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The Postgraduate Diploma in Co-operative Organisation, Food Marketing and Rural Development aims to equip you with the marketing, organisational and management skills you will need to make innovative contributions to the development of local economies, with particular emphasis on co-operatives, social enterprises and food businesses in Ireland and overseas. Read more
The Postgraduate Diploma in Co-operative Organisation, Food Marketing and Rural Development aims to equip you with the marketing, organisational and management skills you will need to make innovative contributions to the development of local economies, with particular emphasis on co-operatives, social enterprises and food businesses in Ireland and overseas.

It is aimed at graduates from a wide range of disciplines who are interested in careers in co-operative organisations, food marketing or rural development. The Postgraduate Diploma is a full-time course that extends over 9 months. It leads to a one year MSc (masters by research) in Co-operative Organisation, Food Marketing and Rural Development in a second year.

Visit the website: http://www.ucc.ie/en/ckp01/

Course Details

This course takes an interdisciplinary, problem-centred approach to teaching and learning. It also integrates an eight week work placement, giving you the opportunity to travel if you want to. You are qualified to take up a wide range of employment opportunities on graduation.

[[Format]

The Postgraduate Diploma uses a unique combination of teaching and learning methods and emphasises practical skills and learning as well as developing a solid grounding in theoretical and applied concepts. This includes lectures, ‘capstone’ seminars (involving interactive staff and student discussion and debate), field visits, case study analysis, project-based fieldwork (one week is spent conducting research in a designated location on a designated topic), analysis of new food products in class, guest lectures, group work and web-based resources.

The Postgraduate Diploma in Co-operative Organisation, Food Marketing and Rural Development is delivered over 9 months.

Core Modules

Students take 50 credits as follows:

FE6109 Co-operative Organisation: Theory and Concepts (10 credits)
FE6111 Co-operative Organisation: Theoretical Application and Practice (5 credits)
FE6112 Rural Development: Theory and Practice (10 credits)
FE6113 Rural Development: Application and Practice (5 credits)
FE6115 Food Marketing and the Consumer (5 credits)
FE6116 Marketing Strategies for Local Development (5 credits)
FE6104*Practical Training Placement (10 credits) - Students will be placed for a minimum of eight weeks during the Summer in a relevant work environment.

*As part of FE6104 Practical Training Placement, a report must be submitted for the Autumn Examination on a date specified at the beginning of the academic year. Programme leadership will be provided by the Department/Associate School of Food Business and Development in association with the Centre for Co-operative Studies.

Elective Modules

Students take 10 credits from the following:

FE6114 Introduction to Food Marketing (5 credits) (for students who have not previously studied Marketing) OR
FE4205 Consumer Behaviour in Food Markets (5 credits) (for students who have previously studied marketing)
AND
FE4002 Global Food Policy (5 credits) OR
FE4008 Food Security and the Developing World (5 credits) OR
any other 5-credit module which may be made available by the School of Food Science, depending on the prior qualifications and interests of each student and subject to the approval of the Programme Leader.

Further details on the content and modules are available on the Postgraduate College Calendar - http://www.ucc.ie/calendar/postgraduate/PGDiplomas/food/page01.html

Assessment

Assessment takes the form of continuous assessment – e.g. essays, case studies, group work, project work, presentations, reflective journal – and end-of-year written examinations.

Careers

This course provides a good critical education for those entering into a wide range of administrative, business and personnel appointments in the private, public and third sectors. It also offers a thorough and stimulating grounding in organisational studies to anybody interested in pursuing an academic career in this field.

Examples of employment destinations of graduates include Bord Bia, Concern, local authorities, Food Safety Authority, LEADER companies, VEC, HSE, IRCSET, Farm Relief Services, teaching, financial services and many more.

How to apply: http://www.ucc.ie/en/study/postgrad/how/

Funding and Scholarships

Information regarding funding and available scholarships can be found here: https://www.ucc.ie/en/cblgradschool/current/fundingandfinance/fundingscholarships/

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The National Award for Special Educational Needs Co-ordination (NASENCO) is a legally required qualification for all new Special Educational Needs Co-ordinators (SENCOs). Read more
The National Award for Special Educational Needs Co-ordination (NASENCO) is a legally required qualification for all new Special Educational Needs Co-ordinators (SENCOs).

This course will support you to improve your knowledge of current legislation, theory and practice in Special Educational Needs and Disability (SEND) provision in schools/colleges and your skills in meeting those needs.

This course will assist you to fulfil your leadership role as outlined in the Special Educational Needs Code of Practice for 0 to 25 years (DfE, 2014):

• Overseeing the operation of the institution’s SEN policy
• Coordinating provision for SEND
• Liaising with the relevant designated teacher where a looked after pupil has SEN
• Advising on a graduated approach to providing SEN Support and effective deployment of the institution’s delegated budget and other resources
• Liaising with families of children with SEN, other schools and relevant external professionals/ agencies
• Liaising with potential next providers of education and consulting young people and families to ensure a smooth transition is planned
• Working with the head teacher and school governors to ensure that the school conforms to the Equality Act (2010)
• Ensuring that the institution keeps records of young people with SEN up to date.

You will be able to tailor the three assignments to fit your, and your institution’s, needs.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/education-national-award-for-special-educational-needs-co-ordinators

Course detail

• Study on a course designed for to develop SENCOs’ professional attributes and knowledge, understanding and skills, to enable you to fulfil the leadership role set out in the Special Educational Needs Code of Practice for 0 to 25 years (DfE, 2014).
• Explore course content highly relevant to mainstream and special school practitioners alike, focusing on issues related to literacy difficulties and dyslexia in schools, and how potential barriers to learning can be removed
• Develop your understanding of concepts, theories and approaches to literacy difficulties, including dyslexia, and inclusion in schools, and on your potential for influencing change
• Gain insight into the learning of dyslexic and other pupils/students who experience difficulties in literacy development/specific learning difficulties, and ways in which learning might be more effectively supported
• Benefit from a qualification that could be used as the basis for a Recognition of Prior Learning (RPL) claim into an MA Education course (Level 7).

Modules

• Introduction to special educational needs co-ordination in schools
• Further development of special educational needs co-ordination in schools

Assessment

Your individual development is assessed via six diagnostic, formative and summative assessments.

The first assessment in Unit 1 requires application of personal understanding of current legislation to individual contexts and critical reflection on the extent to which current school/institutional practice is inclusive and compliant with the law.

Assessments then focus on critical application of assessment theory to individual learning and behaviour needs, the design, development, and implementation of an individual plan linked to needs, and critical analysis of the effectiveness of this, with implications for future plans.

Assessments in Unit 2 relate to institutional level: analysis and reflection on current school/college policy in SEND and inclusive practices; analysis of areas for improvement in institutional SEND provision; the design, development, implementation, critical evaluation, and reporting on a small-scale practitioner research project focused on achieving the desired improvement.

Careers

The course is specifically designed to enable you to meet the learning outcomes for the qualification (NASENCO) that is legally required for all new SENCOs in schools. It enables you to fulfil the leadership role of SENCO in a school with greater confidence, competence and from a much better-informed position.

After graduating you will be in a good position to apply for positions of greater responsibility in schools/colleges.

The units on this course can be used as a short route to an MA Education (Special Educational Needs), providing 60 credits of recognised prior learning.

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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The Post Graduate Certificate in Special Educational Needs Co-ordination is designed to critically engage with current thinking and ideas about inclusive and specialist education, with a focus on learning outcomes required for qualification as a Special Educational Needs Co-ordinator (SENCo). Read more
The Post Graduate Certificate in Special Educational Needs Co-ordination is designed to critically engage with current thinking and ideas about inclusive and specialist education, with a focus on learning outcomes required for qualification as a Special Educational Needs Co-ordinator (SENCo). The programme covers inclusion and leadership within Special Educational Needs and Disabilities (SEND). The programme draws upon current legislation and national/international research evidence to inform practice. The programme is relevant to both mainstream and specialist settings.

The Postgraduate Certificate in Special Educational Needs Co-ordination will provide participants with the capacity to meet legislative requirements for pupils with SEND and to meet specific and general needs of learners. The programme supports the development of the SENCo. Students wishing to complete the National SENCo Award will also need to fulfil the learning outcomes covered by the Work-Based Practice Portfolio, which covers all learning outcomes required by the DfE for SENCo qualification (NCTL, 2014).

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The programme aims to develop participants’ professional knowledge and critical understanding of key concepts and debates addressed in the academic and professional literature in order to lead and co-ordinate special educational needs and disability (SEN and D) provision across an educational setting. Read more
The programme aims to develop participants’ professional knowledge and critical understanding of key concepts and debates addressed in the academic and professional literature in order to lead and co-ordinate special educational needs and disability (SEN and D) provision across an educational setting.

Degree information

By the end of the programme students should be able to:
-Contribute to contemporary debate in the fields of both special education as well as inclusion and disability studies.
-Produce and communicate reasoned and informed reflective argument, both in writing and orally.
-Carry out a focused practitioner inquiry relating to the role of the SENCO, supported by relevant literature sources.
-Improve professional practice through greater knowledge, skills, understanding and awareness.

Students undertake modules to the value of 60 credits. The programme consists of two core modules (30 credits each). There are no optional modules on this programme.

National Award for SEN Co-ordination Postgraduate Certificate

Core modules
-Special Educational Needs Coordination: Improving Teaching and Learning
-Special Educational Needs Coordination: Leading and Managing Change

Teaching and learning
The programme is delivered through a combination of lectures, seminars and tutorials. Each module is delivered over six days. A Learning Log needs to be completed as the practical component. Assessment is through a practitioner enquiry assignment for both modules consisting of 4,500-5000 words each. The focus is on the practitioner as researcher within the participants’ own education institution.

Careers

Upon successful completion of this programme, students are able to transfer the 60 credits into UCL's MA in Special and Inclusive Education or MTeach in Special Educational Needs.

Employability
This programme will prepare participants for progression to employment as SEN co-ordinators or for senior leadership roles within schools in a variety of settings.

Why study this degree at UCL?

This programme is run by the SENJIT (Special Educational Needs Joint Initiative for Training) centre at UCL, which has a national and international profile in delivering Master's programmes in special educational needs (SEN). It is delivered by specialists who currently practise in the field along with researchers with international profiles in SEN, disabilities and inclusion.

Students will get the opportunity to meet regularly with colleagues working in different local authorities in London and further afield.

SENJIT offers research-informed and practice-orientated courses and knowledge exchange activities and fosters strong links with local authorities, academy federation trusts and teaching school alliances.

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It is now statutory that all new SENCOs to post, working in maintained schools must attend and complete the National Award for SEN Co-ordination. Read more
It is now statutory that all new SENCOs to post, working in maintained schools must attend and complete the National Award for SEN Co-ordination.

The National Award for SEN Coordination is a one year, part time postgraduate certificate course, which, on successful completion of the assessed work will give SENCOs 60 Masters level credits (the equivalent to a third of a full Masters).

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

Course detail

Please note: If you are not the named SENCO at the school, then we are unable to award you the full National Award for SEN Coordination. You will, however, still be able to attend all sessions and on successful completion of the 3x20 credit modules, will be awarded the Postgraduate Certificate in Special Educational Needs. If you later become the SENCO (within 3 years of enrolment) it is possible to submit a Portfolio of Learning Outcomes specific to the SENCO role. When this Portfolio is combined with the 3x20 credit modules, you will then be awarded the Postgraduate Certificate in Special Educational Needs and the National Award for SEN Coordination.

The Faculty of Education at Canterbury Christ Church University is one of the University’s leading edge academic units and is recognised nationally as a centre of excellence for teacher education and whole school development.

What are the potential benefits?

Having now worked with over 1100 SENCOs from maintained, specialist and independent sector settings, we have clear evidence of the impact that this training programme has had upon not only the SENCO, in terms of developing confidence and understanding of current legislation and the impacts that this has for practice; but also upon the school itself: as capacity and strategic leadership is developed within the school.

All schools are noticing an increase in the number of complex educational needs that staff are needing to understand and manage, and this course therefore provides SENCOs with up to date information about a range of best practices, in terms of the understanding and identification of need, as well as effective processes and practices to support a strategic rather reactive approach to meeting needs.

SENCOs also have the benefit of studying within localised cohorts of around 20: this provides a supportive network, and enables the SENCO to gain first hand understanding of the wider context of SEN, and alternative ways to approach the meeting of needs.

Content

The course is built around the 49 professional learning outcomes that have been developed by the NCTL (National College for Teaching and Leadership), and covers the following key areas:
• Understanding the roles and responsibilities of the SENCO
• Understanding SEN, disability and underachievement
• Introducing evidence based practice and Action Research to inform and improve practice within the school
• Whole school systems: co-ordinating provision effectively
• Understanding funding systems and implications for strategic resource planning
• Working collaboratively and strategically with others: introducing the key skills of leadership, enabling and delegation
• Working in partnership – with other professionals, agencies and services
• Working in partnership – with pupils, parents and carers

Format

The National Award for SEN Co-ordination comprises 9 full days taught input and 2 half day sessions.

You'll be fully supported through expert teaching, practical discussions with other participants and direct email tutorial support.

Cohorts are run throughout the academic year, to respond to interest and demand, and can be set up in different teaching venues to make it more accessible for a group of SENCOs.

Assessment

A range of written assignments.

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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Do you want to achieve a nationally recognised award as a Special Educational Needs Co-ordinator (SENCo)? Join us at the University of Northampton for our SENCo programme starting in October 2016. Read more
Do you want to achieve a nationally recognised award as a Special Educational Needs Co-ordinator (SENCo)? Join us at the University of Northampton for our SENCo programme starting in October 2016.

Completion of the course has been mandatory for the teacher designated as the SENCo since 2009. New SENCOs must gain this qualification within three years of taking up their SENCo post. It may also be relevant for those aspiring to be SENCos or those who were already in the post of SENCo prior to 2009 and wish to pursue accredited professional development in this area. Completing the course entitles candidates with 60 credits which can be used towards an MA in SEN and Inclusion.

The programme is taught by experienced senior lecturers from the School of Education’s Centre for Education and Research (CESNER) alongside Local Authority and Teaching School partners with expertise in SEND. This programme is endorsed by NASEN.

Training will take place at a local venue following an induction day at the University of Northampton’s Park Campus.

Course content

The overall aims of the course are:
-Developing inclusive teaching approaches and co-ordinating provision for pupils with SEN and/or disabilities in their schools.
-Applying methods to identify additional needs and monitor the progress of pupils with SEN and/or disabilities.
-Instigating evidence-based, strategic approaches when deploying, supporting and managing other teaching and support staff.
-Establishing networks and partnerships with other SENCos and local advisors.

The programme includes:
-Two modules each worth 30 Level 7 credits at Master’s Level.
-Face-to-face taught sessions (seven days in total spread across the academic year 2016-2017).
-Online support – discussion groups, networking.
-Access to university support and services.
-Mentor support.

Course modules (16/17)

-The National Award for SEN Coordination (Part 1)
-The National Award for SEN Coordination (Part 2)

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Special Education Needs Coordinators (SENCOs) play a very important role in leading the coordination of provision for children and young people with special educational needs and disabilities (SEND) in schools. Read more
Special Education Needs Coordinators (SENCOs) play a very important role in leading the coordination of provision for children and young people with special educational needs and disabilities (SEND) in schools.

Course overview

It is a legal requirement for new SENCOs in mainstream schools to gain a National Award for Special Educational Needs Coordination (NASENCO) within three years of taking up their post.

Our course directly addresses the learning outcomes for NASENCO that have been specified by the National College for Teaching and Leadership (NCTL). These learning outcomes include:
-The professional context of relevant frameworks and methodologies, and types of disabilities
-The strategic development of SEND policy and procedures
-How to coordinate provision
-Leading, developing and supporting colleagues
-Working in partnership with children, families and other professionals

A full list of the NASENCO learning outcomes is available on the gov.uk website: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/354172/nasc-learning-outcomes-final.pdf

While the National Award is a statutory requirement for teachers who have become SENCOs, the course is at the level of a Masters degree (Level 7). There are two 30 credit modules:
-The SENCO as Professional Guide deepens your understanding of SEN and disabilities
-The SENCO as Leader equips you to strategically develop policies and practices

The course will develop your knowledge, leadership skills and understanding of the challenges children and young people with Special Education Needs Disabilities (SEND) may encounter in their day-to-day lives.

Classes take place over five Saturdays and one additional school-led day and there is additional input through tutorials. We understand that you will already have a role in teaching and we work hard to ensure the course compliments your existing commitments.

Course content

The course consists of two 30 credit Masters level modules.
-The SENCO as Professional Guide (30 Credits)
-The SENCO as Leader (30 Credits)

Teaching and assessment

Input will come from tutors at the University as well as from SENCOs who are currently working within schools. Assessment is via a portfolio of practice evidence to demonstrate your achievement of the National Award for SEN Co-ordination learning outcomes. There are a range of assessments including a small scale practitioner enquiry and a critical incident analysis.

Facilities & location

The Saturday sessions are based at the University of Sunderland. The online elements are powered by the University’s Virtual Learning Environment, which makes the most of today’s communication technologies.

Employment & careers

This course is aimed directly at teachers who have become Special Education Needs Coordinators, with the course being at the level of a Masters degree. The course will develop your leadership skills to support you within your role as an SENCO.

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The PGCert Education. National Award for Special Educational Needs (SEN) Co-ordination is a mandatory course for all SENCOs new to the role. Read more
The PGCert Education: National Award for Special Educational Needs (SEN) Co-ordination is a mandatory course for all SENCOs new to the role.

See the website http://www.brookes.ac.uk/courses/postgraduate/pgcert-education-national-award-for-sen-coordination/

Why choose this course?

- The government is committed to improving outcomes for children with special educational needs (SEN) and disabilities. SENCOs have a central role to play in schools to ensure effective provision for children with SEN and disabilities and that individual children's needs are met.

- This course is delivered jointly with the Oxfordshire Inclusion Support Team (OXIST) and the Buckinghamshire Learning Trust (BLT) who provide in-school support.

- The School of Education at Oxford Brookes is one of the largest schools of education in the UK, combining high quality teaching and significant research and consultancy activity, and is a focal point for lively, informed debate on education through its seminar and lecture programmes.

- You will be joining a university which is widely regarded as a major contributor to the improvement of education and learning, locally and nationally.

- We work in close partnership with hundreds of schools and colleges and other organisations.

- You will be based on a a great campus, with strong sporting, recreational and study facilities.

Teaching and learning

Policy and Practice for Special Educational Needs course schedule:
- one whole day and five evenings (approximately 21 hours of contact time)
- one online discussion (approximately three hours of contact time)

Assessment:
There are two elements to the assignment - an online summary and a report evaluating the role of the SENCO (4,000 words).

Teaching and Learning for SEN course schedule:
- one whole day and five evenings (approximately 21 hours of contact time)
- one online discussion (approximately three hours of contact time).

Assessment:
The assessment will include an online summary, a presentation and an essay (4.000 words).

Managing Issues in Special Educational Needs course schedule:
- one whole day and five evenings (approximately 21 hours of contact time)
- one online discussion (approximately three hours of contact time).

Assessment:
There are two elements to this assignment, a summary of an online discussion and a report on a school project relating to an aspect of the SENCO management role.

In addition SENCOs must present a portfolio of evidence for assessment which demonstrate that they have met all the 49 learning outcomes specified by the National College for Teaching and Leadership.

Please note: as our courses are reviewed regularly the list of modules you choose from may vary from that shown here.

How this course helps you develop

The post of SENCO is likely to have an increasing importance within the structure of schools, becoming a clear route for career progression. It is also an important step towards a master's degree.

Careers

Many of our SENCOs who complete the course go onto further career progression eg Director of Inclusion across a federation of schools, Inclusion consultant with OXIST, Deputy and Assistant Head roles with responsibility for Inclusion.

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 National Award for Special Educational Needs Coordinators (SENCo’s) is a level 7, 60 credit award which is a legal requirement for SENCo’s new to post since 2009 in maintained mainstream schools, nurseries, academies, free schools and pupil referral units (PRU’). Read more
The National Award for Special Educational Needs Coordinators (SENCo’s) is a level 7, 60 credit award which is a legal requirement for SENCo’s new to post since 2009 in maintained mainstream schools, nurseries, academies, free schools and pupil referral units (PRU’). All schools have a legal duty to appoint a Fully Qualified teacher as their SENCo.

The programme consists of two 30 credit modules.

Students who complete the Post Graduate Certificate (NASC) can progress to the second year of the full MA in SEN Inclusion.

Module Overview
TE0785 - Co-ordinating Specialist Support (Core, 30 Credits)
TE0791 - Inclusive Practice / SEN - School Practitioner Perspective (Core, 30 Credits)

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The MSc combines core modules in International Conflict and Cooperation and International Organisation in Semester 1 with a research methods course. Read more

Introduction

The MSc combines core modules in International Conflict and Cooperation and International Organisation in Semester 1 with a research methods course. In Semester 2, research methods continues and students take two option modules from a range of choices that focus on the Middle East, Africa, Migration and Resource Conflicts amongst others.

Key information

- Degree type: MSc, Postgraduate Certificate, Postgraduate Diploma
- Study methods: Part-time, Full-time
- Duration: Full time - MSc-12 months; PG Diploma-9 months; PG Certificate-3 months Part time - MSc-27 months; PG Diploma-21 months; PG Certificate-9 months
- Start date: September
- Course Director: Dr Andrew Glencros

Course objectives

The course looks at the dynamics of international conflict and cooperation in light of major developments such as the end of the Cold War, the 9/11 terror attacks and the Arab Spring. The course takes a thematic approach to conflict resolution and the role of international organisations to focus on the role of conflict prevention and management in specific geographical areas in addition to the development and regulation of conflict in relation to factors such as natural resources and migration.

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 MSc contains core modules related to international conflict and cooperation as well as a range of options modules to explore issues in more depth. It also features a research skills module.

Delivery and assessment

Modules will typically be delivered in the evenings by lecture and seminar, although the emphasis will be on student participation and discussion, workshop sessions, as well as a variety of formal and informal presentations. Assessment is by presentations, essays and the dissertation.

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.

Rating

In the most recent Research Assessment Exercise (RAE), the vast majority of the outputs submitted by the History and Politics staff were graded as international quality and a significant proportion was of ‘World-leading’ quality. All staff in History and Politics were assessed, an indicator of how central research is to our activity.

Career opportunities

The MSc in International Conflict and Cooperation is a gateway to employment in government agencies, the NGO sector and international organisations as well as into PhD study, research and academia. The course provides a background in conflict study, the role of international organisations and a thematic and geographical focus on distinct areas and problems as well as analysis of solutions. The academic skills aspects of the course also provide a background to undertake further research.

Employability

Our students learn a variety of skills to enhance their attractiveness to employers such as presentation skills, the ability to undertake research, analysis of complex data, writing skills, team work and communication, in addition to a variety of knowledge associated with international politics in relation to global issues, international organisations, concepts and theories.

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This Award remains a statutory requirement for SENCos who are new to the role from September 2008 and is a valuable qualification for both experienced and aspirant SENCos. Read more
This Award remains a statutory requirement for SENCos who are new to the role from September 2008 and is a valuable qualification for both experienced and aspirant SENCos. It is designed, delivered and assessed to achieve National College for Teaching and Leadership standards, see http://www.education.gov.uk/ sencotraining for criteria.


We are currently offering two pathways for September 2013. Pathways 1 and 2 will be open to newly appointed SENCos from 2008, aspirant SENCos and experienced SENCos.

Pathway 1

This will be delivered through a collaborative partnership with eligible partner Local Authorities. 10 (full day) sessions will take place during weekdays at venues within the authority and at the University campuses in Didsbury or Crewe. The programme will be delivered by highly experienced Local Authority and University tutors.


OR

Pathway 2

This will be delivered by University specialist tutors. The 20 (half day) sessions will take place evenings at either the Manchester or Crewe campuses dependent upon numbers.

This programme provides outstanding professional development for those already working in this sector, enabling you to deepen your understanding of how to develop more inclusive practice within your own professional setting context. It is led by highly qualified tutors with specialist experience who have close links to the University's Education and Social Research Institute which has established a reputation for innovation in inclusive education.

As the Award is a statutory requirement for SENCos new to the role from September 2008, it can lead to new opportunities and promotion within this specialist area of education. Headteachers have commended the Award in enabling successful students to share good practice with colleagues and extend provision and outcomes for children with SENs.

Although there are no formal placements, our programme evaluation identifies the benefit of the networking opportunities provided by our method of delivery.

Special Features

. All assessment is focused on meeting your professional needs with respect to knowledge, skills, attributes and understanding for improving the provision and outcomes for children with SEN/Disability in your school.
. Students are supported through networking, mentoring, tutorial sessions and a virtual learning facility.
. The Award can be used as a component part of the University's Masters in Inclusive Education & Special Educational Needs or Masters in Specific Learning Difficulties. Many of our SENCos have successfully progressed to Masters programmes in these areas.

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Develop your critical thinking skills in order to enrich your practice as an Special Educational Needs (SEN) Coordinator on this government-approved course for part-time learners. Read more
Develop your critical thinking skills in order to enrich your practice as an Special Educational Needs (SEN) Coordinator on this government-approved course for part-time learners. Research-active staff and students from a wide variety of educational settings enrich the learning experience.

You will be supported by highly-experienced and research-active teaching staff who are attuned to the needs of part-time students. From content delivery to the way in which staff and students communicate, the course is designed to suit those who are currently working.

The curriculum consists of direct teaching plus guided independent study. As a student, you will develop your skills in research and critical thinking to become a more reflective, independent-minded practitioner. You will be encouraged to question and challenge, to investigate problems and come up with solutions for learners. This enables you to enrich your own practice and gives you the skills to effect positive change in your workplace.

There are two outcomes in this course, the Postgraduate Certificate SEN and the National SENCO Award; those students who are qualified teachers and gain the Postgraduate Certificate can convert their award to a National SENCO Award within five years on completion of their SENCO portfolio.

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Never has there been a more important time for a new approach to economics. There is an urgent need for a radical rethink of our economic system. Read more
Never has there been a more important time for a new approach to economics.

There is an urgent need for a radical rethink of our economic system. We need new thinking and new models that recognise the challenges we face now, rather than blindly following the path that has led us into the converging crises we now face.

These models will enable us to both mitigate the impacts and adapt to these inter-locking crises – including climate change, biodiversity loss, the peaking in fossil fuel energy supplies, financial instability, food security, poverty and so on.

They will be built on an understanding of the complementarity of ecological protection and human flourishing.

For 20 years, pioneering thinkers and practitioners have been developing alternative economic ideas, models and experiments that were once considered radical and marginal.

As we turn to face a new economic dawn, these theories and practices are now moving centre stage.

"I teach at Schumacher College because of its strong link with ecological sustainability and an approach which is based on collaborative co-creation. People are not told what to do, together they co-create their ideas. It’s a fundamentally different model of education that we can learn from and apply to the economy as well as other areas of our life."
Professor Eve Mitleton-Kelly, London School of Economics

"In making the transition to a world in which we can all thrive within planetary boundaries, it is paradigm shift or bust, and nobody does paradigm shift better than Schumacher College. Its learning environment and the content of its courses make visions of a better world tangible. And, the Economics for Transition MA shows how right now we can take the first steps to get there."
Andrew Simms, Fellow of New Economics Foundation

"Schumacher College is one of the few places I know where economic questions are being asked as openly as they need to be. When I run seminars there, I learn as much as I teach."
Kate Raworth, Visiting Research Associate at Oxford University’s Environmental Change Institute

Why Schumacher College?

Since 1991, Schumacher College has been pioneering radical new thinking in economics, attracting leading teachers, practitioners and activists from across the globe. We have inspired and supported thousands of organisations and individuals from many different countries in their quest to achieve a more sustainable and equitable world.

In 2011, in response to the deepening economic and related crises, we launched our first postgraduate programme in Economics for Transition in association with the New Economics Foundation, the Transition Network and the Business School at Plymouth University.

Now in its fourth year, this partnership offers you an unparalleled opportunity to learn about the cream of radical economic thinking, activism and entrepreneurship globally.

Hosted by highly respected radical economists, completed by an unrivalled visiting faculty of teachers and practitioners from across the world, you have a unique chance to join those at the forefront of new economic thinking.

Our teachers include:

Jonathan Dawson – Schumacher College
Tim Crabtree – Schumacher College
Stephan Harding – Schumacher College
Julie Richardson – Schumacher College
Anna Coote and Tony Greenham (link is external) – New Economics Foundation
Rob Hopkins, Jay Tompt & Sophy Banks (link is external) – Transition Network
David Bollier – co-founder of the Commons Strategies Group
Gustavo Esteva – founder of the Universidad de la Tierra
Fiona Ward – REconomy Project
Pat Conaty – NEF Fellow
Tim ‘Mac’ Macartney – Founder and CEO of Embercombe
Robin Murray – Industrial and environmental economist.
Kate Raworth – Senior Visiting Research Associate at Oxford University’s Environmental Change Institute
Dr. Martin Shaw – Author, mythologist, storyteller and award winning wilderness Rites-of-Passage guide

Who is this course for?

We are delighted to receive your application whether you are coming directly from an undergraduate degree, taking time-out to study mid-career or wanting an opportunity to retrain in a subject area that is of huge importance to our global economic future and wellbeing.

We are looking for enthusiastic agents of change who are ready to co-create a new economy in practice. We are looking for those prepared to take a risk and stand on the cutting-edge of new thinking in this area.

Schumacher College welcomes students from all over the world in its diverse mix of cultural experience and age group that allows for rich peer to peer learning.

What you will learn?

The key sustainability issues facing the world today
How ecological, economic and social crises are systemically linked to the malfunctioning of today’s globalised economy
A critique of the dominant neoclassical, industrial growth model from different perspectives
A theoretical and experiential understanding of an ecological world-view
How to apply ecology and complexity science to the economy and social systems
The co-creation of a new approach to economics drawn from alternative schools of thought
The co-creation of future scenarios and pathways towards low-carbon, high wellbeing and resilient economies
Participation in current debates on the economics of transition
New economics tools, methods and policies and their application to real-world case studies
Self-evaluation to improve professional practice

You will also carry out an independent research project related to the economics of transition

Where you will go?

Are you ready to join a new generation of business leaders, entrepreneurs, policy-makers, researchers, consultants and activists?

Graduates from this programme will have the skills and knowledge to work for sustainable change in the public and private sectors as well as in civil society, or to set up their own projects or organisations that will contribute to the transition to a new economy.

Hear from some of our past and present students and find out how this programme has changed their lives and careers by reading our the Economics for Transition student profiles.

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The NFTS screenwriting course has produced some of the outstanding writers of our generation. The course prepares writers for work in film and television. Read more
The NFTS screenwriting course has produced some of the outstanding writers of our generation. The course prepares writers for work in film and television. Taught by working writers, producers and commissioners, the course addresses the main aspects of the profession of writing. Recent students' work has been nominated for an Oscar, a Bafta, several Royal Television Society awards and countless other awards

Quick Facts

- 2 Year Course
- Full-time
- Course runs Jan-Dec each year
- Next intake: January 2017
- NFTS Scholarships available for UK Students

TO APPLY CONTACT REGISTRY - https://nfts.co.uk/contact-us

Visit the website https://nfts.co.uk/our-courses/masters/screenwriting

COURSE OVERVIEW

Graduating screenwriters will have had the opportunity to complete a range of work for their portfolio, demonstrating their talent and unique voice. Introductions are made to literary agents, broadcasters and film and television production companies. Unlike a Screenwriting MA based in an academic institution, this course is set in a working film and television studio. It covers all aspects of screenwriting, from the development of ideas through to production and post-production. Screenwriting students have their writing work-shopped by professional directors and actors. Working with student producers and directors, they have the chance to see their writing tested in production.

The NFTS programme also includes masterclasses from eminent practitioners in all fields, and regular previews of current film releases. Screenwriting graduates have access to feature and TV project development opportunities, set up by the School in partnership with broadcasters and film companies such as BBC Films and Vertigo Films. There are also extended industry–oriented script development workshops like Regards Croisés and Writers for Europe.

*There are a number of different scholarships that support this course, including the Wellcome Trust Science Media Studentship. For more information see Scholarships and the Wellcome Trust (http://www.wellcome.ac.uk/Funding/Public-engagement/Funding-schemes/Broadcast-games-and-film-awards/Science-Media-Studentships/index.htm).

CURRICULUM

The first year of the course deals with the basic principles of storytelling, the craft of screenwriting for film and television, and the collaborative nature of production via exercises with other departments; some shorter writing assignments; and the formal groundwork for writing industry-length material. Writing for the expanding field of animation will be introduced via a series of practical collaborations. Writers also learn about writing for the stage and their short plays are performed to the school by a professional cast.

The second year is a project-based course focussing on longer writing assignments. Individual talents and interests will determine the content of the final portfolio, though this must include at least one full-length screenplay (feature film or television-hour), plus a short piece (a short fiction, animation, short stage play or sitcom). At the School’s discretion, one or more of the short pieces may be filmed. Writers may opt to write two feature screenplays. The second year will also feature specialist modules tailored to the interests of the students, e.g. comedy, horror, factual-based drama, radio. There is also an introduction to online drama and virals.

The course ends with extensive introductions to the industry with preparation on the practicalities and legalities of working. In this process, writers learn to pitch the projects in their portfolio. This has resulted in many graduating students securing agents either prior to graduation, or immediately following their studies.

The course is full time and requires a high level of dedication; a prolific output, and the ability to meet professional–style deadlines. Graduation is also based on completion of a tutored dissertation.

Unlike other schools, all production costs are met by the School. In addition you will be given a cash Production Budget. NFTS students are engaged in more productions as part of the curriculum than any of our competitors.

TUTORS

Brian Ward (The Interpreter, Death Defying Acts, Tabloid, Shoebox Zoo) is the NFTS Head of Screenwriting. Other tutors include Simon Beaufoy, Visiting Chair in Screenwriting (Slumdog Millionaire, 127 Hours, The Full Monty), Holly Phillips (Sugar Rush, As If, Trinity), Peter Berry (The Luzhin Defence, The Last Enemy, Prime Suspect), Clive Bradley (City of Vice, The Harlot’s Progress, Last Rites), Brian Ward (Death Defying Acts, Shoe Box Zoo, The Interpreter), Roger Smith (Script Consultant: My Name is Joe , Sweet Sixteen; Writer: Up The Junction), Sarah Golding (Script Consultant; Head of Development at Rainy day Films and previously at Potboiler Productions (The Constant Gardener, Brothers of the Head), Rob Ritchie (Script consultant; Writer: Who Bombed Birmingham; ex-literary manager Royal Court Theatre).

ALUMNI

Ashley Pharoah (Ashes to Ashes, Life on Mars), Shawn Slovo (A World Apart, Captain Corelli’s Mandolin), Sandy Welch (Jane Eyre, Emma), Amanda Coe (Filth, Margot), Simon van der Borgh (Script Consultant: Kidulthood), Ben Court & Caroline Ip (The Hole, Cracks, Whitechapel), Amanda Coe (Room at the Top, Elizabeth David -A Life in Recipes, Filth – The Mary Whitehouse Story), and Nick Hoare (Waterloo Road) studied at the NFTS.

APPLY WITH

- One original screenplay, typed, twenty pages in length, together with a two-page (A4) synopsis. The screenplay may be short (up to twenty pages) or the first twenty pages of a longer work. All work must be original and must not be adapted or co-authored. Uploaded or e-mail to as a Word, Final Draft or pdf document

- Optional: If your writing to date has been in a different field (other than screenplays) you may consider that you are better able to demonstrate your ability by submitting a piece of original fiction typed and double spaced, together with a two-page (A4) synopsis. This piece of fiction may be a story, novel or play. It may be a short work, up to twenty pages, or the first twenty pages of a longer work.
You must also submit the screenplay. Uploaded or e-mail to as a Word, Final Draft or pdf document.

HOW TO APPLY

The application deadline has now passed, however there may still be a chance to apply. Please contact registry via email stating your name, course of interest and contact details:

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The course meets the learning outcomes agreed nationally by the DFE and the SENCO Award providers’ group for the NASENCO qualification. Read more

Summary

The course meets the learning outcomes agreed nationally by the DFE and the SENCO Award providers’ group for the NASENCO qualification. The course content is informed by current SEN and disability legislation and underpinned by current theory and research led practice pertaining to Special and Inclusive Education.

Special Educational Needs Co-ordinators (SENCOs) play a vital role in leading the co-ordination of provision for children and young people with SEN and/or disabilities in schools. In September 2009 it became law for every new SENCO in a mainstream school to gain the Masters-level National Award for Special Educational Needs Co-ordination within 3 years of taking up the post.

Content

It will consist of 9 taught days and one further day at the university for tutorials, study and research. It provides professional development for new to post SENCOs to enhance the quality of teaching for children and young people with SEN and/or a disability and to improve provision and outcomes for them. Course teaching days always take place on Wednesdays at Roehampton.

Special Educational Needs Co-ordinators (SENCOs) play a vital role in leading the co-ordination of provision for children and young people with SEN and/or disabilities in schools. In September 2009 it became law for every new SENCO in a mainstream school to gain the Masters-level National Award for Special Educational Needs Co-ordination within 3 years of taking up the post.

Following new legislation around Special Educational Needs included within the Children and Families Bill 2014, the outcomes for the National SENCO Award have changed for the cohort 2014/15. This is to ensure the Award continues to reflect the role of the SENCO, within the changing national and local context of Special Educational Needs.

The National College for Teaching and Leadership has provided provisional learning outcomes for the NASENCO Award next year, focused on three areas:

A. Professional Knowledge and Understanding.
B. Leading and Coordinating Provision
C. Personal and Professional Qualities

Academic Support

Each participant on the programme will be allocated a tutor within the University who will have experience in tutoring and supporting participants from a range of university programmes, including those who are studying whilst working full time. Additionally, the SENCO host school will provide a school-based mentor to oversee and support the school based element of the training, and to mark the portfolio. The school-based mentor will also play a key role in supporting and advising the new to post SENCO.

Assessment

The assessment is in two parts, each of which must be passed and each of which is equivalent to 5000 words.

Part 1: A Portfolio of Evidence
The portfolio must comprise evidence to demonstrate meeting the SENCO training standards. The evidence should be drawn from practice-based experience and from learning through the programme. Reflective commentary on evidence provided must be included. A reflective reading log must be included as an Appendix. The Mentor Handbook must be included as an Appendix.

Part 2: A Report of a Reflective Practitioner Enquiry (5000 word report)
The report must be based on a practitioner led enquiry carried out in the school, which explores an area/issue of inclusive practice or provision in order to support improvement for pupils with SEN and/or a disability.

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