflect both the desires and ambitions of postgraduate students and the philosophical traditions and current developments in the social studies of childhood and youth. Read more
MA Childhood Studies is based on an informed and critical approach to the academic study of childhood and youth and is intended to reflect both the desires and ambitions of postgraduate students and the philosophical traditions and current developments in the social studies of childhood and youth.

This taught Masters course has been developed for postgraduate students or senior professionals interested in specialised or advanced study of childhood and youth. It will, therefore, be of particular interest to those wishing to be or already employed in the children and young people’s workforce. In line with recent international developments in social studies of childhood and youth, the MA Childhood Studies is transdisciplinary in approach but has a strong emphasis on perspectives drawn from sociology, social policy, geography, anthropology and history. The course is informed by the United Nations Rights of the Child (UNCRC) framework and draws on current methodological standpoints in childhood and youth research that emphasis participation. It is committed to adopting a ‘child/young person - centred’ philosophy throughout, and reflects the principles of protecting the rights and interests of children and young people and the increasing importance of participation. The changing conditions of childhood and youth and the ways in which children and young people themselves experience and understand their everyday lives is emphasised.

The aims of the MA (including PG Dip/PG Cert) Childhood Studies are:

• To offer an innovative, dynamic and flexible programme that critically considers developments in the academic study of childhood and the changing contexts of childhood and youth in a globalised world.
• To critically explore the cultural and social constructions of childhood and youth and the implications that they have had and continue to have on children and young people’s everyday lives.
• To advance students’ knowledge of the complexity of understanding the relationship between children’s rights, the ideologies and responsibilities for welfare and the lived realities of children’s and young people’s diverse experiences.
• To provide a robust theoretical framework for students to develop an integrated and critically aware understanding of childhood and youth studies and to cultivate a critical and analytical approach to contemporary methodological advances in childhood research.
• To develop in students a range of intellectual skills reflecting both the ethos of lifelong learning and the rigour required at M level, a high level of student autonomy and self-direction in order to facilitate the student to demonstrate initiative, originality alongside integrity and ethical judgement in their advanced scholarship and to become influential and effective specialists in the field of childhood and youth studies.

The MA Childhood Studies course is delivered on a flexible, blended learning basis using both traditionally taught elements of the course with lectures, seminars and tutorials during study days, weekend learning programmes and a research summer school and through new media technologies and the online learning environment. Combined, these provide an effective and dynamic space for engaging students and effectively promoting student learning through a knowledge sharing philosophy.

The course team have a commitment to high quality teaching and they incorporate a wide variety of technological tools and learning and teaching techniques to form a collaborative space that enables a seamless transition between classroom based and online learning. Tutors are able to monitor understanding and clarify and expand on points quickly and efficiently to support student learning. Using audio and video, online lectures, links to key reading and relevant web based materials these methods of technology enhanced learning are part of a blended learning programme. whilst some modules can be studied by students at a time and pace that best suits them, other modules have a more structured approach in their design and students access the course content on a week by week basis. All modules are designed to offer students a shared learning experience with other students and module tutors. They involve discussion boards and blogs and more interactive learning tools and techniques as well as the self-study materials, downloadable documents, email, eportfolio||, podcasts and vodcasts found throughout the course.

Students will require access to Broadband either at home, in their workplace or in a public library and standard PC or MAC technology. Ipods/Mp3 players would be helpful to also facilitate mobile learning for students to download and listen to podcasts.

The course uses a range of different assessment strategies, which could include: essays and reports; critical reviews and commentaries; analytical exercises; individual or group presentations; a project-based or work-experience report; a dissertation; computer-based assessments and informed discussion and debate via module Blogs.

Most modules run along the UCS based semester September to June but the actual arrangement of the taught content of the modules varies. Some modules can be accessed and studied on a more flexible, independent basis than others allowing greater autonomy in student learning whilst other modules follow a more structured approach and provide a more formalised approach to learning with study days, weekend workshop or a summer school. All modules fulfil UCS requirements in providing the necessary hours of study for students to succeed and obtain credits and masters level. A full-time student is expected to study 3 modules in one year, giving 120 credits and undertake a 60 credit research dissertation. A part-time student will take either 40, 60 or 80 credits per year as taught modules and finally the 60 credit research dissertation.

Students can expect to have to study between four to five hours per module each week and to spend at least an equivalent amount of time per week in additional reading and set learning activities and preparing for assignments. Students will be provided with timetables and learning schedules when they join the course. Personal tutorial advice is a key feature of the course and the course team offer students support either on a face-to-face basis, via telephone or personalised blog.

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