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Masters Degrees (Circular)

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Today's economic conditions, characterised by increased price volatility and scarcity on energy and resources fronts, require a change in perspective. Read more
Today's economic conditions, characterised by increased price volatility and scarcity on energy and resources fronts, require a change in perspective. We believe an innovative approach, integrating systems thinking and looking beyond the linear ‘take, make, dispose’ model, is the answer that a forward-looking School of Management should strive to provide.

We have designed the Innovation, Enterprise and Circular Economy Postgraduate Certificate to provide a comprehensive and stimulating specialist course by tackling subjects including regenerative product design, new business models, reverse logistics and enabling communication technologies.

The programme is studied through distance-learning, using a combination of self-study, online teaching and group discussions. This flexibility means that you can fit your learning around your work and home commitments, and complete the postgraduate certificate at a pace to suit you, in anything from 2 to 6 years.

This Postgraduate Certificate sits as a separate award within the Innovation, Enterprise and Circular Economy distance-learning MBA programme. It is designed for those who wish to solely focus on circular economy without the additional MBA elements. The Postgraduate Certificate however is designed in such a way that you can convert to the MBA at a later date if you so wish, subject to the approval of the programme director.

Circular economy students are not required to attend any sessions at University of Bradford School of Management.

Why Bradford?

We are proud to be in an elite group of business schools in the world (less than 1%) to hold the triple accreditations of Equis, AMBA and AACSB, often referred to as the "Triple Crown".

Modules

-Business Economics
-Business Accounting
-Managing People
-Strategic Management
-Operations Management
-Marketing Management
-Circular Economy Core Principles and Concepts
-Materials, Resources, Energy and Competitiveness
-Diversity, Scale and Development
-Business Models for the Circular Economy
-Enterprise and Innovation

Learning activities and assessment

Your knowledge and understanding of each subject area studied will be assessed by the most appropriate means. This will typically involve the completion of a written assignment.

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

An MBA is an opportunity to either change career direction or consolidate experience then return and progress in a previous industry or job. The Financial Times Global MBA rankings show that alumni continue to operate in a wide range of sectors with, on average, 20% of them being in board level positions within three years of graduation.

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career Development Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.
Additionally, the School of Management has its own dedicated careers team based on the school campus.

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The transition towards a . circular economy.  has been rapid over the last four years. This MSc provides industrial professionals, senior managers, and executives with the knowledge and skills to manage the transition of their organisation towards a circular economy. Read more

The transition towards a circular economy has been rapid over the last four years. This MSc provides industrial professionals, senior managers, and executives with the knowledge and skills to manage the transition of their organisation towards a circular economy.

Who is it for?

This course aims to provide industrial professionals with technological knowledge, system-level understanding and personal competency to design, evaluate and implement transformational solutions for the future.

Why this course?

Our changing economy is placing ever-greater demands on the skills and expertise of the workforce and up-scaling of new models relies largely on the ability to equip our current and future leaders with the skills to adapt, innovate, and flourish. There will be a need for cross-curricular, multi-disciplinary learning, connecting designers with engineers, material scientists, anthropologists, marketers and business students in order to harness sustainability as a transformational force.

Course details

The course will be delivered through a combination of face-to face and online teaching. The course will adopt a thematic approach to teaching and learning to enable cross-disciplinary learning to meet course learning objectives.

Group project

Group projects provide teams of students with the opportunity to take responsibility for a consultancy type project, usually with an industrial sponsor.

Individual project

The final individual thesis project takes up the remainder of the course. It allows students to demonstrate their ability to think and work in an original way and overcome genuine problems in design, supported by external organisations.

Assessment

Taught modules 40%, Group projects 20%, Individual project 40%

Funding Opportunities

To help students in finding and securing appropriate funding we have created a funding finder where you can search for suitable sources of funding by filtering the results to suit your needs. Visit the funding finder.

Your career

This course will equip professionals with the ability to manage the implementation of transformational circular innovation within their own organisation.

We have been providing Masters level training for over 20 years. Our strong reputation and links with potential employers provide you with outstanding opportunities to secure interesting jobs and develop successful careers. The increasing interest in the circular economy has also enhanced the career prospects of our graduates. Our careers team support you while you are studying and following graduation with workshops, careers fairs, vacancy information and one-to-one support.



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We have designed our circular economy MBA to give the next generation of leaders a first-mover advantage, by tackling subjects including regenerative product design, new business models, reverse logistics and enabling communication technologies. Read more
We have designed our circular economy MBA to give the next generation of leaders a first-mover advantage, by tackling subjects including regenerative product design, new business models, reverse logistics and enabling communication technologies.

The programme is studied through distance-learning, using a combination of self-study, online teaching and group discussions.

This flexibility means that you can fit your learning around your work and home commitments, and complete the MBA at a pace to suit you, in anything from two to six years. If you are using the government’s Postgraduate Loan to fund your studies, you will need to complete the MBA in no more than two years.

Why Bradford?

We are proud to be in an elite group of business schools in the world (less than 1%) to hold the triple accreditations of Equis, AMBA and AACSB, often referred to as the "Triple Crown".

Rankings

Financial Times rankings for the School of Management:
-Our Distance Learning MBA is ranked 11th in the world, 3rd in the UK in Online MBA rankings
-Our Distance Learning MBA is also ranked 1st in the world for salary increase (percentage) and 2nd in the world for value for money

Modules

Core modules
-Business Economics
-Business Accounting
-Managing People
-Strategic Management
-Operations Management
-Marketing Management
-Circular Economy Core Principles and Concepts
-Materials, Resources, Energy and Competitiveness
-Diversity, Scale and Development
-Business Models for the Circular Economy
-Enterprise and Innovation

Elective modules
Once you have gained the required managerial skills and knowledge from the core modules, you will then be required to complete two elective modules. There are normally 9-10 elective modules to choose from for those studying purely by distance learning
-Managerial and Professional Development
-Business Research
-Business Ethics and Sustainability
-E-Business
-Entrepreneurship
-International Financial Management
-International Business in Emerging Economies
-International Business Strategy
-Management of Change
-Managerial Leadership
-Marketing Communications
-Project Management
-Corporate Marketing
-Corporate Finance

Students who choose to take an elective module(s) in Bradford or at one of our partner institutions will have a wider range of choices, including modules such as Mergers and Acquisitions, Management Consulting and Global Supply Chain Management.

Management Project
The management project is an integral part of the Bradford MBA and is often the most challenging and rewarding part of the programme. At the end of the taught programme you put into practice what you have learnt by investigating and reporting on an important management issue or opportunity. If you are sponsored by your employer, the project can relate to your workplace.

Otherwise, you may choose to use the project to deepen your knowledge of a different sector or organisation, or as a stepping stone to your next job. The project findings and recommendations are then written up in a 15,000-word dissertation.

Throughout the project you will be guided by an experienced academic and you will have access to the School of Management Effective Learning department. The Effective Learning service often proves to be very useful providing students with a clear understanding and guidelines on what is required in order to successfully complete their project.

Learning activities and assessment

All our MBA programmes are made up of three stages:
-Core modules – designed to help you get back in to learning and provide fundamental knowledge of management principles and theory
-Elective modules – provide an in-depth understanding of specialist topics that are essential and relevant to the contemporary commercial world. Students choose those that are of most interest or greatest career benefit
-Management project – enables you to put the knowledge and skills gained throughout the programme to practical use on a relevant management issue

Circular Economy students are not required to attend any sessions at University of Bradford School of Management. However students can chose to study up to three modules (each running over 3-5 days) at the School of Management or at one of our partner institutions in Singapore or Dubai for no extra cost (other than travel and subsistence costs).

Your knowledge and understanding of each subject area studied will be assessed by the most appropriate means. This will typically involve the completion of a written assignment, an exam or in some cases an assignment and an exam. If you need to sit an exam we have approved examination centres worldwide, making it highly likely that there is an exam centre near you. Please note, if you do not sit the exam at University of Bradford School of Management or RDI (Coventry) you have to pay an extra fee to your chosen examination centre.

Study Abroad

You may decide that you want to accelerate your studies, learn about a particular subject area, study alongside other University of Bradford School of Management students or simply broaden your horizons and spend some time studying overseas. You can do this by undertaking up to 3 block modules (i.e. 3-5 days of intensive study) at no extra cost (other than travel, accommodation and subsistence) at the School of Management or at our partner institution in Dubai.

Career support and prospects

An MBA is an opportunity to either change career direction or consolidate experience then return and progress in a previous industry or job. The Financial Times Global MBA rankings show that alumni continue to operate in a wide range of sectors with, on average, 20% of them being in board level positions within three years of graduation.

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career Development Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

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The sustainable extraction, supply, use and disposal/re-use of natural resources is increasingly critical to business, policymakers and civil society around the world. Read more

The sustainable extraction, supply, use and disposal/re-use of natural resources is increasingly critical to business, policymakers and civil society around the world. In this degree you will investigate the circular economy, resource efficiency and sustainable resource management and you will qualify with the skills and knowledge to become a leader in this field.

About this degree

The curriculum fully reflects the global nature of the subject. You will gain in-depth expertise of the environmental, social and economic aspects of the management and governance of resources from both public policy and industrial perspectives. Key concepts include resource efficiency and circular economy, the resource nexus and sustainable supply chain management.

Students undertake modules to the value of 180 credits.

The programme consists of five core modules (75 credits), three optional modules (45 credits) and a dissertation project (60 credits).

Core modules

  • Introduction to Sustainable Resources: Challenges and Principles
  • Introduction to Resource Economics and Policy
  • The Demand Drivers for Resource Use
  • Tools for Assessing Sustainable Resources
  • Future Resource Pathways and Visions

Optional modules

  • International Commodity Trade
  • Metrics, Modelling and Visualisation of the Resource Nexus
  • Resource Governance and the Global South
  • Eco-Innovation and Sustainable Entrepreneurship
  • Earth Resources and Sustainability
  • Climate Risks to Hydro-Ecological Systems
  • Industrial Symbiosis

Dissertation/report

All students undertake an independent original research project, which culminates in a dissertation of 10,000 words.

Teaching and learning

The programme is delivered through a combination of lectures, seminars, project group work and presentations from visiting speakers from a range of businesses and other organisations. Hands-on workshops will provide opportunities for practical development and implementation of programme content. Assessment is through examination, assessed coursework, group work and a dissertation.

Fieldwork

Students will participate in a field trip to the Birmingham area, which will include site visits to leading businesses and organisations in the area of sustainable resources and the circular economy. There will be no additional costs to students for this trip.

Further information on modules and degree structure is available on the department website: Sustainable Resources: Economics, Policy and Transitions MSc

Careers

This programme equips you for challenging, rewarding and socially beneficial employment in a wide range of sectors including business, national and local government, NGOs and global organisations concerned with economy-resource-environment interactions. The programme includes a careers event with speakers from a variety of organisations where you can discuss opportunities with potential employers.

Employability

On graduation you should possess a sound understanding of the key challenges surrounding sustainable resource use, supply and demand drivers and future strategies for global resource management. You should also be technically competent in a range of economic, social science and modelling skills and techniques including integrated assessments, life cycle analysis, material flows analysis, foresight analysis/scenario analysis, system dynamics, and computable general equilibrium models (CGE). 

You develop key skills valuable for future employment, including communication skills (written and oral), teamwork, breaking down complex problems, decision-making under uncertainties, intercultural communication, working in interdisciplinary environments and awareness of the business context.

Why study this degree at UCL?

The UCL Institute for Sustainable Resources (ISR) has a world-leading research portfolio in the area of sustainable use of resources, economics and the environment. ISR is particularly strong in analysis related to actors and their decision-making as well as strategies.

The exciting multidisciplinary programme includes contributions from economics, law, political science, development planning, engineering and the natural sciences as appropriate for understanding planetary boundaries, the circular economy, people and the resource nexus and developing response options.

Learning key employment skills is an integral part of the programme. The residential field trip offers a valuable opportunity for students and staff to interact at the start of the year. Regular seminars are held across UCL and you will be able to undertake industry-focused dissertation projects.

There will be several networking opportunities throughout the programme.



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LEARNING FROM NATURE. WHERE SCIENCE MEETS SUSTAINABILITY. Bio inspired design and science are used for innovations that support a transition to a sustainable, circular economy. The Master’s programme. Read more

LEARNING FROM NATURE: WHERE SCIENCE MEETS SUSTAINABILITY

Bio inspired design and science are used for innovations that support a transition to a sustainable, circular economy. The Master’s programme Bio Inspired Innovation (BII) offers a unique blend of knowledge and skill training that will support the search for and development of circular business-models and bio inspired research & innovations.

SCIENTIST AT THE DESIGN TABLE 

Nature evolves solutions for the societal challenges we face today. Many birds and butterfly species for example, like peacocks, use light-interacting structures to produce colours and patterns. With the discovery of this biotechnology, scientists and engineers have been able to produce colour through structure. BII is aimed at students with a Bachelor’s degree in Science who want to innovate services, products and production systems, and are interested in using bio inspired design and science. You can become the biologist at the design table and facilitate innovations that take their lessons from nature. You will become a professional that contributes to the transition to a circular economy with Bio Inspired Innovations.

INNOVATION, RESEARCH AND DESIGN

This Master’s programme builds on the excellent research at the Faculty of Science and links research findings to solve societal and business challenges.

First year

The first year is research based, while the second year focuses on the use of research knowledge in innovation. In the first year you will be part of an advanced research environment linking to your area of expertise (major research project). You learn to set up and execute research and discuss and report its outcomes. Moreover you will start to explore and learn about multi-disciplinary innovation, collaborative business modelling and design. You will attend seminars and workshops, some of which you will organise yourself, that allow you to prepare yourself for the second year.

Second year

In the second year you will get in depth knowledge of Biomimicry and other design and innovation methods through courses and an internship.




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The Science course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. Read more

About the course

The Science course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. The course is designed to prepare trainee teachers to teach Science in the National Curriculum at Key Stage 3, and their specialism at Key Stage 4 and post-16 courses, including AS and A2 levels courses.

Course content

Core modules:

Learning to Teach 1: Introduction to Teaching Skills

The Learning to Teach 1 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
Trainees will also be introduced to the planning, teaching and assessment of a second subject method (where relevant).

Learning to Teach 2: Development of Teaching Skills

The Learning to Teach 2 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a confident and sound grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
This module provides a consolidation to the theory and practice of teaching in the secondary school through main subject method work and practical teaching.
Trainees will also be guided further to the planning, teaching and assessment of a second subject method (where relevant).

PGCE (Secondary): Professional Studies

This module will principally address the role of the `reflective teacher? within the context of continuing professional development. It will focus on getting trainees to take increasing responsibility for their own professional development. This module gives trainees the opportunity to explore in depth an area of study related to the education of learners in Secondary schools.
Furthermore, the module provides opportunity to explore, examine, analyse, and critically evaluate selected factors that contribute to effective teaching and learning.

Assessment

In all university-based sessions student teachers are expected to be active participants.

Coursework is practically oriented and closely related to teaching and learning. The University teaching team has extensive science teaching experience across the Science curriculum. The Science course at Aberystwyth University was inspected by ESTYN in January 2007 and was awarded a Grade 1 (Outstanding).

Early in the course student teachers are introduced to a range of schemes and strategies currently in use in secondary Science teaching. You look at how children learn and develop. You will consider factors to be taken into account when developing lessons which are interesting, balanced and relevant to learners’ needs. You have opportunities to explore the different ways in which pupils can develop understanding in science, and to become familiar with a variety of resources that can be used to support these.

Trainee teachers will prepare and demonstrate practical work of the kind undertaken by pupils and be encouraged to think about the implications for classroom organisation and management. A range of teaching approaches will be explored. Other important aspects of work at this stage in the course are laboratory safety, lesson planning, lesson evaluation and the use of ICT in science teaching.

In addition to the science, the PGCE course also prepares trainee teachers for cross-curricular themes and educational issues, including:

Key skills
Welsh Baccalaureate
First aid
Child protection
Health education
Assessment
Education for global citizenship and sustained development
Curriculum Cymreig

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The ICT course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. The course is designed to prepare trainee teachers to teach ICT in the National Curriculum at Key Stage 3, Key Stage 4 and post-16 courses, including AS and A2 levels courses. Read more

About the course

The ICT course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. The course is designed to prepare trainee teachers to teach ICT in the National Curriculum at Key Stage 3, Key Stage 4 and post-16 courses, including AS and A2 levels courses. In all university-based sessions student teachers are expected to be active participants.

Coursework is practically oriented and closely related to teaching and learning. Early in the course student teachers are introduced to a range of schemes and strategies currently in use in secondary ICT teaching. You will look at how children learn and develop. You will consider factors to be taken into account when developing lessons which are interesting, balanced and relevant to learners’ needs. You will have opportunities to explore the different ways in which pupils can develop understanding in ICT, and to become familiar with a variety of resources that can be used to support these.

Trainee teachers will prepare and demonstrate practical work of the kind undertaken by pupils and be encouraged to think about the implications for classroom organisation and management. A range of teaching approaches will be explored. Other important aspects of work at this stage in the course are lesson planning, lesson evaluation and assessing learners.

Those who elect to follow the course through the medium of Welsh attend Welsh-medium schools, additional seminars and weekends throughout the year. In addition to the main subject seminars, the PGCE course also prepares student teachers for cross-curricular themes and educational issues, including:

Key Skills
Welsh Baccalaureate
First Aid
Child Protection
Health Education
Assessment
Education for Global Citizenship and Sustained Development
Curriculum Cymreig

Course content

Core modules:

Learning to Teach 1: Introduction to Teaching Skills

The Learning to Teach 1 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
Trainees will also be introduced to the planning, teaching and assessment of a second subject method (where relevant).

Learning to Teach 2: Development of Teaching Skills

The Learning to Teach 2 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a confident and sound grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
This module provides a consolidation to the theory and practice of teaching in the secondary school through main subject method work and practical teaching.
Trainees will also be guided further to the planning, teaching and assessment of a second subject method (where relevant).

PGCE (Secondary): Professional Studies

This module will principally address the role of the `reflective teacher? within the context of continuing professional development. It will focus on getting trainees to take increasing responsibility for their own professional development. This module gives trainees the opportunity to explore in depth an area of study related to the education of learners in Secondary schools.
Furthermore, the module provides opportunity to explore, examine, analyse, and critically evaluate selected factors that contribute to effective teaching and learning.

Read less
The Science course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. Read more

About the course

The Science course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. The course is designed to prepare trainee teachers to teach Science in the National Curriculum at Key Stage 3, and their specialism at Key Stage 4 and post-16 courses, including AS and A2 levels courses.

Course content

Core modules:

Learning to Teach 1: Introduction to Teaching Skills

The Learning to Teach 1 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
Trainees will also be introduced to the planning, teaching and assessment of a second subject method (where relevant).

Learning to Teach 2: Development of Teaching Skills

The Learning to Teach 2 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a confident and sound grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
This module provides a consolidation to the theory and practice of teaching in the secondary school through main subject method work and practical teaching.
Trainees will also be guided further to the planning, teaching and assessment of a second subject method (where relevant).

PGCE (Secondary): Professional Studies

This module will principally address the role of the `reflective teacher? within the context of continuing professional development. It will focus on getting trainees to take increasing responsibility for their own professional development. This module gives trainees the opportunity to explore in depth an area of study related to the education of learners in Secondary schools.
Furthermore, the module provides opportunity to explore, examine, analyse, and critically evaluate selected factors that contribute to effective teaching and learning.

Assessment

In all university-based sessions student teachers are expected to be active participants.

Coursework is practically oriented and closely related to teaching and learning. The University teaching team has extensive science teaching experience across the Science curriculum. The Science course at Aberystwyth University was inspected by ESTYN in January 2007 and was awarded a Grade 1 (Outstanding).

Early in the course student teachers are introduced to a range of schemes and strategies currently in use in secondary Science teaching. You look at how children learn and develop. You will consider factors to be taken into account when developing lessons which are interesting, balanced and relevant to learners’ needs. You have opportunities to explore the different ways in which pupils can develop understanding in science, and to become familiar with a variety of resources that can be used to support these.

Trainee teachers will prepare and demonstrate practical work of the kind undertaken by pupils and be encouraged to think about the implications for classroom organisation and management. A range of teaching approaches will be explored. Other important aspects of work at this stage in the course are laboratory safety, lesson planning, lesson evaluation and the use of ICT in science teaching.

In addition to the science, the PGCE course also prepares trainee teachers for cross-curricular themes and educational issues, including:

Key skills
Welsh Baccalaureate
First aid
Child protection
Health education
Assessment
Education for global citizenship and sustained development
Curriculum Cymreig

Read less
As a subject which assists in the development of many key skills, Drama is gaining in status within many schools. The subject’s potential for cross-curricular teaching is now beingwidely acknowledged. Read more

About the course

As a subject which assists in the development of many key skills, Drama is gaining in status within many schools. The subject’s potential for cross-curricular teaching is now beingwidely acknowledged. The course is designed to preparetrainees to teach Drama as part of the English or Welsh National Curriculum at KS3, KS4 and post-16, including AS and A2 courses.

The course aims to give trainee teachers the confidence and skills needed to become successful teachers of Drama. It providesa firm foundation in understanding the teaching and learning process which is essential for the development of excellent professional classroom skills and high teaching standards.

Trainees are introduced to a range of essential teaching skills such as lesson planning and preparation, questioning, explaining, marking pupils’ work, preparing resources, classroom management and control strategies in order to produce efficient,enthusiastic and creative teachers of Drama. I.C.T. provides opportunities to enhance delivery in the classroom and features as an important element of the course.

Trainees are expected to actively participate in the course;for example delivering micro lessons, creating resources, developing thinking skills and experimenting with new ideas for teaching Drama.

The study of the practical and theoretical aspects of Drama are core to the university-based course. Students are introduced to methods of class management within the drama studio and explore the use of various stimuli for class activities at Key Stage 3 and 4. A practical introduction is also given to the basics of teaching the technical aspect of theatre. Preparing pupils for examinations at Key Stage 4 and A Level is a central feature of the course.

In addition to the main subject seminars, the PGCE course also prepares student teachers for cross-curricular themes and educational issues, including:

Provision for Pupils with Additional Learning Needs
Key skills
Thinking Skills
Welsh Baccalaureate
First Aid
Child protection
Health Education
English as an Additional Language
Assessment
Education for Global Citizenship and Sustainable Development
Welsh Curriculum

Course content

Core modules:

Learning to Teach 1: Introduction to Teaching Skills

The Learning to Teach 1 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
Trainees will also be introduced to the planning, teaching and assessment of a second subject method (where relevant).

Learning to Teach 2: Development of Teaching Skills

The Learning to Teach 2 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a confident and sound grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
This module provides a consolidation to the theory and practice of teaching in the secondary school through main subject method work and practical teaching.
Trainees will also be guided further to the planning, teaching and assessment of a second subject method (where relevant).

PGCE (Secondary): Professional Studies

This module will principally address the role of the `reflective teacher? within the context of continuing professional development. It will focus on getting trainees to take increasing responsibility for their own professional development. This module gives trainees the opportunity to explore in depth an area of study related to the education of learners in Secondary schools.
Furthermore, the module provides opportunity to explore, examine, analyse, and critically evaluate selected factors that contribute to effective teaching and learning.

Read less
As a core subject in the National Curriculum, English is at the forefront of educational progress. The subject underpins pupils’ success in other subjects and is a major element in national initiatives regarding literacy. Read more

About the course

As a core subject in the National Curriculum, English is at the forefront of educational progress. The subject underpins pupils’ success in other subjects and is a major element in national initiatives regarding literacy. The course aims to give trainee teachers the confidence and skills needed to become successful teachers of English who can support and develop pupils' creative response to language and literature. It provides a firm foundation in understanding the teaching and learning process which is essential for the development of excellent professional classroom skills and high teaching standards.

Trainees are introduced to a range of essential teaching skills such as lesson planning and preparation, questioning, explaining, marking pupils’ work, preparing resources, classroom management and control strategies in order to produce efficient, enthusiastic and creative teachers of English. I.C.T. provides opportunities to enhance delivery in the classroom and features as an important element of the course.

Trainees are expected to actively participate in the course; for example delivering micro lessons, creating resources, developing thinking skills and experimenting with new ideas for teaching English. The course is designed to prepare trainees to teach English in the National Curriculum at KS3, KS4 and post-16, including AS and A2 courses.

The study of literature forms an important part of the course and trainees are introduced to methods of teaching prose, poetry and drama and also explore methods of teaching non-fiction and basic skills. Preparing pupils for examinations at Key Stage 4 and A Level is a central feature of the course.

Those who elect to follow the course through the medium of Welsh attend Welsh-medium schools, additional seminars and weekends throughout the year. In addition to the main subject seminars, the PGCE course also prepares student teachers for cross-curricular themes and educational issues, including:

Provision for pupils with additional learning needs
Key skills
Thinking skills
Welsh Baccalaureate
First Aid
Child protection
Health education
English as an additional language
Assessment
Education for global citizenship and stustainable development
Curriculum Cymreig

Course content

Learning to Teach 1: Introduction to Teaching Skills

The Learning to Teach 1 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
Trainees will also be introduced to the planning, teaching and assessment of a second subject method (where relevant).

Learning to Teach 2: Development of Teaching Skills

The Learning to Teach 2 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a confident and sound grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
This module provides a consolidation to the theory and practice of teaching in the secondary school through main subject method work and practical teaching.
Trainees will also be guided further to the planning, teaching and assessment of a second subject method (where relevant).

PGCE (Secondary): Professional Studies

This module will principally address the role of the `reflective teacher? within the context of continuing professional development. It will focus on getting trainees to take increasing responsibility for their own professional development. This module gives trainees the opportunity to explore in depth an area of study related to the education of learners in Secondary schools.
Furthermore, the module provides opportunity to explore, examine, analyse, and critically evaluate selected factors that contribute to effective teaching and learning.

Read less
The MFL course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. The course is designed to prepare trainee teachers to teach MFLs in the National Curriculum at Key Stage 3, Key Stage 4 and post-16 courses, including AS and A2 levels courses. Read more

About the course

The MFL course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. The course is designed to prepare trainee teachers to teach MFLs in the National Curriculum at Key Stage 3, Key Stage 4 and post-16 courses, including AS and A2 levels courses. In all university-based sessions student teachers are expected to be active participants. Coursework is practically oriented and closely related to teaching and learning.

Early in the course student teachers are introduced to a range of schemes and strategies currently in use in secondary MFL teaching. You look at how children learn and develop. You consider factors to be taken into account when developing lessons which are interesting, balanced and relevant to pupils’ needs. You have opportunities to explore the different ways in which pupils can best acquire a modern foreign language, and to become familiar with a variety of resources that can be used to support these.

Student teachers will prepare and demonstrate practical work of the kind undertaken by pupils and be encouraged to think about the implications for classroom organisation and management. A range of teaching approaches will be explored. Other important aspects of work at this stage in the course are lesson planning, lesson evaluation and the use of ICT in MFL teaching.

In addition to MFLs, the PGCE course also prepares student teachers for cross-curricular themes and educational issues, including:

Provision for pupils with additional learning needs
Learning needs
Key skills
Welsh Baccalaureate
First aid
Health education
Assessment
Education for global citzenship and sustained development
Curriculum Cymreig

Course content

Core modules:

Learning to Teach 1: Introduction to Teaching Skills

The Learning to Teach 1 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
Trainees will also be introduced to the planning, teaching and assessment of a second subject method (where relevant).

Learning to Teach 2: Development of Teaching Skills

The Learning to Teach 2 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a confident and sound grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
This module provides a consolidation to the theory and practice of teaching in the secondary school through main subject method work and practical teaching.
Trainees will also be guided further to the planning, teaching and assessment of a second subject method (where relevant).

PGCE (Secondary): Professional Studies

This module will principally address the role of the `reflective teacher? within the context of continuing professional development. It will focus on getting trainees to take increasing responsibility for their own professional development. This module gives trainees the opportunity to explore in depth an area of study related to the education of learners in Secondary schools.
Furthermore, the module provides opportunity to explore, examine, analyse, and critically evaluate selected factors that contribute to effective teaching and learning.

Read less
Aberystwyth University has a long tradition in teacher training in Geography. The course aims to give trainee teachers the confidence and skills needed to become successful teachers of Geography. Read more

About the course

Aberystwyth University has a long tradition in teacher training in Geography. The course aims to give trainee teachers the confidence and skills needed to become successful teachers of Geography. It provides a firm foundation in understanding the teaching and learning process which is essential for the development of excellent professional classroom skills and high teaching standards. Trainees are introduced to a range of essential teaching skills such as lesson planning and preparation, questioning, explaining, marking of work, preparing resources, teaching map skills, classroom management and control strategies in order to produce lively, enthusiastic and creative teachers of Geography. ICT provides opportunities to enhance delivery in the classroom and features as an important element of the course.

The course is designed to prepare trainees to teach Geography in the National Curriculum at KS3, KS4 and post-16 to include AS and A2 courses. The National Curriculum and examination specifications guide the teaching that takes place in schools but they do not put the subject into a strait-jacket but allow teachers the opportunity to involve and motivate pupils in a meaningful way.

Trainees are expected to participate actively in this course, for example delivering micro lessons, creating resources, fieldwork, thinking skills and creating new ideas for teaching Geography. On occasions, practising teachers are invited to share their skills and expertise with trainees.

Course content

Core modules:

Learning to Teach 1: Introduction to Teaching Skills

The Learning to Teach 1 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
Trainees will also be introduced to the planning, teaching and assessment of a second subject method (where relevant).

Learning to Teach 2: Development of Teaching Skills

The Learning to Teach 2 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a confident and sound grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
This module provides a consolidation to the theory and practice of teaching in the secondary school through main subject method work and practical teaching.
Trainees will also be guided further to the planning, teaching and assessment of a second subject method (where relevant).

PGCE (Secondary): Professional Studies

This module will principally address the role of the `reflective teacher? within the context of continuing professional development. It will focus on getting trainees to take increasing responsibility for their own professional development. This module gives trainees the opportunity to explore in depth an area of study related to the education of learners in Secondary schools.
Furthermore, the module provides opportunity to explore, examine, analyse, and critically evaluate selected factors that contribute to effective teaching and learning.

Read less
The MFL course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. The course is designed to prepare trainee teachers to teach MFLs in the National Curriculum at Key Stage 3, Key Stage 4 and post-16 courses, including AS and A2 levels courses. Read more

About the course

The MFL course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. The course is designed to prepare trainee teachers to teach MFLs in the National Curriculum at Key Stage 3, Key Stage 4 and post-16 courses, including AS and A2 levels courses. In all university-based sessions student teachers are expected to be active participants. Coursework is practically oriented and closely related to teaching and learning.

arly in the course student teachers are introduced to a range of schemes and strategies currently in use in secondary MFL teaching. You look at how children learn and develop. You consider factors to be taken into account when developing lessons which are interesting, balanced and relevant to pupils’ needs. You have opportunities to explore the different ways in which pupils can best acquire a modern foreign language, and to become familiar with a variety of resources that can be used to support these.

Student teachers will prepare and demonstrate practical work of the kind undertaken by pupils and be encouraged to think about the implications for classroom organisation and management. A range of teaching approaches will be explored. Other important aspects of work at this stage in the course are lesson planning, lesson evaluation and the use of ICT in MFL teaching.

In addition to MFLs, the PGCE course also prepares student teachers for cross-curricular themes and educational issues, including:

Provision for pupils with additional learning needs
Learning needs
Key skills
Welsh Baccalaureate
First aid
Health education
Assessment
Education for global citzenship and sustained development
Curriculum Cymreig

Course content

Learning to Teach 1: Introduction to Teaching Skills

The Learning to Teach 1 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
Trainees will also be introduced to the planning, teaching and assessment of a second subject method (where relevant).

Learning to Teach 2: Development of Teaching Skills

The Learning to Teach 2 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a confident and sound grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
This module provides a consolidation to the theory and practice of teaching in the secondary school through main subject method work and practical teaching.
Trainees will also be guided further to the planning, teaching and assessment of a second subject method (where relevant).

PGCE (Secondary): Professional Studies

This module will principally address the role of the `reflective teacher? within the context of continuing professional development. It will focus on getting trainees to take increasing responsibility for their own professional development. This module gives trainees the opportunity to explore in depth an area of study related to the education of learners in Secondary schools.
Furthermore, the module provides opportunity to explore, examine, analyse, and critically evaluate selected factors that contribute to effective teaching and learning.

Read less
The course aims to give trainee teachers the confidence and skills needed to become successful teachers of History. It provides a firm foundation in understanding the teaching and learning process which is essential for the development of excellent professional classroom skills and high teaching standards. Read more

About the course

The course aims to give trainee teachers the confidence and skills needed to become successful teachers of History. It provides a firm foundation in understanding the teaching and learning process which is essential for the development of excellent professional classroom skills and high teaching standards.

Trainees are introduced to a range of essential teaching skills such as lesson planning and preparation, questioning, explaining, marking pupils’ work, preparing resources, classroom management and control strategies in order to produce efficient, enthusiastic and creative teachers of History. I.C.T. provides opportunities to enhance delivery in the classroom and features as an important element of the course.

Trainees are expected to actively participate in the course; for example delivering micro lessons, creating resources, developing thinking skills and experimenting with new ideas for teaching history.

The course is designed to prepare trainees to teach History in the National Curriculum at KS3, KS4 and post-16, including AS and A2 courses. Preparing pupils for examinations at Key Stage 4 and A Level is a central feature of the course.

In addition to the main subject seminars, the PGCE course also prepares student teachers for cross-curricular themes and educational issues, including:

Provision for pupils with additional learning needs
Key skills
Thinking skills
Welsh Baccalaureate
First Aid
Child protection
Health education
English as an additional language
Assessment
Education for global citizenship and stustainable development
Curriculum Cymreig

Course content

Core modules:

Learning to Teach 1: Introduction to Teaching Skills

The Learning to Teach 1 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
Trainees will also be introduced to the planning, teaching and assessment of a second subject method (where relevant).

Learning to Teach 2: Development of Teaching Skills

The Learning to Teach 2 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a confident and sound grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
This module provides a consolidation to the theory and practice of teaching in the secondary school through main subject method work and practical teaching.
Trainees will also be guided further to the planning, teaching and assessment of a second subject method (where relevant).

PGCE (Secondary): Professional Studies

This module will principally address the role of the `reflective teacher? within the context of continuing professional development. It will focus on getting trainees to take increasing responsibility for their own professional development. This module gives trainees the opportunity to explore in depth an area of study related to the education of learners in Secondary schools.
Furthermore, the module provides opportunity to explore, examine, analyse, and critically evaluate selected factors that contribute to effective teaching and learning.

Read less
The Science course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. Read more

About the course

The Science course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. The course is designed to prepare trainee teachers to teach Science in the National Curriculum at Key Stage 3, and their specialism at Key Stage 4 and post-16 courses, including AS and A2 levels courses.

In all university-based sessions student teachers are expected to be active participants.

Coursework is practically oriented and closely related to teaching and learning. The University teaching team has extensive science teaching experience across the Science curriculum. The Science course at Aberystwyth University was inspected by ESTYN in January 2007 and was awarded a Grade 1 (Outstanding).

Early in the course student teachers are introduced to a range of schemes and strategies currently in use in secondary Science teaching. You look at how children learn and develop. You will consider factors to be taken into account when developing lessons which are interesting, balanced and relevant to learners’ needs. You have opportunities to explore the different ways in which pupils can develop understanding in science, and to become familiar with a variety of resources that can be used to support these.

Trainee teachers will prepare and demonstrate practical work of the kind undertaken by pupils and be encouraged to think about the implications for classroom organisation and management. A range of teaching approaches will be explored. Other important aspects of work at this stage in the course are laboratory safety, lesson planning, lesson evaluation and the use of ICT in science teaching.

In addition to the science, the PGCE course also prepares trainee teachers for cross-curricular themes and educational issues, including:

Key skills
Welsh Baccalaureate
First aid
Child protection
Health education
Assessment
Education for global citizenship and sustained development
Curriculum Cymreig

Course content

Core modules:

Learning to Teach 1: Introduction to Teaching Skills

The Learning to Teach 1 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
Trainees will also be introduced to the planning, teaching and assessment of a second subject method (where relevant).

Learning to Teach 2: Development of Teaching Skills

The Learning to Teach 2 module has been designed to meet the expectations of Welsh Assembly Government Circular No: 017/2009, DCELLS Becoming a Qualified Teacher: Handbook of Guidance (2009). Within this module trainees will be required to demonstrate a confident and sound grasp of the subject content as well as policies and issues pertinent to the planning, teaching and assessment of their main subject method.
This module provides a consolidation to the theory and practice of teaching in the secondary school through main subject method work and practical teaching.
Trainees will also be guided further to the planning, teaching and assessment of a second subject method (where relevant).

PGCE (Secondary): Professional Studies

This module will principally address the role of the `reflective teacher? within the context of continuing professional development. It will focus on getting trainees to take increasing responsibility for their own professional development. This module gives trainees the opportunity to explore in depth an area of study related to the education of learners in Secondary schools.
Furthermore, the module provides opportunity to explore, examine, analyse, and critically evaluate selected factors that contribute to effective teaching and learning.

Read less

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