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Drawing on current research across the social sciences, government guidance, and legislative frameworks, this degree focuses on the issues that are key in facilitating your professional and academic development as a social worker- http://www.gold.ac.uk/pg/ma-social-work/. Read more
Drawing on current research across the social sciences, government guidance, and legislative frameworks, this degree focuses on the issues that are key in facilitating your professional and academic development as a social worker- http://www.gold.ac.uk/pg/ma-social-work/

Why study MA Social Work at Goldsmiths?

-This Masters programme is ideal if you are a graduate, with relevant experience, interested in pursuing a professional career in social work

-It prepares you according to the Health and Care Professions Council (HCPC) Standards of Proficiency – Social Workers in England and the Professional Capabilities Framework (PCF), the Quality Assurance Agency subject benchmark for social work, and the Department of Health's requirements for social work training

-Social work education at Goldsmiths has a long and distinguished record – we house one of the most respected social work units in the UK, and you will be taught by established social work academics and associate lecturers who have considerable research and/or practice experience in their fields

-Our social work programmes are highly regarded by potential employers within London and further afield, and our graduates have an excellent record of securing employment; they've gone on to work in local authority children's services departments, adult services departments, and independent sector and voluntary sector agencies such as the NSPCC, Family Action and Mind, and a recent graduate was named Newly Qualified Social Worker of the Year

-We'll equip you with the knowledge, values and skills you'll need to practise as a reflective and ethical social worker, equipped for the challenges of contemporary social work practice

-You will cover areas of human growth and development; community; needs and services; law and organisational contexts of social work; and research methods. Specific learning will include mental health and disability, and social work processes of assessment, planning, intervention and review

-The Masters includes practice placements in two settings and with different service user groups, so you'll be able to gain invaluable real world experience

-We'll encourage you to think deeply about human rights and social justice, and to embed these values in your practice

-You will develop your skills for reflective and evidence-based practice and will be able to further your research mindedness

This programme is approved by the Health & Care Professions Council.

Excellence in practice and teaching

Goldsmiths has a long tradition of social work education, and our programmes are internationally regarded as excellent in both practice learning and critical studies. They also have a strong focus on anti-discriminatory and anti-oppressive practice.

We have a lively programme of research taking place in areas as diverse as:

-the links between child abuse and domestic violence
-multi-family group work with teenage parents
-service user perspectives and transnational adoption
-mental health social workers' use of mental health laws and coercion
-equality and diversity in social work education
-the effects of political conflict on social work practice and education
-reflective professional social work practice
-evaluative approaches to service provision

Our research informs and underpins our teaching and students are invited to share our interests as well as develop their own through undertaking a small scale research project and developing their research mindedness in a final year extended essay.

Find out more about service user and carer involvement in social work education at Goldsmiths.

South East London Teaching Partnership

The Department of Social, Therapeutic and Community Studies at Goldsmiths has recently entered into a formal Teaching Partnership with the Royal Borough of Greenwich, the London Borough of Southwark and the London Borough of Lewisham for the delivery of social work education at Goldsmiths.

We are one of only four sites across the country to have received government funding to develop and test new and innovative approaches to social work qualifying education, early career training and continuing professional development programmes. As a result, a significant number of social work practitioners, from all levels within these three local authorities, are involved in the MA Social Work programme, delivering or co-delivering lectures, workshops and seminars. This means that there is a very close relationship with practice to ensure that by the end of the programme students are equipped to deliver authoritative, compassionate, social work practice that makes a positive difference to people’s lives.

You will be encouraged to make links between anti-oppressive practice, social work values, the legal framework, theories, methods and skills of intervention and social work practice throughout the course.

Intake

The programme has an intake of around 35-40 students each year. Goldsmiths is committed in its policy and practice to equal treatment of applicants and students irrespective of their race, culture, religion, gender, disability, health, age or sexual orientation. We particularly welcome applications from members of minority groups.

The teaching includes lectures and workshops with the entire student group and small study groups, reflective practice discussion groups and seminars of between 10 and 14 students. A significant proportion of the course takes the form of small study groups and seminars.

The MA is a full-time course. It is not possible to study the course part-time. It is not possible for students to transfer from a social work course at another university onto the second year of the Goldsmiths MA in Social Work course.

Contact the department

If you have specific questions about the degree, contact the Admissions Tutor.

Modules & Structure

Successful applicants on the MA in Social Work commit to studying on a full-time taught course over two years. On successful completion you will receive a MA in Social Work which is the professional entry qualification to be a social worker and it enables you to apply for registration as a social worker with the Health and Care Professions Council.

The curriculum aims to provide you with the value, knowledge and skill base for practice and is organised around study units, workshops, lectures/seminar modules, projects and private study. The teaching and learning opportunities centre on the key areas of the social sciences and their application to Social Work practice, as well developing your intellectual capacity, and the skills necessary to get you ready for practice. There is an expectation that you attend at least 85% of all aspects of the programme.

The structured learning includes specific learning in:

human growth and development, mental health and disability
social work theories and methods; assessment, planning, intervention and review
communication skills with children, adults and those with particular communication needs
law, and partnership working across professional disciplines and agencies
social science research methods, including ethical issues
Practice is central to the programme, and there will be practice placements in two settings and with different service user groups (eg child care and mental health). The learning on the programme builds over the two years and prepares you to apply your knowledge to practice situations. We work closely with a range of practice organisations in the Greater London Area. The placements are allocated by our placement tutor and matched with individual profiles. In some instances you may have to travel long distances to your placement organisation. You will need to cover the cost of travel to your placement. You will be expected to work the core hours.

At Goldsmiths we recognise:

the unique contribution that all students bring as individuals to the programme in terms of their personal qualities and life experiences
that professional training builds on the uniqueness of each individual by facilitating the student’s exploration of the values, knowledge base and skills of Social Work practice
that it is the student’s responsibility not only to develop a technical acquaintance with the framework of Social Work practice but also to demonstrate competence through its application in practice
that Social Workers are at the interface of society’s attempts to promote welfare
Social workers have a dual responsibility to act within the state’s welfare framework and also to recognise the pervasive influence of oppression and discrimination at an individual and a structural level in most of the situations in which they work. We will prepare you for this professional responsibility.

Year 1

In year 1 you are introduced to social work as a professional activity and an academic discipline. You consider key concepts such as the nature of need, community, social work services, and the significance of the service user perspective.

You are also provided with an introduction to: life-span development, assessment in social work and a range of social work intervention approaches. Your assessed practice consists of 70 days spent as a social worker; this gives you the chance to develop your communication and social work practice skills with service users, and to work in partnership across professional disciplines and agencies.

Year 2

Year 2 provides you with an overview of the legal and organisational context of social work, and extends your knowledge and skills in one of the two main specialist areas of social work practice: working with children and families, or working with adults in need. You will work in small groups to explore methods of intervention, research and theories which are relevant to a particular area of social work, while another assessed practice element enables you to meet the professional requirements for social work training via 100 days of practice under the guidance of a practice assessor.

You are expected to demonstrate competence across a range of standards and this is formally assessed. The learning on the MA Social Work programme builds over the two years and prepares you to apply that knowledge to practice situations.

Practice placements

You are required to spend 170 days in practice settings.

In Year 1 there is a practice placement lasting 70 days and in Year 2 the practice placement lasts 100 days. These placements are arranged through the allocation system devised by the College. The practice placements will be supported by 30 days for the development of practice skills.

You have an identified Practice Educator for each of the two practice placements. Most of our placements are located in South East London, so if you live elsewhere you will need to travel.

We have partnership agreements with the following organisations for placements in social work:

London Borough of Brent – Childrens Services
London Borough of Brent – Adults Services
Royal Borough of Kensington and Chelsea – Adults Services
London Borough of Lambeth – Childrens Services
London Borough of Southwark – Childrens Services
London Borough of Southwark – Adults Services
London Borough of Lewisham – Childrens Services
London Borough of Lewisham – Adults Services
London Borough of Croydon – Adults Services
Royal Borough of Greenwich – Childrens Services
Royal Borough of Greenwich – Adults Services
London Borough of Bromley – Childrens Services
London Borough of Bromley – Adults Services
NSPCC (London Region)

We also work with about 20-30 voluntary/private social care agencies each year. Here are some that we've worked with recently:

Equinox Care Mental Health Services
Body and Soul HIV Service
Jamma Umoja Family Assessment Services
Advocacy in Greenwich Learning Disability Service
Lewisham Refugee Network
Turning Point Mental Health Services
Carers Lewisham

Assessment

The programme is assessed by a range of methods including essays, assessed role plays, take home papers, project work, a practice based case study, a final year dissertation, and the production of a practice portfolio for each placement.

Assessment of practice is by reports by your Practice Educator. This includes direct observation of your work with service users as well as your practice portfolio, and a narrative giving an evaluation of your work.

Professional standards

Social work is a regulated profession. From 1 August 2012, the Health and Care Professions Council (HCPC) took on the regulation of social workers and the regulation of the performance of social work courses. This means that social work students will need to adhere to the standards set out in the Health and Care Professions Council (HCPC) Guidance on conduct and ethics for students (HCPC 2009), and work towards meeting the HCPC Standards of Proficiency - Social workers in England (HCPC 2012). These are the standards social work students are expected to demonstrate at the end of their last placement/ qualifying level.

Skills

You'll develop the ability to practise social work in a wide variety of settings with different service user groups.

Careers

The programme will enable you to register and practise as a qualified social worker.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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This course provides an opportunity for those who've already discovered an interest in counselling. It allows you to take that interest further or apply counselling skills to other settings. Read more

Why this course?

This course provides an opportunity for those who've already discovered an interest in counselling. It allows you to take that interest further or apply counselling skills to other settings. It does not lead to a qualification in counselling but can be a stepping stone to such an objective.

The course is validated by COSCA (Counselling & Psychotherapy in Scotland) and as a postgraduate level course carries 60 credits at SCQF Level 11.

If you successfully complete the certificate course you’ll be given priority in the application process for the Postgraduate Diploma in Counselling.

See the website https://www.strath.ac.uk/courses/postgraduatetaught/counsellingskills/

You’ll study

The course is experiential in nature and aims to enable you to:
- gain a fuller understanding of self and of self in relationships
- describe the values, concepts and process of the person-centred approach to helping
- apply this approach in your own helping context
- become a more effective helper through the use of counselling skills

Teaching staff

Staff in our Counselling Unit are trained and accredited through their relevant professional bodies and/or registered with the UK Council for Psychotherapy. They are experienced practitioners as well as trainers, ensuring our courses offer thoroughly practical training of the highest quality and integrity.

Accreditation

The course is validated by COSCA (Counselling & Psychotherapy in Scotland).

Learning & teaching

This campus-based course runs from September to May with the following elements:
- an introductory week in September where the course meets from 10am to 5pm each weekday
- 13 single Mondays at roughly fortnightly intervals between September and April
- a two-day block in April/May

You’ll spend 120 hours based on campus. You’re expected to spend the same amount of time doing home study and reflection.

Careers

- Where are they now?
89.2% of our graduates are in work or further study.*

Job titles include:
- Clinical Nurse Specialist
- Marketing Officer
- Professional Counsellor
- Quality Supervisor
- Social Worker
- Tutor
- Youth Worker

Employers include:
- Action for Children
- NHS
- Capability Scotland
- Childline
- Childrens Hospice Association Scotland
- Home Start
- IDOX
- Liber8 Lanarkshire Ltd
- Quintiles
- Richmond Fellowship

*Based on the results of the national Destinations of Leavers from Higher Education Survey.

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

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This three module course will develop your understanding of the new National Curriculum focus on reading for pleasure. Read more
This three module course will develop your understanding of the new National Curriculum focus on reading for pleasure.

You will focus on understanding how texts are constructed using a range of narrative models and how this aspect of your subject knowledge can be employed in the primary classroom to develop children's abilities to read a range of texts.

See the website http://www.brookes.ac.uk/courses/postgraduate/pgcert-education-childrens-literature/

Why choose this course?

- There is a strong focus on applied classroom practice

- You will be taught by an experienced team of colleagues researching and teaching in the area of children's literature

- You will explore a variety of texts currently available, including classic texts, comics, novels in verse form, literature in translation and interactive texts.

This course in detail

The three modules are:

- Reading for pleasure in the primary classroom
(7 sessions in the Autumn term)

Grounded in reader response theory, the focus of this module is to enhance your skills as a teacher of reading in its broadest sense. With an excellent range of high quality texts at the module's heart, you will explore how to read picture books, novels, poetry and interactive texts across the primary ages. By the end of the module, you will have the tools to support children in being able to talk critically and comprehensively about texts and have the knowledge to build a community of successful, lifelong readers.

- Children's literature through the ages: from classic texts to interactive texts and their use in the classroom
(7 sessions in the Spring term)

The profile of children's books has undergone an unparalleled change compared to other fields of literature. From its early days of didactic and moralistic undertones pre-18th century, to the present day where stories are not just written for pleasure but actively encourage children to question the ideologies that surround them, this genre's journey has been fascinating and, arguably, the most diverse. This module will begin with studying some of the early classics and end with children's stories in today's multimedia world. Through a range of theoretical perspectives such as feminism, marxism and post-modernism, this module will explore a range of texts including: classics, novels in verse, literature in translation, apps, traditional tales and comics.

- Investigating practice
(3 workshops and tutorial support in the Summer term)

You will develop an inquiry related to your own practice which can then be assessed through either a report or a portfolio of work. This might include the development of pedagogical approaches or curriculum materials, or investigations into the achievement levels or the opportunities provided for particular groups of learners. It could also include the development of professional practice through shadowing others or engaging in collaborative work across organisations.

The inquiry will be supported by a personal tutor. Group seminars and workshops will provide guidance on the development of methodological tools for the inquiry and enable you to share the stages of project development with other members of the group. You will be allocated a personal tutor for this assignment who will signpost you to relevant academic theory and research and support material.

Please note: as our courses are reviewed regularly, the modules available may vary from those shown here.

Attendance pattern

This course takes place on Wednesday evenings 5.00pm - 8.00pm at the Harcourt Hill Campus.

How this course helps you develop

The PGCertificate aims to develop reflective practitioners at master's level.

Careers

Your learning on the course may lead to better prospects for career advancement and students frequently change role / direction as a result of developing new understandings and skills from their work on the course.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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The MSc Professional Practice (Learning Disability) is open to all professionals working with people who have a learning disability. Read more
The MSc Professional Practice (Learning Disability) is open to all professionals working with people who have a learning disability. Professionals working with this client group need to keep up-to-date with the latest developments in order to meet the clients’ changing needs.

The aim of this degree is to transform your practice and thus improve the quality of care for service users. Module content and delivery is underpinned by the latest research evidence, which ensures that this award meets the challenges of the demanding and dynamic environments that health and social care practitioners work in today.

See the website http://courses.southwales.ac.uk/courses/609-msc-professional-practice-learning-disability

What you will study

Modules
Core modules:
- Research methods
- Dissertation

Specialist modules:
There modules relate directly to this degree.

- Autistic Spectrum Disorder
This 20 credit module covers areas such as Introduction to Autistic Spectrum Disorders; autism; Asperger’s syndrome; incidence and prevalence, diagnosis; assessment strategies; related syndromes and conditions; bio-psycho-social factors; diet; pharmacotherapy; environmental considerations; communication methods; TEACCH; therapeutic approaches;

- Contemporary Issues in Learning Disability
This 20 credit module covers areas such as local, national and international policy developments; inter-professional practice; quality of life; frameworks and philosophies of care; anti-discriminatory practice; vulnerability and abuse issues; stake holder involvement; developments in research and service delivery; person centred approaches; developments in technology.

- Advocacy
This 20 credit module covers areas such as – What is Advocacy and the different types of advocacy- independent; self; group; citizen and professional; Legislation and duties; Mental Capacity Act 2005 and consent; the role of the IMCA; DOLS; Human Rights Act 1998 and Equalities Act 2010; Power, Empowerment and Participation; Practical skills – supporting people to self advocate; Communicating concepts; listening, negotiation skills; Developing, marshalling and presenting coherent arguments on behalf of others; Policy and Guidance e.g. POVA; advocacy within the policy process; ethical principles, frameworks and decision making; interagency working, confidentiality and sharing information; thresholds for intervention/referral; creating an advocacy culture.

Learning and teaching methods

To gain the MSc Professional Practice (Learning Disability) degree you will need to study at least 80 credits (including your dissertation of 60 credits) relating to the support and care of people with learning disabilities. This means that you must choose to study at least one of the specialist modules. To graduate from a masters’ degree course you must study a total of 180 credits which must include a 40 credit research module.

These modules run yearly depending on demand and are usually delivered via weekly four-hour sessions throughout the academic year.

Teaching methods include facilitated discussions, seminars, workshops and presentations. You will be required to undertake background reading to develop a broad knowledge base and encouraged to become a critical thinker, enabling you to question theories and develop your own ideas informed by evidence and research.

We offer a range of support services for students with a disability. We encourage you to discuss your individual requirements with an adviser as early as possible when you apply.

Work Experience and Employment Prospects

To date, students undertaking this course have normally been qualified nurses. However, other professionals such as psychologists, speech and language therapists, occupational therapists and social workers have undertaken modules. Currently, there are attempts being made to include this pathway or elements of it in the post qualified social work framework and childrens nursing post registration programme. Feedback received from students undertaking modules has so far been very positive especially the use of service users and carers as well as specialist practitioners and leading academics.

Assessment methods

Assessments will take the form of written assignments (one linked to publication).

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Develop a variety of teaching approaches to become an effective and confident teacher of children in Early Years and Key Stage 1. Read more
Develop a variety of teaching approaches to become an effective and confident teacher of children in Early Years and Key Stage 1.

Partnerships with local schools give you opportunities to put theory into practice on placements, supported by experienced Early Years and Primary teachers as you develop the knowledge and skills to meet the national requirements for Qualified Teacher Status (QTS).

Intermediate qualifications available:

• Professional Graduate Certificate in Education

This course is accredited by the National College for Teaching and Leadership.

Choose Primary Early Years PGCE at Bedfordshire and:

• Study on a course designed to enable you to join a challenging and rewarding profession – becoming an inspiring teacher of young children, able to draw on secure understanding of theories about Early Years teaching and learning - with the knowledge and skills to lead learning and initiate change in educational settings
• Explore your understanding of teaching and learning, supported by experienced Early Years and Primary teachers, as you apply your knowledge and expertise to planning teaching and developing curricula, and hone your skills of critical self-evaluation and improvement planning
• Develop your creativity and team-working skills, preparing you to influence and lead in educational settings and enhancing your own sense of independence
• Gain confidence in analysing the evidence of your own practical experience during placements in schools, informing your future actions as you evaluate the impact of applying theory to your teaching practice
• Benefit from a qualification that gives you recommendation for Qualified Teacher Status (QTS), enabling you to gain employment in an Early Years or Primary setting, with opportunities for continuous development through further study at MA/MSc, MPhil, PhD and EdD levels.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/primary-early-years5#about

Course detail

The course is framed by a commitment to help you to develop the characteristics of a University of Bedfordshire graduate teacher. You will be challenged to explore theories of teaching and learning and to examine the implications of such theories for your own development. In doing this you will refine, form and reform your own principles, perspectives and values in relation to professional teaching practice. On completion of the course you will have the appropriate attitude, knowledge, skills and understanding to meet the needs of the childrens and schools workforce agenda.

Distinctive features of this course, through which you will develop these characteristics, include:

• Partnership provision
• Enhancements which improve personalisation and employability
• Reflective practice
• Frequent formative feedback
• Integration of performance and learning outcomes
• Webfolio
• Differentiated achievement outcomes

Modules

• Introducing The Primary School Teacher (Primary Early Years) (EDC192-3) Compulsory
• The Primary School Teacher (Primary Early Years) (EDC195-3) Compulsory
• The Reflective Primary Teacher (Level 7) (EDC139-6) Compulsory
• The Research Informed Primary Teacher (Level 7) (EDC145-6) Compulsory

Careers

Tutors will help you to structure your career profile in a number of ways:

• Career Entry Development Profile (CEDP) - this document will help you to identify the areas for continuous professional development during the NQT (newly qualified teacher) year. You are required to take this profile with you to your new place of employment in order to engage readily in a dialogue about your career development needs.

• Webfolio helps you to monitor your progress, record your achievements and plan for future development more effectively. In addition this resource can be shared readily with all those involved in your professional development. This improved level of access allows for greater personalisation opportunities to better meet your development needs.

• Profile Review Points (PRPs) there are four review points in total spread throughout the academic year. You will be assessed at the point in time by your placement based mentor so as to establish the progress you have made, your strengths and areas for development. PRPs provide an opportunity for the student and mentor to set personalised targets to help you improve further.

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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Develop a variety of teaching approaches to become an effective and confident teacher of physical education in primary schools. Read more

Course Summary

Develop a variety of teaching approaches to become an effective and confident teacher of physical education in primary schools.

Partnerships with local schools give you opportunities to put theory into practice on placements, supported by experienced teachers and academic staff as you develop the knowledge and skills to meet the national requirements for Qualified Teacher Status (QTS).

Intermediate qualifications available:

- Professional Graduate Certificate in Education

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

Choose Primary Physical Education PGCE at Bedfordshire and:

- Study on a course designed to enable you to join a challenging and rewarding profession – becoming an inspiring teacher of young children, able to draw on secure understanding of theories about Primary teaching and learning - with the knowledge and skills to lead learning and initiate change in educational settings
- Explore your understanding of teaching and learning, supported by experienced Primary teachers, as you apply your subject knowledge and expertise to planning teaching and developing curricula; honing your skills of critical self-evaluation and improvement planning
- Develop your creativity and team-working skills, preparing you to influence and lead in educational settings and enhancing your own sense of independence
- Gain confidence in analysing the evidence of your own practical experience during placements in schools, informing your future actions as you evaluate the impact of applying theory to your teaching practice
- Benefit from a qualification that gives you recommendation for Qualified Teacher Status (QTS), enabling you to gain employment in a Primary Education setting, with opportunities for continuous development through further study at MA/MSc, MPhil, PhD and EdD levels.

Why choose this course?

Develop as a highly qualified teacher with the knowledge and skills to lead learning and initiate change in educational settings.

Entry requirements

Primary subjects

- You must possess a minimum 2:2 honours degree or equivalent
- All applicants must have GCSE grade C (or equivalent) in English, mathematics and science
- Applicants whose first language is not English and who do not have GCSE grade C in English need to have IELTS with an average score of at least 6.0
- All applicants should have recent and relevant experience of working with children in a mainstream UK school in the phases for which they are applying, a minimum of 10 days is expected (e.g 5 days in KS1 and 5 days in KS2 OR 5 days in KS1 and 5 days in EY)
- All students will undergo a Disclosure and Barring Services (DBS) check
- All entrants must have passed the professional skills tests prior to entry

Career Management Skills

The course is framed by a commitment to help you to develop the characteristics of a University of Bedfordshire graduate teacher. You will be challenged to explore theories of teaching and learning and to examine the implications of such theories for your own development. In doing this you will refine, form and reform your own principles, perspectives and values in relation to professional teaching practice. On completion of the course you will have the appropriate attitude, knowledge, skills and understanding to meet the needs of the childrens and schools workforce agenda.

Distinctive features of this course, through which you will develop these characteristics, include:

- Partnership provision
- Enhancements which improve personalisation and employability
- Reflective practice
- Frequent formative feedback
- Integration of performance and learning outcomes
- Webfolio
- Differentiated achievement outcomes

These features are outlined below:

Partnership provision -

The course has been developed, and is taught, by a team consisting of practising teachers, senior teachers, school leaders and university tutors. As a result, the course design satisfies the expectations and requirements of your future employers and you will benefit from the current and recent experience which they bring. Authentic partnership with schools underpins the success of the course, as confirmed by Ofsted 2011. Innovative developments include working with clusters of schools to provide a common ITE experience and professional development programme across the cluster. This is an emergent model of partnership which enables the University to engage directly in shaping the teacher education course and to provide employment opportunities for newly qualified teachers.

Enhancements which improve personalisation and employability -

The first aim of the Subject Specialist unit is to develop your subject knowledge and pedagogy with a specific focus on the phase and/or specialist subject curriculum. However, in order to support you in achieving your personal aspirations, and to enhance your record of knowledge and experience, the programme offers a range of additional opportunities such as: working with learners for whom English is an Additional Language; using the interactive white board to enhance learning; etc.

Reflective practice -

The course aims to develop you as an effective reflective practitioner. Reflective thinking is a multifaceted process that requires you to analyse classroom events and circumstances. By virtue of its complexity teaching requires constant and continual classroom observation, evaluation and subsequent action. However, to be an effective practitioner it is imperative to understand `Why?, `How? and

`What if.? in addition to the analysis of the observed events. This understanding comes through the consistent practice of reflective thinking and writing which is supported by the webfolio, assignments and profile review process. In essence, the continuous development of your skills of reflective analysis provides you with key learning tools through which to evaluate your progress as a developing professional.

Reflective thinking is a learned process that requires time. The course encourages you to develop the skill of critical self-evaluation and to discover meaningful and creative problem-solving strategies to support your classroom practice. In doing so you are expected to synthesise the knowledge and understanding gained from your reading, learning experiences and teaching practice.

Frequent formative feedback -

The course team members share a pedagogic belief that all aspects of the course should present you with models of best teaching practice from which you are able to form your own pedagogic principles. One key feature of that model of practice is the emphasis placed on the role of formative assessment. That is, a belief that assessment tasks should be used as one of the tools by which to promote learning, rather than simply to measure what learning has taken place. In all units, therefore, support is provided in the form of frequent feedback about your progress against the assessment criteria, in order to recognise, respond to, and enhance the learning that has taken place. Support includes scheduled tutorial meetings, to allow you to assess your progress and identify specific targets for continual improvement, with opportunities to improve your work prior to final submission.

Integration of performance and learning outcomes -

All teacher education courses are required to provide support to achieve Qualified Teacher Status (QTS) by meeting the requirements of the professional standards (currently the Teachers Standards 2012.) A defining principle of this course is the commitment to intellectual engagement with the standards, rather than superficial claims of performance against them. To support this, the qualitative descriptors are used to show how satisfactory, good and outstanding student teachers might present themselves. Your professional development record will be organised within the framework of Teachers Standards and the assessment strategy, described in detail later in this document, ensures that your critical analysis of experiences from the course forms the basis of your evidence against those standards. In this way, your intellectual and performance development are intrinsically linked.

Webfolio -

The webfolio is the medium through which your reflective writing, other assessments and documentary evidence are managed. As such, it forms the central spine of the course, drawing the range of experiences and activities together in a coherent structure. The webfolio is a required element of the course and most of your assignments will be submitted by making the webfolio available to your tutor.

The webfolio is designed to help you allocate time and space to engage in critical self-reflection and self-evaluation of your practice, which could then be shared with others, helping you to identify areas of strength and areas for future development. The webfolio will also provide you with a flexible means by which you can gather and store information about your understanding, knowledge, values and beliefs. Its portability ensures that you will be able to continue to use it as a gateway for your professional development beyond the award of QTS.

You will share your webfolio with your mentor to aid professional dialogue and as part of the Profile Review process. It will also be used as an instrument to identify opportunities for deeper personalisation throughout the course.

Differentiated achievement outcomes -

The course is designed to support all students in developing the knowledge and skills which satisfy the requirements of level 7 (Masters level) qualifications. It is acknowledged, however, that some students will choose, or need, to direct their attention and effort towards other aspects of their professional development. For this reason, level 6 and level 7 assessment criteria are organised as a continuum.

There are two units which each offer 30 credits at either level 6 or level 7.

If you pass both the assignments for these units at level 7 you will be awarded a Postgraduate Certificate in Education with recommendation for QTS

If you pass both the assignments for these units at level 6 or either one of these assignments at level 6 and one at level 7, you will be awarded a Professional Graduate Certificate in Education with recommendation for QTS

Career/Further study opportunities

Local and national demand for University of Bedfordshire graduate teachers is high. Annual destinations surveys show that 90% of graduate teachers will have secured full-time teaching posts to begin in the year of graduation, with a further 9% working in part-time teaching positions.

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International Children’s Rights is a programme whose time has come. Recently, the main treaty in this area – the UN Conventionon the Rights of the Child (CRC) – reached its 25th anniversary. Read more
International Children’s Rights is a programme whose time has come. Recently, the main treaty in this area – the UN Conventionon the Rights of the Child (CRC) – reached its 25th anniversary. Also, there is an ever deepening consciousness at the international and domestic levels regarding the role that implementing children’s rights can have in both the private and the public spheres of life.

Visit the website: http://en.mastersinleiden.nl/programmes/international-childrens-rights/en/introduction

Course detail

International children’s rights (law) is a unique area of law because it is multi-layered (covering international, regional and national legal spectrums) and interdisciplinary (crossing different areas of law, both domestically and internationally). Children’s rights intersect with the areas of civil, criminal and administrative law, as well as public international law, international humanitarian law, international criminal law and international labour law. A special feature concerns the interplay between children’s rights and private international law, in particular with the instruments developed by the Hague Conference on Private International Law.

The multi-layered and legal interdisciplinary nature of international children’s rights requires specialist knowledge in order to be able to assess its meaning and implications for the position of children at the international and domestic level.

Format

Our programme is characterised by small-scale teaching, which encourages intensive interaction between students and lecturers. Students in our Advanced Masters programmes come from various countries, which contributes to a truly international study environment.

For whom?

- law graduates in possession of a full law degree (offering access to legal practice) or legal professionals.
- graduates who hold an equivalent degree and/or have sufficient professional experience in the field.

Careers

Our graduates meet the requirements for a range of positions with organisations including:

- governmental and inter-governmental bodies and public administration (both national and international);
- national, regional and international (non-governmental) organisations dealing with children’s rights issues;
- the judiciary or national human rights institutions (e.g. ombudspersons) or
- law firms or companies involved with children and/or family matters.

How to apply:

http://en.mastersinleiden.nl/arrange/admission

Funding

For information regarding funding, please visit the website: http://prospectivestudents.leiden.edu/scholarships

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On completion of this programme you will be able to. Understand research, policy and other evidence in your chosen branch of nursing. Read more
On completion of this programme you will be able to:

• Understand research, policy and other evidence in your chosen branch of nursing
• Apply advanced knowledge when caring for client groups within legal, ethical and professional frameworks in an innovative and confident way
• Practice as a registered adult or mental health nurse
• Assess the needs of healthy and sick adults in different settings
• Understand nursing activities associated with caring for adults and their families

Please note: For applications for entry in September 2017 or later, it is likely there will be changes to the funding of fees and a bursary may no longer be available. Please see the ‘Fees and Funding’ tab for further details.

Visit the website: http://www.salford.ac.uk/pgt-courses/nursing-rn-adult-mental-health-children-young-people

Suitable for

Graduates from any discipline who are interested in developing the knowledge and practical skills to practice as a nurse.

Course detail

A blended learning approach will provide the foundation to the teaching and learning strategy by way of Seminars, Masterclasses, action learning, guided independent study, simulation and workshops. Theoretical learning will be complemented by Field of Practice and Level specific seminar group facilitation, discussion, dissemination and formative feedback.

The course has an equal split between time spent in theory and time spent in practice.

Applicants should be aware that in order to successfully complete the Programme and be eligible to apply for registration as a Registered Nurse (RN), that they will need to evidence 2300 hours of theoretical learning and 2300 Practice learning (4600 hours in total). This is a Programme requirement and so may not be reflected in the allocated specified hours of learning on the academic module specifications.

Modules

• Public Health and the Context of Nursing (30 credits)
• Critical Application of Nursing to Self and Others (30 credits)

You will take one of the following modules depending on the pathway you have chosen.

• Adult Nursing Practice 1 (30 credits)
• Mental Health Nursing Practice 1 (30 credits)
• Children's Nursing Practice 1 (30 credits)
• Judicious Nursing Practice (30 credits)
• Critical Analysis of Contemporary Nursing Issues - students will choose to study 2 themes (30 credits)

You will take one of the following modules depending on the pathway you have chosen.

• Adult Nursing Practice 2 (30 credits)
• Mental Health Nursing Practice 2 (30 credits)
• Childrens Nursing Practice 2 (30 credits)

Adult Nursing:

• Personal and Professional Practice in Adult Nursing (30 credits)
• Analytical Enquiry in Adult Nursing (30 credits)
• Adult Nursing Practice 3 (30 credits)

Mental Health Nursing:

• Personal and Professional Practice in Mental Health Nursing (30 credits)
• Analytical Enquiry in Mental Health Nursing (30 credits)
• Mental Health Nursing Practice 3 (30 credits)

Children and Young People's Nursing:

• Personal and Professional Practice in Children's Nursing (30 credits)
• Analytical Enquiry in Children's Nursing (30 credits)
• Children's Nursing Practice 3 (30 credits)

Assessment

Assessment methods are varied and include assignments, presentations, observed structured clinical examinations, exams and portfolio assessment.

Career prospects

Following successful completion of this course you will be able to gain employment in the nursing field related to your choice of branch. You will be equipped to embrace the challenges that working in health care in the 21st century brings. You will be employable within the NHS and in private health care organisations and may wish to pursue a career in health care management having already experienced study at postgraduate level.

How to apply: http://www.salford.ac.uk/study/postgraduate/applying

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This MA offers you the opportunity to explore current issues within early childhood education in national and international contexts, and can open up a wide range of career opportunities in areas including childcare management, lecturing and research. Read more
This MA offers you the opportunity to explore current issues within early childhood education in national and international contexts, and can open up a wide range of career opportunities in areas including childcare management, lecturing and research.

It focuses on the crucial role that experiences in early education play in producing happy, healthy and successful children. Drawing on your own professional experience, practice and interests you'll be able to research and develop specialist areas of expertise within this field.

Specifically, our re-validated course provides an exciting new opportunity to:
• Engage in rigorous and critical professional development
• Explore issues of relevance to your own workplace
• Enhance your skills in research and critical enquiry
• Investigate the latest research
• Innovate and lead practice

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/early-childhood-education.aspx

Course detail

The range of modules is designed to reflect the range of expertise and specialisms within the Early Childhood Directorate teaching team, who are passionate about using insights from their research to enhance your learning experience. You will have the opportunity to develop your own research and specialist areas of expertise, based on personal interests and professional experiences. We encourage you to gain experience as a researcher, and there may be opportunities to get involved in research projects and student internships within the Faculty of Education.

You will study a core module at the outset which will help you develop an understanding of Level 7 learning and the importance of reflection on practice, as you begin to develop effective Level 7 writing skills and abilities.

• Professional Development through Research, Reflection and Professional Practice (core 20 credit module)

As you progress you will have the opportunity to develop these skills further in a range of optional 20 credit modules. Options include the following although some combinations may be limited due to your mode of study (full/part¬time). All modules are subject to change.

• Early Childhood Education: Curricular and Pedagogical Approaches (optional)
• Leading Quality Practice in Early Childhood Education (optional)
• Policy and Practice in Early Childhood Education (optional)
• Learning Outdoors in Early Childhood (optional)
• Children’s Lives in Context: Historical and International Perspectives (optional)
• Children and Charities in Early Childhood Education (optional)
• Early Childhood Education for Sustainability (optional)
• Early Childhood Education: Negotiated Project (optional)

The final 60 credits of the course are designed to enable you to demonstrate self-direction and originality in conducting an independent research study into a specialist area in early childhood education.

Suitability

The MA attracts a wide range of graduates from a variety of backgrounds not necessarily Early Years related but those who wish to expand and deepen their knowledge of young children from birth to 8 years. Throughout the course you will have the opportunity to engage in extracurricular activities hosted by the University such as conferences, open lectures, and visits to early years settings.

Format

You'll study using a variety of learning and teaching strategies involving you as an active participant in the process of learning and teaching depending upon the mode of delivery. Modules typically consist of a series of lectures, workshops and seminars which are delivered over the course of seven weeks. Some modules may be offered on a blended basis combining face to face Saturday sessions with access to online learning resources. Blended delivery is particularly appropriate where the module content demands experiential learning and some sessions may include field work as well as classroom based activities. It is also appropriate for modules such as the Negotiated Project where students are encouraged to further their own specific research interests with one-to-one tutor support.

All learning will be supported through the use of the University Virtual Learning Environment (Blackboard) as well as other digital media. Individual tutorials are offered to students in all modules and individual supervision forms an essential part of work on the dissertation. The module tutor or the Programme Director will act as your personal tutor.

Assessment

The programme uses a range of assessment types including presentations, action research reports, reflective commentaries, literature reviews and document analysis. You will also complete a 15,000 word dissertation based on your research interests.

What can I do next?

As a programme of rigorous and critical professional development, the MA Early Childhood Education can open up a wide range of opportunities. Graduates from the MA Early Childhood Education have been successful in pursuing careers in a variety of different professional contexts with roles including Lecturer in Early Years, Nursery Manager, Childrens Centre Manager, Deputy Headteacher (primary) and Creative Early Years Specialist. Some students have gone on to enroll on doctoral programmes and to undertake a PhD based on their particular research interests.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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This course provides student-centred and interdisciplinary opportunities for the development of a critically informed specialist practitioner in community nursing who will be instrumental in changing and developing nursing practice, and who will be a leader of their profession. Read more
This course provides student-centred and interdisciplinary opportunities for the development of a critically informed specialist practitioner in community nursing who will be instrumental in changing and developing nursing practice, and who will be a leader of their profession.

Why Study Specialist Practice Community with us?

Specialist practitioners are defined as leaders who are able to exercise higher levels of judgement and discretion.

The overarching aim of our course is to produce a competent, independent community practitioner working at postgraduate level, capable of promoting the development and delivery of community nursing practice across a variety of settings.

Pathways include:

District Nursing
Mental Health Nursing
Learning Disability Nursing
General Practice Nursing
Community Childrens’ Nursing
The course is 50% theory and 50% practice and this is integrated across the duration of the course. You will undertake the theoretical component in the University, and undertake the practice component in a community setting under the supervision of a qualifi ed Mentor or Practice Teacher from the defined area of practice.

What will I learn?

Our modules focus upon contemporary themes such as public health and leadership in addition to specialist practice. District Nursing students undertake Community Practitioner Nurse Prescribing as a module.

You will also critically explore current political drivers which impact directly upon clinical practice.

How will I be taught?

We use a range of teaching strategies within the course, such as lectures, tutorials and e-learning.

There is also the opportunity for the Pathway Lead to visit you and your Mentor in practice to aid learning and support. This will allow you to reflect upon your practice and to show progression within the course.
Over the 40-week course you will have up to 190 hours of teaching; this will mostly consist of University attendance, but there are also elements of online learning structured within the course.
How will I be assessed?

Practice is assessed via a Practice Learning Portfolio under the supervision of a qualified Mentor or Practice Teacher. Modules are assessed in a variety of ways, e.g. examinations, assignments, presentations, oral examination and portfolio.

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Train to teach Modern Languages to 11 to 16-year-olds with London Metropolitan University and begin your fulfilling career in secondary schools. Read more
Train to teach Modern Languages to 11 to 16-year-olds with London Metropolitan University and begin your fulfilling career in secondary schools. You’ll learn the principles of effective Modern Languages teaching and how to develop school childrens’ love of the foreign word. Your placements at our partnership schools will back up what you have learnt with hands-on practical experience. Attendees of our National College for Teaching and Leadership (NCTL) accredited PGCE Secondary courses attain high results, with 95% achieving an Ofsted good or outstanding grade by the end of the course and 96% going on to obtain employment, often with their placement schools.

More about this course

This NCTL accredited PGCE Secondary Modern Languages course leads to Qualified Teacher Status (QTS) and prepares you to teach 11 to 16-year-olds (Key Stages 3 and 4) in a secondary school environment. It also gives you the opportunity to teach the 16-18 age range.

The modern languages included are French, Spanish and German, and you will be developing pupils’ skills in speaking, reading, listening and writing the language they choose to learn.

If you only speak German or Spanish, we offer a 12-week Subject Knowledge Enhancement (SKE) in French, enabling you to teach French up to Key Stage 3. The SKE is fully funded and bursaries are available to eligible applicants.

At the University, you’ll study teaching methodology, pupil assessment and how children learn. There will also be collaborative and school-based projects with other trainees.

Based in London, this PGCE course will broaden your understanding of teaching in multicultural urban environments. Through your two school placements, you’ll learn how to help 11-16-year-olds develop their foreign languages effectively and fluently.

This commitment to high standards has led to positive reviews from Ofsted:

"Headteachers are particularly complimentary about the fact that the trainees and Newly Qualified Teachers are well prepared to meet the specific challenges of teaching pupils in the London environment."
Ofsted 2015

Your assessment will consist of four elements:
-School placement A
-School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
-A Professional Practice Portfolio which is compiled throughout the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience
-The Educational Research Assignment which allows you to explore an educational issue

There are no examinations.

You'll share feedback with your peers and colleagues on the placement, completing weekly reflections and contributing to online discussions in order to further develop your understanding of the secondary teacher role.

Modular structure

The modules listed below are for the academic year 2016/17 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:
-Curriculum Studies (core, 30 credits)
-Professionalism and Inclusive Practice (core, 30 credits)
-School Experience to Progress Point 2 (core, 15 credits)
-School Experience to Progress Point 5 (core, 45 credits)

What our students say

"I personally believe that London Met is an excellent PGCE course provider and the Modern Languages course prepares students very well for a teaching career in this subject. What I appreciated the most was the tutors and the relationships they were able to build with the students. The PGCE year can be a stressful one and it is very important for student teachers to feel supported. The tutors at London Met do this. They teach that in order to be a good teacher you have to encourage pupils and they do it with their student teachers as well. Excellent!" Former PGCE Secondary Modern Languages trainee

After the course

This intensive PGCE leads to Qualified Teacher Status (QTS), which enables you to teach Modern Languages to 11 to 16-year-olds. Our trainees have gone on to secure secondary teacher roles at schools including Ark Academy, Ralph Allen School, Bushey Academy and more.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teachng subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

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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This MSc is taught by our expert team of psychologists specialising in early childhood development. The course covers a range of topics from social and cognitive development, to autism and other atypical developmental issues, to the health psychology of infant feeding practices. Read more

Introduction

Why study at Stirling?

This MSc is taught by our expert team of psychologists specialising in early childhood development. The course covers a range of topics from social and cognitive development, to autism and other atypical developmental issues, to the health psychology of infant feeding practices. Teaching is grounded in practice with input from social psychologists, health psychologists, neuropsychologists and primatologists. As well as a month-long placement, you will also benefit from hands-on learning through our in-house playgroup which is integral to teaching and research on the MSc.

Key information

- Degree type: MSc, Postgraduate Certificate, Postgraduate Diploma
- Study methods: Full-time, Part-time
- Start date: September
- Course Director: Dr Catherine Grainger

Bursaries are available: http://www.stir.ac.uk/scholarships/.

Course objectives

What the MSc is for:
- To train you how to conduct research into child development.
- How the brain and mind develop is critical to our understanding of human psychology.
- Studying this requires special skills and knowledge that you will acquire on this course.

Who the MSc is for:
Graduates in Psychology or related subjects and professionals working with children as continued professional development.

How the MSc is taught:
In addition to core research methods modules, the course includes a seminar series with topics ranging from social and cognitive development to autism and other atypical developmental issues and the health psychology of infant feeding practices. The research placement allows direct experience tailored to each student’s career aspirations, and the dissertation allows extensive research into a chosen aspect of child development.

What you get
Office space and equipment, a personal academic supervisor, and inclusion in a vibrant, stimulating and friendly research community.

English language requirements

If English is not your first language you must have one of the following qualifications as evidence of your English language skills:
- IELTS: 6.0 with 5.5 minimum in each skill
- Cambridge Certificate of Proficiency in English (CPE): Grade C
- Cambridge Certificate of Advanced English (CAE): Grade C
- Pearson Test of English (Academic): 54 with 51 in each component
- IBT TOEFL: 80 with no subtest less than 17

For more information go to English language requirements https://www.stir.ac.uk/study-in-the-uk/entry-requirements/english/

If you don’t meet the required score you may be able to register for one of our pre-sessional English courses. To register you must hold a conditional offer for your course and have an IELTS score 0.5 or 1.0 below the required standard. View the range of pre-sessional courses http://www.intohigher.com/uk/en-gb/our-centres/into-university-of-stirling/studying/our-courses/course-list/pre-sessional-english.aspx .

Structure and content

The course is made up of the following modules:
- Child Development: A series of participatory seminars with developmental psychologists covering a range of topics in child development: socio-cognitive development in pre-school children; the social and cognitive characteristics of Autistic Spectrum Disorders; the health psychology of infant feeding practices; representation and social learning in infancy; cross-cultural differences in cognition; language and communication development and assessment.

- Psychological Research Methods I and II: Covers a wide range of techniques used in psychological research and demonstrates these techniques in relation to topics in a range of areas.

- Advanced Statistics: Assumes a reasonable knowledge of statistics, although an additional introductory module is available. The main statistics teaching is aimed at introducing advanced methods such as multivariate statistics and the rationale of using statistical methods.

- Key Skills for Psychology Researchers: Focuses on the research process, including ethical reviews, professional conduct and disseminating research effectively to specialist and non-specialist audiences.

- Qualitative Research Methods: Provides a broad but solid grounding in qualitative research methodology.
- Research Placement: This month-long placement, which can be in an applied setting in a childrens' charity, school or child services or within an academic setting such as a Research Assistant, is carried out in the Spring Semester, allowing students to broaden their practical research experience and enhance their employability skills.
The Division of Psychology also has its own Playgroup which supports developmental research and teaching.

We also offer some flexibility, allowing students to opt for a module from another subject area if this can meet personal training needs.

Dissertation

For those who go onto the MSc, approximately half of the course of study is devoted to a research project, leading to a 12,000-word dissertation.

Delivery and assessment

Teaching is delivered using a variety of methods including tutorials, demonstrations and practical classes, but the majority is seminar-based.
Students are typically taught in small groups in specialist classes, with first-year PhD students or other postgraduate students (for example, in modules from other MSc courses).
The individual module components contribute towards 60 percent of the MSc grade, with the research dissertation contributing the remaining 40 percent.

Why Stirling?

REF2014
In REF2014 Stirling was placed 6th in Scotland and 45th in the UK with almost three quarters of research activity rated either world-leading or internationally excellent.

Strengths

Psychology at Stirling is one of the leading psychology departments in the UK. It ranked in the top 20 in the recent research assessment (REF 2014) and is one of only seven non-Russell group universities to do so (Birkbeck, Royal Holloway, Sussex, Essex, St Andrews and Bangor; source Times Higher Education magazine). Its quality of research publications ranked third in Scotland after Aberdeen and Glasgow. Furthermore, the relevance of its research activity to society received the highest possible rating which only four other psychology departments in the UK achieved (REF 2014 results).

Psychology at Stirling University is small enough to fully involve MSc students in our lively and collegial community of research excellence.

Your three month full-time dissertation is supervised by leading UK academics.

Career opportunities

The course is designed for those going on to do further research in developmental psychology and careers where a knowledge of developmental research is beneficial. The research placement enables you to gain direct experience tailored to your career aspirations and the dissertation allows extensive research into a chosen aspect of child development.

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This course will equip you with innovative creative skills in the exciting field of TV Drama Production. During your time with us, you will learn specialist production crafts and gain a detailed knowledge of the fiction form. Read more
This course will equip you with innovative creative skills in the exciting field of TV Drama Production. During your time with us, you will learn specialist production crafts and gain a detailed knowledge of the fiction form.

Key benefits:

• Learn cutting-edge production techniques using the latest technologies on our MediaCityUK campus
• Combine elective modules to suit your specialism
• Collaborate with the broadcast industry through live-industry briefs and media projects.

Visit the website: http://www.salford.ac.uk/pgt-courses/media-production-tv-drama-production

Suitable for

Graduates with an Honours degree or relevant experience in the broadcast or communications industries. You should want to develop your skills in specialist areas of drama production.

Programme details

You will receive informed, professional guidance throughout the course. To unlock your full creative potential, you will also collaborate with other students on production projects and team-up to form production teams.

Format

The teaching of this course is comprised of seminars, workshops in storytelling and production practice, study of broadcast and editorial guidelines, independent research, collaborative project work and film screenings.

The aim is to support your learning with an effective blend of theory and creative practice, and to encourage ownership of your learning through self-directed projects.

Module titles

• Creative Development Projects
• Media Theory and Practice
• Collaborative Projects
• Advanced Production Practices
• Major Project: Practice Research Project
Or
• Major Project: Dissertation

Assessment

Methods of assessment depend on the module and elective pathway you are taking. They include:

• Creative projects portfolios and productions
• Live briefs
• Critical reflections
• Presentations
• Essay

Each module has its own assessment package and this is structured appropriately to reflect the module content. Practical-based modules are assessed by project and a reflective critical evaluation.

Career potential

Past students have gone on to senior producing and commissioning jobs within television, while others now work as researchers, directors, producers, camera operators, editors and sound designers. The course has strong links with leading media organisations, including ITV, Channel 4, the BBC and the independent production sector.

Links with Industry

To develop your skills and employability, there are opportunities on our Media Production courses to work on live briefs and gain valuable work experience. Previous students have worked with:

• CBBC
• Framestore
• BBC Writersroom
• BBC Natural History Unit
• Nine Lives Media production company
• Sumners Post Production Facility House
• BBC Fast Train, BBC Academy, BBC Red Nose Day and BBC Turn Up the Talent
• Sheffield Documentary Festival, Salford Media Festival, One World Media Festival

The following prominent speakers have delivered guest lectures:

• Sir David Attenborough
• Joe Godwin (Director of BBC Childrens)
• Steve Hewlett (Media commentator / Guardian Columnist)
• Tony Palmer (Documentary filmmaker)
• Jackie Priddle (Aardman Animation Producer)
• BBC Stepping Out and Audience Research Team

How to apply: http://www.salford.ac.uk/study/postgraduate/applying

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The MSc in Children's Nursing enables you to develop a reflective, enquiring, critical and innovative approach to your professional practice. Read more
The MSc in Children's Nursing enables you to develop a reflective, enquiring, critical and innovative approach to your professional practice. You'll further develop the knowledge and understanding with which to enhance your professional practice and advance in an analytical approach to care which is based on best available evidence. You'll also learn to understand the current structure of Children's Services Provision and the role of the nurse within that structure. You'll demonstrate your commitment to excellence in providing care for children and their families, as well as analyse future research needs within your area of practice. Your studies should contribute towards improving care provided for children, young people and the family.

In addition, you'll enhance your life-long learning skills and personal development, enabling you to work with self-direction and originality as well as contribute to professional practice and to society.

Distinctive features of this programme include:
- Meeting the education and training needs of employers and individuals through flexible part-time study;
- The taught programme is complemented by e-learning support and interactive online activities and is supported by expert children's nurses;
- Emphasis is on integrating theoretical approaches with the practice of Children's Nursing;
- Assessment uses innovative practice based approaches such as mock clinical scenarios and reflective logs;
- Potential students can claim advanced standing for up to 50% of the programme (for suitably qualified applicants).

This programme is aimed at Children's Nurses who expect their career to remain primarily in child health care professional practice, are working in primary, secondary or tertiary clinical settings and who wish to continue their academic development to postgraduate level.

Read this tumblr blog post of a women's experiences of being a paediatric nurse:
http://dothehappy.tumblr.com/post/64319041603/on-being-a-paediatric-nurse-i-wish-i-knew-how-to

See the website http://www.lsbu.ac.uk/courses/course-finder/childrens-nursing-msc

Modules

Optional modules:
- Adolescent care
- Childhood cancer nursing
- Children's neuroscience nursing
- Paediatric cardiac critical care nursing
- Paediatric intensive care nursing
- Advanced assessment of the presenting child
- Practice development through individual learning
- Managing the complex presenting child
- Innovations for excellence in leading service improvement

Core module:
- Research in health and social care

Prior to undertaking the final 60 academic credits you'll undertake either a:
- Dissertation
- Work-based project
- Systematic review

Employability

Employment prospects are excellent, with graduates gaining contemporary knowledge and skills which ensures their contribution toadvancing professional practice in children's nursing.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Our Employability Service will support you in developing your skills. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies if needed, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

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The portfolio of pathways focusing on children and young people is designed to foster a purposeful and child-centred approach that makes a significant impact to children's services and student career satisfaction. Read more
The portfolio of pathways focusing on children and young people is designed to foster a purposeful and child-centred approach that makes a significant impact to children's services and student career satisfaction.

Modules are delivered as standalone at both undergraduate and masters level and you can access a number of modules within the children's nursing portfolio. In keeping with a philosophy of inter-professional working, a number of modules are designed to meet the education needs of the inter-professional team.

The course framework offers a flexible approach to the sequence and time-frame in which modules can be taken. This is negotiated on an individual basis with the pathway advisors. Please see the Continuing Professional and Personal Development (CPPD) prospectus for further details or contact Kerry Shewan: .

See the website http://www.lsbu.ac.uk/courses/course-finder/professional-practice-childrens-nursing-pgdip-msc

Modules

Year 1-6:
- Specialist pathway modules
- Optional modules

Year 2-6:
- Specialist modules
- Optional modules
- Research preparation module

Year 3-6:
- Dissertation or practice project

The framework offers a flexible approach to study. Modules with a clinical focus at Level 7 include:
- Principles of managing children's pain
- Childhood cancer nursing
- Paediatric cardiac critical care nursing
- Paediatric intensive care nursing
- Perspectives in adolescent care
- Child and adolescent mental health awareness
- Caring for children and young people with life limiting conditions

Employability

Employment prospects are excellent, with students gaining contemporary knowledge and skills making them fit for purpose.

Professional links

The staff in the Department of Children's Nursing all have links with clinical/practice areas and students and staff benefit from a number of joint appointments with children's specialist modules in a range of settings, as well as a tertiary children's hospital.

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