The Master of Arts in Teaching (MAT) Program at Bard College is a graduate teacher education program leading to a master's degree and teacher certification in grades 7-12. The core of the program is an integrated curriculum combining graduate coursework in the discipline with graduate coursework in education and student teaching internships in New York State public schools. The program can be completed in one-year (full-time) or two-years (part-time).
Global Innovation Design (GID) is a joint Master's programme between the Royal College of Art and Imperial College London. It is a unique, transnational Master’s design initiative that brings together three major centres of design, culture, enterprise and industry: Europe, North America and Asia.
GID is a multidisciplinary, multicultural and multinational design programme awarding both an MA from the Royal College of Art and an MSc from Imperial College London to graduates. GID offers an engaging global curriculum and provides powerful cultural experiences crafted to nurture innovators and designers who are prepared to take on the changing needs of enterprise in the twenty-first century.
GID international partners include Pratt Institute (New York), Keio University (Tokyo), Nanyang Technological University (Singapore) and Tsinghua University (Beijing). Each of these distinctive institutions brings unique expertise and complementary approaches to design, engineering, business and cultural sensitivity, within the context of internationally oriented design innovation.
The GID vision is to foster a transformative postgraduate experience that is unparalleled in the world, one that cultivates internationally oriented innovation and design leaders who can tackle complex problems and deliver positive social, environmental, economic and cultural change.
The GID ethos is to cultivate activated people, designers and leaders who are capable of making change in the world. Designers on the Global Innovation Design Master's programme will be expected to generate creative directions that other designers and innovators will follow.
The programme is full time and runs over a period of two calendar years. GID Master's candidates on the joint RCA/Imperial College programme begin their course in London for two terms developing their visions and a body of work which will be thematically and regionally developed throughout the next year and a half.
They have the opportunity to study on the New York/Tokyo route or the Beijing/Singapore route during their first and second years. They then return to London for the final two terms of their graduation year. Graduates from the programme are expected to be central to innovation leadership in the twenty-first century.
Philosophically, GID challenges designers to ask who they are and what is most important to them; as authors of material culture they are asked what kind of world do they wish to create, and what contributions will they make. Global Innovation Designers create transformational culture. At the centre of the programme is the knowledge that transformational culture is engendered by objects and experiences that are the embodiment of the robustly beautiful and the exquisitely functional combined.
The GID Master's programme offers:
Study on the Tokyo/New York route route gives access to Keio University, well known for physical computing and social design interventions, as well as Pratt Institute, renowned for a tradition of excellence in industrial design.
Study on the Beijing/Singapore route gives access to Tsinghua University, China's number one institution with world class design labs and studios, as well as Nanyang Technical University's School of Art, Design, and Media whose cutting edge programmes in new media and cultural and social design innovation situate it as a leader in emerging Asian and Global design.
At Tsinghua University, London-based students will benefit from studying at the top University in China, gaining first-hand experience of the culture of China and designing with both new and traditional materials in the context of emerging Asian design.
At Nanyang Technical University, London-based students will be exposed to a rich and varied Pan-Asian community. NTU offers world-class communication and video production instruction with cultural understanding at the core. NTU is expert in the practice of “value transmigration”, how to translate a culturally specific artefact into a viable product-service-system in a new cultural context.
Are you dismayed, disturbed and totally disenchanted with what is happening to the only real planetary home we have? So are we.
But are you also excited by the opportunities and prospects this opens up for us to create a better, brighter and more beautiful world? So are we.
Then join us in this innovative new postgraduate programme from Schumacher College in collaboration with the School of Architecture, Design and Environment at Plymouth University, the School of Design at Carnegie Mellon University, the Dartington Hall Trust and surrounding communities.
Never has there been a more important time for a new approach for engaging with the challenging situations we face from the local to the global levels. In a rapidly changing dynamic situation, solutions rarely remain optimal for very long and continuous active participation is a necessary ingredient for success. Growing resilience in individuals and communities is the way to keep going despite the continuous change around us.
Our programme in Ecological Design Thinking embraces and explores this complex world of interactions with lively engagement and an optimistic approach. It offers powerful, practical and ecology-centred skills and knowledge to apply to a diverse range of practices from design, education and business to the more specific roles of leadership, management and consultancy.
The Ecological Design Thinking programme is trans-disciplinary, insightful and universal in its application; pragmatic and integrative in its operation. It brings together theoretical and practical discourses on ecologically inspired design, with methods of design thinking that are merged with the latest developments in anthropology, psychology and socio- political economics. It aims to create a novel ground for change makers at the forefront of our transition to sustainable societies.
Ecologically inspired design includes the study of ecological worldviews, systems dynamics and applied complexity theory alongside the philosophies and practices of permaculture and biomimetic design.
Design thinking is a well-established participatory technique grounded in the empathic understanding of the feelings, experiences and emotions of others. It engages people in lively conversations, visually stimulated interactions and playful prototyping. It frames problems as opportunities, forms insights and generates creative and collaborative solutions in complex situations.
The Ecological Design thinking programme aims to provide a nourishing environment for participants by incorporating short-courses led by internationally recognised thinkers, place-making projects in collaboration with the Dartington Hall Trust, the home of Schumacher College, and short placements offered by external partner organisations.
This programme is the fourth radical postgraduate programme developed at Schumacher College and contributes to and enhance the College’s ongoing collaborative inquiry into sustainable living – a live and networked inquiry of practice underway around the world by the College’s 20,000 alumni and others.
We would be 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 develop your understanding of a practice that is of great importance to all of our futures. We encourage applications from community practitioners and activists as well as planners, educators, architects, politicians and policy makers. You do not necessarily need a first degree in design to apply for this course. You only need to be enthusiastic, resilient and committed.
We are looking for enthusiastic agents of change who are ready to co-design new approaches to the way we live that are socially just and ecologically sustainable. We are looking for those prepared to take risks and stand on the cutting-edge of new practices in this area.
Schumacher College welcomes students from all over the world in a diverse mix of cultural experience and age that allows for rich peer- to- peer learning.
An interdisciplinary programme integrating design methods with those of ecology and the social sciences.
An integrative design programme rooted in deep ecological understanding and practice and informed by cutting edge thinking in new economic approaches and social dynamics.
A balanced distribution of time and resources on skill-based and cognitive-based knowledge and between practice and theory.
Access to some of the world’s leading thinkers and practitioners in design, Gaia theory, complexity, climate science, systems thinking, new economics and social change.
Short courses led by internationally recognised thinkers and researchers.
Short practical placements with a range of partner organisations operating at the leading edge of social innovation.
An immersive, integrative and transformational teaching and learning approach rooted in the principles established by Schumacher College and Dartington Hall, and engaged in a living and working community on and around the Dartington Estate in Devon.
Ecological Design Thinking can be applied to a wide range of contexts, from the personal to the societal. This programme aims to create a new generation of designers, entrepreneurs, policy-makers, educators, researchers, consultants and activists. Graduates 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 transformation of society.
This course will prepare you for life as a primary teacher, with the skills and knowledge, to influence the lives of children you teach.
The PGDE consists of 18 weeks study at the university, plus 19 weeks in professional practice in schools. The placements in schools are arranged nationally and you will be placed in schools within travelling distance of your home or term-time address.
This programme is offered in partnership with local authorities in eight UHI colleges. You will be required to have a home or term-time address in the local authority area of your chosen campus. Graduates of the course will hold provisional registration as a primary teacher with the General Teaching Council for Scotland.
You will benefit from studying in small, locally-based groups while collaborating remotely with other student teachers and tutors across the university’s network of colleges. The programme overlaps significantly with the PGDE Secondary to offer a cross-sector perspective.
A three-day residential induction is held at the start of the course with a further one in March which focuses on outdoor learning. Each local cohort will also organise a showcase event at the end of the course, as part of developing leadership.
Argyll College UHI - Oban
Inverness College UHI
Lews Castle College UHI
Moray College UHI
North Highland College UHI - Thurso
Orkney College UHI
Perth College UHI
Shetland College UHI
Collaborative Practice (20 credits)
Enquiry and Practice (20 credits)
Reflective Practice (20 credits)
Professional Practice (Primary) (60 credits)
Plus professional practice (60 credits, four placements) For this module students will develop their teaching practice and professional identity as a teacher in four blocks of school placements. These are allocated nationally via the Student Placement System to afford experience of the progressive levels of Curriculum for Excellence:
Students will gradually increase the duration and scope of their responsibility for learning, teaching and assessment in their school placement class, culminating in classroom leadership for ten consecutive days during the final 6-week placement.
All modules are compulsory, There is the option to submit three assignments at level 11 to gain 40 Masters level credits.
From 2017, eligible Scotland domiciled students studying full time can access loans up to 10,000 from the Student Awards Agency for Scotland (SAAS).This comprises a tuition fee loan up to £5,500 and a non-income assessed living cost loan of £4,500. EU students studying full time can apply for a tuition fee loan up to £5500.
Part-time students undertaking any taught postgraduate course over two years up to Masters level who meet the residency eligibility can apply for a for a tuition fee loan up to £2,750 per year.
See Scholarships tab below for full details
If you want to apply for this postgraduate programme click on the ‘visit website’ button below which will take you to the relevant course page on our website, from there select the Apply tab to complete our online application.
You must apply through the main UCAS undergraduate scheme using code H49 for this programme
If you still have any questions please get in touch with our information line by email using the links below or call on 0845 272 3600.
Our programmes are taught and examined in English. To make the most of your studies, you must be able to communicate fluently and accurately in spoken and written English and provide certified proof of your competence before starting your course. Please note that English language tests need to have been taken no more than two years prior to the start date of the course. The standard English Language criteria to study at the University of the Highlands and Islands are detailed on our English language requirements page http://www.uhi.ac.uk/en/studying-at-uhi/international/how-to-apply-to-uhi/english-language-requirements
This programme is specifically to train teachers wanting to teach in education and training sector educational settings, such as further education colleges, and adult and community settings. Due to government changes, if you complete this award you may also be able to gain employment in a secondary school setting, particularly in the post-14 age range - subject to the completion of Qualified Teacher Learning and Skills (QTLS).
Demand for places on this course is very high, so we encourage you to submit your application as early as possible. The programme is delivered full time and part time. The full-time programme is a pre-service award for those intending to teach in the sector and is offered at Teesside University Middlesbrough campus, Darlington College and Stockton Riverside College. The full-time award, delivered at Stockton Riverside College, is specifically for those wanting to be adult literacy or numeracy specialists. The part-time award is offered at Darlington College, Hartlepool College of Further Education, Redcar & Cleveland College, and Stockton Riverside College.
If you are an international student, you are eligible to apply for the programme delivered at Teesside University campus only (not the colleges).
The part-time programme is available as an in-service award if you are currently employed in teaching or training in the sector. If you are not in a paid teaching post, a pre-service part-time route is available but you must be able to find your own teaching practice. We promote the values of reflective practice, equality of opportunity, inclusiveness and learner autonomy. Both full-time and part-time routes cover a range of topics including planning and assessment, theories and principles for enabling learning, curriculum design and development plus being a professional in the sector. You study specialist modules if you choose to follow the literacy or numeracy subject-specialist programme. Your award title on qualification will also reflect your chosen specialist route rather than the generic award title. Find out about continued professional development at the Education and Training Foundation.
This qualification meets the national units of assessment and overarching professional standards. It also meets the national requirements for practitioners carrying out the full teaching role.
On completion of the full award, you will have met the national requirements for the Diploma in Education and Training and will be in a position to apply for Qualified Teacher Learning and Skills status (QTLS). Please note this course does not confer Qualified Teacher Status (QTS).
This course is Ofsted inspected.
You study a range of modules that takes you from preparing to teach through to more advanced practice skills. You also study issues affecting the education and training educational sector, such as educational policy, quality assurance, and your own personal and professional development needs.
If you are studying a subject-specialist award, there are modules that develop your subject knowledge and understanding as well as modules that focus on how you develop this into subject-specialist pedagogy in your teaching practice.
All programmes are mapped to the Professional Standards for Teachers and Trainers in Education and Training – England (The Education and Training Foundation) and are in line with national requirements for Award in Education and Training, Certificate in Education and Training, and Diploma in Education and Training. These are referred to throughout your progression through the programme, as they are the occupational standards used throughout the sector.
Core modules (all awards)
Core modules (Adult Literacy Specialist award only)
Core modules (Adult Numeracy Specialist award only)
Modules offered may vary.
How you learn
Generally you are taught through seminars, lectures and workshops. A range of specialist tutors contribute to your lecture and seminar sessions – these are supported through our virtual learning environment where you access a range of resources to support course activities.
The course has a substantial element of teaching practice – vital to your learning and development as a practitioner. In addition, you are encouraged to develop your teaching skills by observing experienced practitioners, using simulations and/or training classes, and by watching good practice videos.
Your practice mentor supports your time on placement and helps you develop reflective practice skills as an aid to your learning and professional development. The course also helps develop your employability skills. You develop an individual learning portfolio which holistically tracks your development over the programme with specific reference to your academic and teaching skills.
How you are assessed
Typically you are assessed by a combination of written assessments, reflective teaching journals, teaching portfolios, and observations of your teaching practice.
Within the academic year there is a compulsory (assessed) student conference where you work with fellow subject specialists. If you are already in employment you must make arrangements to attend. The date for the event is identified within induction week.
You must complete a minimum of 100 hours of teaching practice in an appropriate teaching environment. If studying part time these practice hours are split into 40 hours in Year 1 and 60 hours in Year 2.
At your teaching practice a placement mentor supports you with orientation, with the school/college, and beginning your teaching ideas. This mentor helps you transfer your knowledge from theory to practice, observes your practice and gives you formative and summative feedback towards module outcomes.
Appropriate careers are in the full teaching role in learning and skills sector educational contexts. Our graduate employment record is very good. Students go on to work in a variety of professions including further education colleges and training organisations.
Some students gain employment in secondary schools or higher education. Other students have taken the opportunity to further their studies on relevant continuing professional development or masters’ courses at the University.