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Masters Degrees (Curriculum)

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The M.S. in Criminal Justice trains individuals through an interdisciplinary focus in an online environment. The program prepares students through the core curriculum and allows for specialty training through various concentrations. Read more

The M.S. in Criminal Justice trains individuals through an interdisciplinary focus in an online environment. The program prepares students through the core curriculum and allows for specialty training through various concentrations.

This facilitates choice for students and fosters the development of specialized expertise. Students will complete the thirty hour program that includes core courses, specialty concentrations, and electives.

Proudly Offering the Valor Award 20% Scholarship for Law Enforcement, Veterans, Military, and First Responders

This program is designed for individuals looking for careers in or as:

  • Police Officer
  • County Sheriff / Deputy Sheriff
  • State Trooper / Highway Patrol Officer
  • Game Warden / Conservation Officer
  • Detective
  • Canine Officer / K9 Handler
  • Animal Cruelty Investigator
  • Park Ranger
  • FBI Special Agent
  • DEA Agent
  • Secret Service Special Agent
  • ICE Special Agent
  • Federal Air Marshal
  • Correctional Officer
  • Correctional Counselor
  • Parole Officer
  • Legal Assistant or Legal Researcher
  • Bailiff
  • Pre-trial Officer
  • Loss Prevention Officer - Loss Prevention Manager
  • Bounty Hunter - Bail Enforcement Agent
  • Public Safety Officer
  • Community Liaison Officer

To see a complete list of possible career options, click here.

Program Format

The master's program is offered entirely online. The online format allows for students to participate in courses from anywhere in the world where internet access is available. In addition, it allows for the flexibility of completing your master's degree without interrupting your career. For information on the online/residential bachelor's program, click here. For information on the online doctoral program, click here.

Master's students are provided NSU computer accounts including email and Blackboard, but must obtain their own Internet service providers, use their own computer systems and have a usable web camera. Online students use the web to access course materials, announcements, email, distance library services, subscription library databases, and other information, and for interaction with faculty and fellow students. Online, interactive learning methods are based on the use of Blackboard as a course management system. Online activities facilitate frequent student-to-faculty and student-to-student interaction. They are supported by threaded discussion boards, white boards, chat rooms, email, and multimedia presentations. In addition, Blackboard enables students to submit assignments online in multimedia formats and to receive their professors' reviews of assignments online in the same formats.

Curriculum

The Master's program is comprised of 30 credits. The core curriculum is comprised of five courses (15 credits) and one elective course (3 credits). The specialty concentrations are comprised of four courses (12 credits).

Core Courses (15 Credits)

  • CJI 0510 Survey Issues in Criminal Justice (3 credits)
  • CJI 0520 Social Administration of Criminal Justice (3 credits)
  • CJI 0530 Legal Issues in Criminal Justice (3 credits)
  • CJI 0540 Program Evaluation in Criminal Justice (3 credits)
  • CJI 0550 Investigative Processes (3 credits)

Specialty Concentrations (12 Credits)

Students must choose one concentration below and complete 12 credits within the concentration. (The concentrations remain the same)

Electives (3 Credits)

Students must choose one or a combination of electives below to obtain a total of 3 credit hours.

  • One, three (3) credit class
  • Practicum Placement (3, 6, or 9 Credit options)
  • Master's Thesis (6 Credits)


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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

The Brunel Science Postgraduate Certificate (PGCE) is a M-level course with 60 credits that can contribute to further Master's level study in Education, subject to approval.

The course will equip you with the knowledge, understanding and skills necessary to teach science and the ability to:

Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people

Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status

Understand the relationships between Education and science within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people

Recognise the contribution that science as part of the whole school curriculum makes to the development of the individual learner and groups of learners

Think critically about what it means to be scientifically educated and how this informs curriculum planning and design within the subject area

Apply a thorough knowledge and understanding of science (Physics) National Curriculum to the planning of curriculum experiences for pupils in school

Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the mathematics National Curriculum range and content, applying principles of continuity and progression

Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses

Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum

Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils

Utilise a range of resources, including information and communication technology, to enhance pupil learning in physics

Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons

Use a wide range of class management strategies to maximise pupil learning

Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area

Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning

Raise the status of the subject area by demonstrating high standards of professionalism at all times

Understand the crucial role of professional learning for the teacher, the pupils and schools.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I
This module covers the following GPE themes:

Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.

You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II
This module covers the following GPE themes:

Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.

You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III
This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:

Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to ‘A’ level and beyond. To this end, the course aims to facilitate your transformation into a well-educated, well-trained, confident and motivated science educator.

Along with English and mathematics, science is one of the three core subjects of the National Curriculum and since all pupils have to study a broad, balanced curriculum in science there is a demand for well-qualified and skilled science teachers. Most pupils entering secondary school are excited at the prospect of work, for the first time in a fully equipped laboratory, and secondary school science teachers have to build upon and sustain this interest for the subject.

To meet this challenge we need capable, skilled and enthusiastic teachers who are able to motivate young people and lead them to discover the wonders of science.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006.

We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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The Curriculum, Pedagogy and Assessment MA will enable students to develop their expertise in curriculum development, teaching and learning, and assessment practices. Read more
The Curriculum, Pedagogy and Assessment MA will enable students to develop their expertise in curriculum development, teaching and learning, and assessment practices. Students will be able to analyse and reflect on their professional experience, and examine new developments in policy and practice, giving them the skills to become a successful leader, and helping them to create and sustain change.

Degree information

This programme will help students understand, analyse, debate and evaluate viewpoints, improving their research literacy and research skills, as well as helping them to contribute ideas on what young people need to learn in today's society, and most importantly, why.

Students take modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits).

Core modules
-Curriculum Development: Issues and Principles
-Investigating Research Into Schooling, Curriculum, Teaching and Learning

Optional modules
-Assessment Issues and Practice
-Educational Testing
-Assessment for Learning
-Guiding Effective Learning and Teaching

Dissertation/report
Students undertake a dissertation of 20,000 words, a 10,000-word report and an additional module.

Teaching and learning
Teaching is delivered in collaborative learning groups. Our aim is to develop communities of learners, and we expect students to be active participants in creating new knowledge. All assessment is through coursework.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as heads of department, deputy heads and head teachers in UK schools, while others have jobs as curriculum developers in government education departments. Graduates can also be found working as university lecturers, researchers and PhD students.

Why study this degree at UCL?

The UCL Institute of Education is a world-leading centre of research and teaching in the field of education, and this programme is unique in the United Kingdom. You will study alongside students from all over the world, learn from tutors who are experts in the area, and become a leader of curriculum reform.

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Curriculum Studies includes, but is not limited to investigations into. teacher education, the social construction or knowledge, curriculum and instructional discourses, and the role of curriculum and curricular reform in K–12 and other learning environments. Read more

Program Overview

Curriculum Studies includes, but is not limited to investigations into: teacher education, the social construction or knowledge, curriculum and instructional discourses, and the role of curriculum and curricular reform in K–12 and other learning environments. Students learn about issues of planning and development, program implementation and evaluation, and pre-service teacher education. Inquiry in the field is multidisciplinary and includes numerous perspectives and orientations such as: cultural studies, historical consciousness, post structuralism, feminism, multicultural education, semiotics, and critical theory. International faculty and graduate students interested in curriculum theory are actively involved in the Centre for the Study of the Internationalization of Curriculum Studies .

The MA programs require 30 credits, or a 9-credit research thesis and 21 course credits. The MEd programs require 30 credits, or typically 9 courses plus a graduating paper (for TQS certification in British Columbia). A minimum of 24 credits must be in graduate-level courses (including the 9-credit MA thesis or 3-credit MEd graduating paper) for all master’s programs. All on-campus master’s programs in the Department can be pursued either full time or part time. Theses and graduating papers often focus on questions or issues that cut across disciplines and professional fields. This year there are approximately 300 students studying in the department’s various graduate programs.

The MEd degree is designed primarily for students wishing to pursue professional study in education or to prepare for positions of leadership in varied settings and is often the choice of professionals who want to reflect on issues of practice with colleagues through a breadth and depth of courses. The MA degree is particularly recommended for students who may wish to pursue a doctorate at a later date, although the MEd does not preclude application to advanced study.

Quick Facts

- Degree: Master of Arts (research-based), Master of Education (course-based)
- Specialization: Curriculum Studies
- Subject: Education
- Mode of delivery: On campus
- Faculty: Faculty of Education

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Research degrees embrace the notion of preparing "Stewards of the Discipline", scholars capable of generating new knowledge, conducting research with a high degree of competence and integrity, transforming knowledge, and communicating the results to advance the field. Read more
Research degrees embrace the notion of preparing "Stewards of the Discipline", scholars capable of generating new knowledge, conducting research with a high degree of competence and integrity, transforming knowledge, and communicating the results to advance the field.

The Master of Arts (MA) is a research-intensive (thesis-based) degree intended to prepare students for further research. This program is available in the on-campus format only.

Master of Arts (MA) in Curriculum and Learning

Master of Arts students in Curriculum and Learning will have opportunities to understand how interpretive disciplines in curriculum and emergent theories of learning offer meaningful and potentially transforming ways of thinking about schooling, knowledge, research, teaching/learning, and the nature of pedagogical relationships. Curriculum and Learning encompass issues of content, context, and teaching in both formal and non-formal educational settings. Students can explore contemporary themes of curriculum and learning, including issues of globalization, gender, culture, power, traditions of wisdom, ecology in education, and the ideas and practices of social justice, examined from social, cultural, historical, political, discursive, ecological and other interpretive perspectives.

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Nova Southeastern University offers an innovative academic program designed for the working professional actively involved in or entering the field of counseling. Read more

Nova Southeastern University offers an innovative academic program designed for the working professional actively involved in or entering the field of counseling. The College offers individuals the opportunity to earn a degree in counseling with specializations in mental health counseling, substance abuse counseling and education, applied behavior analysis, and advanced applied behavior analysis. The program is designed to serve the training needs of practitioners who seek advanced training, but who cannot access quality training without the interruption of demanding schedules.

Programs will develop the skills and leadership abilities of counselors who have a desire to provide, create and maintain high quality service delivery. The online instruction offers accessibility and flexibility along with a quality educational opportunity for the mature (independent) student.

Program Formats

The master's program in counseling is offered with online coursework. On the ground practicum/internship is required. The online format allows for students to participate in courses from anywhere in the world where internet access is available. In addition, it allows for the flexibility of completing your master's degree without interrupting your career.

The program offers concentrations in mental health counselling, substance abuse counseling and applied behaviour analysis It is important to note that online education requires the same interactivity, assignments, and requirements of a live classroom. Therefore, it should not be viewed as an independent study. Students are required to be very active in courses and to participate regularly throughout the week. This program has many standards to insure the quality and equivalency of your education to a traditional program.

SREB Electronic Campus

Nova Southeastern University (NSU) is pleased to be a participating institution of the Southern Regional Education Board's Electronic Campus. The Electronic Campus certifies that the programs and courses it lists comply with its comprehensive set of Principles of Good Practice. The school's online Master of Science degree program is part of the Electronic Campus.

The College of Psychology offers an innovative academic program designed for the working professional actively involved in or entering the field of counseling or related fields. The institute offers individuals the opportunity to earn a degree in counseling with concentrations in mental health counseling, substance abuse counseling, substance abuse counseling and education, applied behavioral analysis or advanced applied behavioral analysis. The online institute is particularly designed to serve the training needs of administrators and practitioners who seek advanced training, but who cannot access quality training without the interruption of ongoing work responsibilities.

The program's strengths include a distinguished faculty, a cutting edge curriculum, and a flexible online curriculum. NSU is a dynamic, not-for-profit independent institution dedicated to offering high quality educational programs from preschool through the professional and doctoral levels. It offers a total of 87 degree programs, 23 in undergraduate disciplines and 64 in graduate and professional disciplines. Located on a beautiful 314-acre campus in Fort Lauderdale, NSU has approximately 24,000 students and is the largest independent institution of higher education in the Southeastern United States.

Online students use Web pages to access course materials, announcements, the electronic library, and other information/resources, and participate in a range of activities that facilitate frequent interaction with their professors and fellow students. Online activities may include forums using threaded discussion boards, chat rooms, email, and electronic classroom sessions. In addition, the program provides a system that enables the student to submit assignments online in various formats and to receive his or her professor's online review.

Mission

The mission of Nova Southeastern University’s Department of Counseling is to offer programs that promote academic excellence, are student-centered, and focus on the needs of diverse communities. This is accomplished through faculty advances in teaching, research, and service in addition to collaboration, leadership, and understanding student needs.

Vision

The Department of Counseling at Nova Southeastern University aims to educate ethical, knowledgeable, and skilled counselors who can improve the quality of life for people in our communities.

Curriculum

The Master of Science in Counseling degree program requires 33 semester hours of graduate credit in addition to selected concentration. The required courses and course descriptions are listed below.

Please Note: Curriculum is subject to change.

Core Courses (33 credits total)

  • PYCL 0502: Counseling Theories and Practice (3 credits)
  • PYCL 0507: Research and Evaluation for Counselors (3 credits)
  • PYCL 0512: Human Growth and Development (3 credits)
  • PYCL 0570: Ethical, Legal, and Professional Issues for Counselors (3 credits)
  • PYCL 0584: Diagnosis and Treatment of Adult Psychopathology (3 credits)
  • PYCL 0608: Psychological Testing for Individual Evaluation (3 credits)
  • PYCL 0612: Substance Abuse (3 credits)
  • PYCL 0631: Career and Lifestyle Assessment (3 credits)
  • PYCL 0632: Social and Cultural Foundations of Counseling (3 credits)
  • PYCL 0635: Group Theory and Practice (3 credits)
  • PYCL 0645: Couples and Family Counseling Strategies (3 credits)

Specialty Concentrations



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The Master of Education (M.Ed) in Curriculum and Instruction program at The University of Tampa has a reputable, long-standing relationship with Tampa Bay area school districts and administrators. Read more
The Master of Education (M.Ed) in Curriculum and Instruction program at The University of Tampa has a reputable, long-standing relationship with Tampa Bay area school districts and administrators. The program enhances the teaching and leadership skills of currently certified teachers and can be completed in as little as 13 months. Faculty members, many of whom have worked as teachers, hold doctorate degrees in education. Their powerful combination of academic expertise and firsthand knowledge was used in the development of the M.Ed. curriculum.

Visit the website http://www.ut.edu/med/

Who enrolls in this program?

Students who enroll in the M.Ed. program wish to become better educators and recognized leaders. Candidates are teachers currently working in K–12 classrooms or those who are taking a break from the classroom but have a strong background in education. M.Ed. candidates must have an undergraduate degree in education or hold a professional teaching certificate. These educators come to UT with a background in a wide array of specializations.

What is the structure of the M.Ed. program?

The M.Ed. emphasizes curriculum theory, pedagogy and innovation in education, educational advocacy, social dimensions of learning, instructional design, leadership and research, which can be applied in the teacher’s current field of work or toward advanced studies in education. Coursework is designed with the working education professional in mind and takes advantage of slower periods, such as summer months. Candidates in the M.Ed. program may be required to complete a thesis, special project or oral examination as a culminating experience.

What courses are offered?

A comprehensive list can be found in the course catalog. A small sampling of the courses in the M.Ed. program includes:

- Human Development and Inclusive Learning Environments
- Curriculum Theory
- Pedagogy and Innovation in Education
- Research in Education
- Technology for Education and Leadership
- Social Advocacy, School Reform and Leadership in Education
- Philosophy and Epistemology
- Cross Cultural Diversity

What are the benefits of the M.Ed. program?

- Advanced professional coursework supports classroom teaching and advancement in the school system
- Opportunities for mentoring and scholarly collaboration with university faculty
- Potential for teaching undergraduate classes at universities and community colleges
- Preparation for candidates seeking to pursue doctoral studies and advanced research
- Provides deeper understanding of human development and learning
- Offers candidates a new professional network within a class of their peers

Find out how to apply here - http://www.ut.edu/apply

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The Innovative Pedagogy and Curriculum PGCert uses a practitioner enquiry approach. It encourages teaching professionals to take a practical and informed approach to the 'plan, do, review' cycle. Read more
The Innovative Pedagogy and Curriculum PGCert uses a practitioner enquiry approach. It encourages teaching professionals to take a practical and informed approach to the 'plan, do, review' cycle. We will encourage you to engage intelligently with evidence from multiple sources.

Course participants come from across educational phases (early years to HE) and between educational sectors (schools, museums, colleges and universities, and educational consultancies). This diversity helps to create a dynamic and supportive learning environment in which you learn considerably from each other as well as from the course leaders.

You develop both case study and action research approaches. This enables you to make informed judgements about pedagogic, assessment and curriculum matters. You will become more critically reflective to develop approaches rooted in evidence.

The course is suitable for teachers and other educators, whether just starting out in your career or taking significant responsibilities for educational excellence and actively supporting other professionals.

Course tutors are active scholars, have had or hold leadership roles within the education sector and all teach and supervise across a range of courses. This provides them with a wide knowledge base and a genuine concern for the challenges of educational contexts. The course is led by Rachel Lofthouse, and co-tutored by David Leat.

The course draws on the expertise developed in the North Leadership Centre and the Research Centre for Learning and Teaching which are based in the School of Education, Communication and Language Sciences.

Delivery

The course is made up of two modules, taught on four days between October and March. Support sessions (which can be replaced by email support) run on three evenings.

Teaching is fairly intense, and the learning from the modules extends into practical and reflective engagement with the workplace. Modules are taught in a number of ways to allow flexibility for part-time students. Some are taught on Saturdays, and some are scheduled for afternoons and evenings.

Modules can be combined with other Master's level credits (including the PGCE), to complete a full Master's with a dissertation.

It is also possible to study additional Master's level modules, including a dissertation, in order to gain an MEd qualification.

If there are sufficient numbers of students in a school or cluster group, it is also possible to organise an out-posted group.

Placements

You are expected to work or volunteer in a professional educational setting. This provides the context for much of your practitioner enquiry.

You should also be able to engage in professional practice development in the areas of curriculum, assessment and/or pedagogy.

Facilities

You will be taught in the King George VI Building. You have access to the Education Resource Centre and associated borrowing rights.

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A minimum overall GPA of 2.75 (A4.0) in most recent 60 credits of undergraduate study. A letter of intent expressing professional and educational goals as applied to the program. Read more
• A minimum overall GPA of 2.75 (A=4.0) in most recent 60 credits of undergraduate study.
• A letter of intent expressing professional and educational goals as applied to the program.
• Submission of three letters of recommendation, using the required recommendation form.
• Resume or curriculum vitae.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

The Master of Science in Education in Curriculum and Instruction has been designed to meet the needs of (A) candidates who hold Initial New York certification and who seek to complete the academic requirements for Professional certification in one of the following areas: Business/Marketing; Childhood Education (1-6); Dance; Early Childhood Education (B-2); English 7-12; French 7-1; Health Education; Mathematics 7-12; Music; Social Studies 7-12; Spanish 7-12; Theatre; or Visual Arts, (B) International students who wish to develop their English-language skills and learn about teaching in United States schools, but who are not eligible to receive Professional certification in New York, or (C) International students and non-certification seeking professional seeking a master’s in education but who are not eligible to receive Professional certification in New York State. Program start date: Summer, Fall, Spring; Program also available at Watertown JCC campus.

Required Program Courses

Options A and C: Minimum of 33 credit hours:
*GRED 616, Curriculum and Evaluation .........................3 credits
GRED 634, Philosophical Foundations of Curr and Inst ........3 credits
*GRED 635, Ed Research in Curr and Inst ........................3 credits
GRED 687, Action Research ..........................................3 credits

Content, or content-linking courses: 6 credit hours
Graduate Education Electives: 15 credit hours
*indicates content linking course

Option B: Minimum of 34 credit hours:
GRED 558, Literacy I: Methods— Childhood ......................3 credits
GRED 559, Literacy II: Methods—Childhood ....................3 credits
GRED 576, Praciticum I (Immersion in Eng lang usage) ........2 credits
GRED 586, Practicum II (Formal Obs and Participation) ......2 credits
GRED 634, Philosophical Foundations of Curr and Inst ........3 credits
GRED 660, Educational Research ...................................3 credits
GRED 665, Language and Culture ..................................3 credits
GRED 699, Thesis Research ...........................................3 credits

Graduate Education Electives: 12 credit hours

Individuals not having initial certification in approved professional certification areas can still enter the program, with additional re- quirements in order to be eligibile for professional certification. They will also need to apply for certification directly to the state.

Automatic admission options exist for this program.

Program Tracks

Students presently holding Initial Certification in Business/Marketing, Early Childhood/Childhood (B-6), Dance, English 7-12, French 7-12, Health, Mathematics 7-12, Music, Social Studies 7-12, Spanish 7-12, Theatre, or Visual Arts may use this as functionally relevant to be eligible for Professional Certification. Other domestic or international students may use this program to obtain an MS Ed degree without being eligible for certification.

Testimonial

“Potsdam’s graduate program afforded me great opportunities that allowed me to excel as a future educator and stand out among a crowded field of job seekers.” —John Liquori ’14

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Jointly run by the University of Salford and Manchester Metropolitan University, UNIGIS is a three year programme, with the first two years comprising taught units, and a final year to complete a dissertation. Read more
Jointly run by the University of Salford and Manchester Metropolitan University, UNIGIS is a three year programme, with the first two years comprising taught units, and a final year to complete a dissertation.

The Geographical Information Systems (GIS) pathway aims to provide students with a broadly based postgraduate qualification in the field of GIS. Importantly, it offers students choice in the selection of their application area (with a range of units available). The pathway helps students to develop an in-depth knowledge of the issues involved in applying GIS to solving spatial problems with an understanding of the constraints imposed by the application area(s) and the interactions between data, methods, people, and technology.

The first year of study (equivalent to PgC in GIS) involves three core units:

Foundations of GIS -
This unit provides an introduction to Geographical Information Systems (GIS) from conceptual, theoretical, and practical perspectives. Students will learn about the different methods used in geographic encoding and spatial data modelling before employing such datasets in a software environment. The unit concludes with a review of contemporary issues in GIS. Key elements of the curriculum include: Origins of GIS; Representation, Modelling and Geovisualisation; Software Skills; GIS: Today and Tomorrow.

Spatial Data Infrastructures -
Spatial data is key to any GIS project. This unit investigates how spatial data is sourced and also aims to provide students with the requisite knowledge and practical skills to identify and evaluate, against recognised national and international quality standards, spatial data for use in GI-based projects. Key elements of the curriculum include: Spatial Data; Data Standards and Infrastructures; Sourcing Spatial Data; Data Quality; Evaluating Fitness for Purpose.

Databases -
GIS are fundamentally information systems which provide specialist facilities for the creation, storage and manipulation of spatial and attribute data. Much of the functionality offered by GIS software is shared with conventional database software. Indeed, most GIS - at their core - have a conventional database management system (DBMS) around which spatial functionality has been wrapped. It is essential that GIS specialists have a thorough understanding of database theory, design and implementation. Key elements of the curriculum include: Why Databases?; Relational Databases; Critiquing Relational Databases; Implementation and Interrogation.

The second year of study (equivalent to the PgD in GIS) involves one core and two elective units:

Methods in GIS (core) -
The concepts, theories and methods behind the application of GIS are examined in detail. The unit explores research design, data analysis and interpretation and presentation. Special focus is given to methods of spatial analysis and their implementation using GIS software. Key elements of the curriculum include: Research Design; Qualitative and Quantitative Techniques; Fundamentals of Spatial Analysis; Recent Advances in Spatial Analysis.

Two elective units are chosen from:

Distributed GIS -
This unit discusses the most vibrant and rapidly developing area of geospatial technology. Desktop GIS packages are increasingly looking like the specialist packages for serious users that, in truth, they always were. Now, for the very large majority of people who really only want to look at the location of things, we can offer WebGIS systems that deliver what they need directly into their web-browsers. This unit explains the concepts and methods of Internet GIS, development and its applications. Key elements of the curriculum include: From Desktop to Distributed GI Services; Technologies in Distributed GIS; Building the GeoWeb; Tutorials.

Environmental Applications of GIS -
GIS and related technologies such as remote sensing have been widely employed in environmental applications for almost forty years. The advent of satellite remote sensing allowed reliable synoptic data to be available to scientists who have developed numerous models. This together with the decision-making tools and spatially-referenced framework of GIS offers significant support to researchers investigating different environmental phenomena. Data from remote sensing, GPS and other sources provide a valuable input into GIS models for environmental monitoring, modelling and prediction. This unit introduces case study examples of how GIS and related technologies can be used in environmental applications and seeks to critically evaluate their potential value. Key elements of the curriculum include: Applicability and benefits of GIS; Practical Problem Solving and Evaluation using techniques such as Terrain Analysis, Multicriteria Evaluation, Landscape Metrics etc.

Remote Sensing for GIS Applications -
This unit provides students with an introduction to the principles of remote sensing and explores its role in data gathering/information extraction for GIS applications. Key elements of the curriculum include: Principles of Remote Sensing; Satellite Systems; Quantitative Data; GIS Integration.

Social Applications of GIS -
Where an investigation into social, economic, political, and cultural characteristics and phenomena is required, GIS provides a powerful tool. For social applications such as crime mapping and healthcare resource management, GIS can be used effectively to help model, monitor and enable (spatial) decision making based on existing criteria. Social systems are often highly organised and complex - GIS allows this complexity to be effectively distilled into an abstraction representing the most causally related behaviour. This unit introduces case tudy examples of how GIS can be used in social applications and seeks to critically evaluate their potential value. Key elements of the curriculum include: Exemplars of GIS use in Social Applications, e.g. health, crime and urban transportation; Evaluation of the Benefits of GIS; Practical Problem Solving techniques.

Spatial Databases and Programming -
The importance of programming and GIS as part of a larger system, which involves spatial databases, software development and programme coding, has been increasingly realised in GIS practice. This unit aims to develop your geospatial skills in building enterprise oriented databases (e.g. geo-database and server) and creating application-oriented GIS models through programming. This unit also helps you to critically evaluate the issues and trends in enterprise GIS and GIS application development from the perspective of software engineering and geospatial technology. Key elements of the curriculum include: Spatial Databases; Design and Quality; Programming; Tutorials.

The final year of study (the MSc stage) requires the student to design and undertake a substantial and unique independent research project, to be presented as an academic dissertation (max. of 15,000 words).

Read less
Jointly run by the University of Salford and Manchester Metropolitan University, UNIGIS is a three year programme, with the first two years comprising taught units, and a final year to complete a dissertation. Read more
Jointly run by the University of Salford and Manchester Metropolitan University, UNIGIS is a three year programme, with the first two years comprising taught units, and a final year to complete a dissertation.

The Geographical Information Systems (GIS) pathway aims to provide students with a broadly based postgraduate qualification in the field of GIS. Importantly, it offers students choice in the selection of their application area (with a range of units available). The pathway helps students to develop an in-depth knowledge of the issues involved in applying GIS to solving spatial problems with an understanding of the constraints imposed by the application area(s) and the interactions between data, methods, people, and technology.

The first year of study (equivalent to PgC in GIS) involves three core units:

Foundations of GIS -
This unit provides an introduction to Geographical Information Systems (GIS) from conceptual, theoretical, and practical perspectives. Students will learn about the different methods used in geographic encoding and spatial data modelling before employing such datasets in a software environment. The unit concludes with a review of contemporary issues in GIS. Key elements of the curriculum include: Origins of GIS; Representation, Modelling and Geovisualisation; Software Skills; GIS: Today and Tomorrow.

Spatial Data Infrastructures -
Spatial data is key to any GIS project. This unit investigates how spatial data is sourced and also aims to provide students with the requisite knowledge and practical skills to identify and evaluate, against recognised national and international quality standards, spatial data for use in GI-based projects. Key elements of the curriculum include: Spatial Data; Data Standards and Infrastructures; Sourcing Spatial Data; Data Quality; Evaluating Fitness for Purpose.

Databases -
GIS are fundamentally information systems which provide specialist facilities for the creation, storage and manipulation of spatial and attribute data. Much of the functionality offered by GIS software is shared with conventional database software. Indeed, most GIS - at their core - have a conventional database management system (DBMS) around which spatial functionality has been wrapped. It is essential that GIS specialists have a thorough understanding of database theory, design and implementation. Key elements of the curriculum include: Why Databases?; Relational Databases; Critiquing Relational Databases; Implementation and Interrogation.

The second year of study (equivalent to the PgD in GIS) involves one core and two elective units:

Methods in GIS (core) -
The concepts, theories and methods behind the application of GIS are examined in detail. The unit explores research design, data analysis and interpretation and presentation. Special focus is given to methods of spatial analysis and their implementation using GIS software. Key elements of the curriculum include: Research Design; Qualitative and Quantitative Techniques; Fundamentals of Spatial Analysis; Recent Advances in Spatial Analysis.

Two elective units are chosen from:

Distributed GIS -
This unit discusses the most vibrant and rapidly developing area of geospatial technology. Desktop GIS packages are increasingly looking like the specialist packages for serious users that, in truth, they always were. Now, for the very large majority of people who really only want to look at the location of things, we can offer WebGIS systems that deliver what they need directly into their web-browsers. This unit explains the concepts and methods of Internet GIS, development and its applications. Key elements of the curriculum include: From Desktop to Distributed GI Services; Technologies in Distributed GIS; Building the GeoWeb; Tutorials.

Environmental Applications of GIS -
GIS and related technologies such as remote sensing have been widely employed in environmental applications for almost forty years. The advent of satellite remote sensing allowed reliable synoptic data to be available to scientists who have developed numerous models. This together with the decision-making tools and spatially-referenced framework of GIS offers significant support to researchers investigating different environmental phenomena. Data from remote sensing, GPS and other sources provide a valuable input into GIS models for environmental monitoring, modelling and prediction. This unit introduces case study examples of how GIS and related technologies can be used in environmental applications and seeks to critically evaluate their potential value. Key elements of the curriculum include: Applicability and benefits of GIS; Practical Problem Solving and Evaluation using techniques such as Terrain Analysis, Multicriteria Evaluation, Landscape Metrics etc.

Remote Sensing for GIS Applications -
This unit provides students with an introduction to the principles of remote sensing and explores its role in data gathering/information extraction for GIS applications. Key elements of the curriculum include: Principles of Remote Sensing; Satellite Systems; Quantitative Data; GIS Integration.

Social Applications of GIS -
Where an investigation into social, economic, political, and cultural characteristics and phenomena is required, GIS provides a powerful tool. For social applications such as crime mapping and healthcare resource management, GIS can be used effectively to help model, monitor and enable (spatial) decision making based on existing criteria. Social systems are often highly organised and complex - GIS allows this complexity to be effectively distilled into an abstraction representing the most causally related behaviour. This unit introduces case tudy examples of how GIS can be used in social applications and seeks to critically evaluate their potential value. Key elements of the curriculum include: Exemplars of GIS use in Social Applications, e.g. health, crime and urban transportation; Evaluation of the Benefits of GIS; Practical Problem Solving techniques.

Spatial Databases and Programming -
The importance of programming and GIS as part of a larger system, which involves spatial databases, software development and programme coding, has been increasingly realised in GIS practice. This unit aims to develop your geospatial skills in building enterprise oriented databases (e.g. geo-database and server) and creating application-oriented GIS models through programming. This unit also helps you to critically evaluate the issues and trends in enterprise GIS and GIS application development from the perspective of software engineering and geospatial technology. Key elements of the curriculum include: Spatial Databases; Design and Quality; Programming; Tutorials.

The final year of study (the MSc stage) requires the student to design and undertake a substantial and unique independent research project, to be presented as an academic dissertation (max. of 15,000 words).

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The road less traveled. Your journey to the Master of Liberal Arts (MLA) at Penn starts with you. your passions, your questions and your unique combination of academic interests. Read more
The road less traveled
Your journey to the Master of Liberal Arts (MLA) at Penn starts with you: your passions, your questions and your unique combination of academic interests. You state your goals, and we help you craft your course of study within the rigorous academic environment of the Ivy League.

A curriculum created with you, for you
The MLA offers intellectual explorers like you the opportunity to design your own curriculum at the intersection of your interests in the liberal arts. With the support of Penn professors and program staff, you’ll choose nine courses that deepen and broaden your engagement with the ideas, questions and practices that matter most to you. Most of our courses take place in a small seminar format, allowing you to connect with both professors and peers in an intimate setting.

The program culminates in a large-scale capstone project tailored to your professional and intellectual goals. Our alumni have found the capstone—whether a research paper, memoir, screenplay, novel or other form of expression—to be both a defining process of intellectual self-discovery and a professional asset as they consider a career shift or prepare for a PhD program.

Why choose the MLA at Penn?
The MLA at Penn provides a powerful combination of customizability, advising and the outstanding resources of one of the nation’s top research universities.

Whether as a full- or part-time student, you’ll have access to classes in over 50 liberal arts course areas, and the chance to study in other world-renowned departments throughout the university. You’ll have the full run of our unmatched libraries and archives. You’ll enjoy the support and challenge of your MLA peers: driven, curious and accomplished professionals like you.

And most importantly, you’ll receive one-on-one guidance from MLA program staff and your professors as you clarify your goals for the program and design your course of study.

The MLA beyond Penn
Our alumni have used their MLA degrees to enrich their current working lives or launch themselves into their ideal careers by gaining expertise at the precise nexus of interests about which they’re most passionate. Many of our alumni successfully enter advanced degree and PhD programs, and state that they find themselves better equipped to pursue their chosen career path. The MLA degree has helped our alumni advance in the workplace professionally and financially and even discover new career paths. We welcome you to read more alumni stories to learn how the MLA can work for you in the real world.

Connect with the MLA today
The Penn MLA program prioritizes the power of personal connection — between students, teachers and program staff. We’re available to answer any questions that may arise as you explore the MLA program at Penn.

Courses and Curriculum

Individualized curriculum
Students in the Master of Liberal Arts degree program have the rare opportunity to develop their own concentration in the liberal arts from courses across the University. As an MLA student, you will design an individualized curriculum of nine graduate-level courses that center on a particular theme that interests you, culminating in an individual capstone project. The capstone is a large-scale academic project of your own choosing, created with the guidance of your professors and advisors. Previous capstones include memoirs, poetry cycles and research papers. The process of developing your capstone both tests and celebrates your education at Penn, and can be used to demonstrate the value of your time here to employers or graduate schools.

The range of courses available means you can construct a course of study at the precise nexus of your interests, or sample several different fields before settling on an ongoing focus. Moreover, the process itself of curating your own curriculum is one of the most valuable aspects of the MLA program. In doing so, you learn how to listen to your own instincts and curiosities, as well as to strategically direct your own development as a person, an academic and a professional in your field.

During the process of choosing your courses, you’ll be supported by the Program Director and our program staff. We take an intensive student-by-student approach, offering the open conversation and long-term advising relationships you need to help you choose the MLA path that meets your needs.

MLA course requirements and Proseminars
Your Master of Liberal Arts degree curriculum will consist of nine graduate-level courses. At least seven of these courses must be taken in the School of Arts and Sciences. Your curriculum may include up to two classes from other Schools in the University, such as the Annenberg School for Communication, the Graduate School of Education and the School of Social Policy & Practice.

Of the nine courses in your individualized curriculum, one to three of them must be MLA Proseminars. A Proseminar is a small, intensive class that asks you to integrate research, writing, discussion and other methods of inquiry. The small class size fosters thoughtful conversation and debate, and provides a powerful environment for intellectual growth. We offer multiple Proseminars each semester, and the topics change every semester as well.

MLA certificates
While earning your Master of Liberal Arts degree, you have the opportunity to earn a certificate in one of several subject areas, including Latin American Studies, Urban Studies, Cinema Studies and more. Each certificate program consists of an interdisciplinary set of classes, which was chosen by faculty members to help students explore and master the given topic. Please visit the certificate page to learn more.

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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning.
It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Primary programme prepares you to work with pupils aged 5-11. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Primary course is structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based.

The three PGCE modules are:

1. Education Studies I
This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.

2. Education Studies II
This module aims to develop understanding of the learning, teaching and assessment of the National Curriculum for Key Stage 1 & 2, in the Core (English, Mathematics and Science) and Foundation subjects (Computing, Physical Education, History, Geography, Religious Education, Art and Music).
The primary focus will be on developing approaches to maximise the impact you can make on pupil progress (TS2). This module focuses on special educational needs and disabilities (SEND) and ways to meet the differentiated needs of a range of pupils in relation to theoretical perspectives and real-life classroom applications and strategies are addressed.

3. Education Studies III (Curriculum Enhancement)
The following range of Curriculum Enhancements are usually offered: Bilingualism, Culture & Identities (BCI), Mathematics, Mathematical Thinking, Physical Education, Talk, Science, Computing
This unique module aims to develop curriculum expertise in the chosen area, whereby student teachers can:
research and develop innovative skills and projects within the context of their curriculum enhancement study and school setting;
apply the skills and principles of highly effective planning, teaching and assessment principles of National Curriculum focus areas, using a broad range of learning, teaching and assessment resources and approaches;
explore and develop skills in ‘specialised’ cross-curricula approaches.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools and Pupil Referral Units (PRUs). This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006. We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email .

Teaching

We adopt an enquiry-based learning approach in our PGCE Primary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Primary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of Qualified Teacher Status (QTS). In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:
Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities (Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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The PGCE Secondary is the first phase of a career-long process of personal and professional development, which will equip you to become a secondary school teacher. Read more
The PGCE Secondary is the first phase of a career-long process of personal and professional development, which will equip you to become a secondary school teacher. The PGCE Secondary is a course in Initial Teacher Training which is accredited by the DfE, the successful completion of which will accord you Qualified Teacher Status (QTS). Our course has recently been inspected by Ofsted which resulted in an “Outstanding” grading for all aspects of our provision.

Subject pedagogy is explored in curriculum groups, examining techniques for making each subject accessible and stimulating in a classroom environment..

After a preparatory fortnight in a primary school the course begins a series of school visits, curriculum sessions and tutorials which combine the theoretical and research based dimensions of the course, school observations and personal perspectives of issues prior to the short Preliminary practice. This pattern is repeated in the New Year before the long practice. Issues addressed usually include:
-Lesson planning and planning for progression and differentiation.
-The National Curriculum, examination courses and Geography's contribution to the wider curriculum.
-Teaching styles including fieldwork and approaches to teaching the most and least able.
-Cultivating the imagination and thinking through Geography.
-Monitoring and assessing children's progress.
-The potential of I.C.T., audio-visual aids and other resources for enhancing Geographical learning.
-Geography's contribution to the development of core skills, personal development and cross-curricular themes.
You will be based in one of our Partnership schools where you will have the opportunity to develop your skills in a teaching background.

The school-based activities involve structured classroom observations, planning and research projects and practical teaching - the latter starting by teaching individual pupils, eventually leading through group work to full classroom teaching.

Most people have vivid memories of their school fieldwork experiences and not only is it highly motivating for pupils, it plays an important part in the enquiry process. The course features a fieldwork course in Durham City exploring approaches to fieldwork, planning activities in the field and, in the summer, taking pupils from a local school to undertake them.

Geographers, together with Modern Foreign Linguist or English trainees, have the opportunity to spend two weeks following the main practice in the Czech Republic planning, preparing and teaching a module of Geography to school students.

Structure

The course is organised as three modules:
-Professional Issues in school based education
-Teaching and Learning in the Curriculum
-Self-directed Study

The Professional Issues in School Based Education relates to the Teacher Standards and is delivered in two parts, prior to each of the two extended teaching practices. The teaching is related to those classroom-based issues such as the psychology of learning, the law, curriculum groups, examining techniques for making each subject accessible and stimulating in a classroom environment and is followed up in subject groups and during school placements The block practices in the Autumn and Spring allow for practical opportunities for full professional development where there is a progression from observation, structured activities and group work to whole class work.

Teaching and Learning in the Curriculum and Self Directed Study are studied at Masters Level. The Teaching and Learning in the Curriculum Module draws on the international research expertise within the School of Education enabling student teachers to engage critically in issues relevant to the classroom and school, particularly those that impact on the success of children as learners. The Self Directed Study module draws on students’ experience during weekly visits to schools and their own small scale action research, and links this to critical engagement with published educational research.

These Masters modules provide an opportunity to explore, in a more theoretical way, the issues to do with teaching and learning through lectures and mixed subject and phase seminar groups taught as a conference week usually after Christmas. In addition to covering Teacher standards these modules will enable assessment work to be carried out for the award of PGCE.

On successful completion of the course, student teachers will have 90 credits and QTS.

Other admission requirements

-A demonstrable interest and involvement in the lives and development of young people.
-GCSE English and Mathematics at Grade C or above (or equivalent) which must be achieved at the time of application.If your equivalent qualifications are from an overseas institution, you must apply for a Statement of Comparability from NARIC.
-Pass in the QTS Skills Tests by 1st August prior to the beginning of the programme.
-Must have undertaken at least ten days of work experience in a UK mainstream school environment within the three years prior to application.
-Must have completed the 10 day Primary School Experience in a UK Primary School (or a Primary School which follows the English National Curriculum) prior to commencing the University course in mid September. Offer holders will arrange this for themselves in their own local area.
-Your professional and interpersonal qualities and your commitment to teaching will be considered when making an admissions decision. Candidates who meet the criteria, will be invited to a selection day. Selection days will involve individual interviews with a pre-prepared presentation element and tests to assess written English and other skills.

Successful candidates will receive an offer conditional upon successful medical and criminal record checks. The latter is carried out by the Disclosure and Barring Service and full instructions on how to apply for a DBS Disclosure are issued with offer letters. If you have a criminal record of any kind, you may contact the School of Education DBS Manager, Steph Tunstall, for further advice and information. All enquiries will be treated in confidence.

We strongly encourage you to register for the DBS Update Service, which lets you take your certificate from one employer to another without having to apply for a new check. Please note, all DBS Enhanced Disclosures for our Students must be applied for through Durham University unless you have applied to the Update Service.

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The Department of Curriculum, Teaching and Learning offers graduate programs in three areas of study. -Curriculum Studies and Teacher Development. Read more
The Department of Curriculum, Teaching and Learning offers graduate programs in three areas of study:
-Curriculum Studies and Teacher Development
-Language and Literacies Education
-Teaching

These programs reflect a variety of scholarly interests and are closely linked with the department's strong research base.

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