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Closing date for January 2017 start is 31st August 2016. Take part in an exciting new course designed specifically for those wishing to be ultrasound practitioners. Read more
Closing date for January 2017 start is 31st August 2016

Take part in an exciting new course designed specifically for those wishing to be ultrasound practitioners. You'll learn all the professional knowledge and skills to work as a Sonographer* in the healthcare sector. A first in the UK, this programme is open to graduates from all backgrounds with clinical placements provided by NHS partners across the region, providing practical applications of the knowledge you learn from studying.

We have modules covering a range of ultrasound specialisms, from general medical purposes to obstetrics, gynaecology and basic vascular assessment. Our accelerated programme is perfect for highly motivated individuals willing to self-direct their studies, taking on the responsibility to continue learning outside timetabled hours. With a current skills shortage in medical ultrasound, it's highly important to create trained professionals to meet the demand, so get started on a rewarding career through our direct entry course!

Enrolling students will be expected to complete the full award, it is not suitable for those wishing to only undertake a focused area of ultrasound. Unfortunately it is unavailbale for international students.

*'Sonographer' is not currently a protected title in the UK and at this present time graduates will NOT be eligible to be registered with the HCPC, although it is hoped that this will become a possibility in the future. For this reason, employment may not be possible in certain NHS trusts and some private sector organisations, although many organisations already employ sonographers from non-traditional backgrounds.

Course outline

This is an intensive, accelerated programme of study which requires highly motivated and committed people. There will be a mixture of practical sessions and traditional classroom learning, including lectures, group work and eLearning activities. Much of your studies will be self-directed and outside timetabled hours, allowing you to take responsibility for your own learning needs in meeting the demands of the accelerated programme.

Each module is credit rated. You may be assessed in various ways including coursework, presentations, reflective writing, verbal assessments, exams and reports. Assessment of clinical placements do not form part of the masters level assessed credits but is a requirement of the qualification and students will be assessed to ensure they are clinically competent in all areas before they can receive the award.

This course is accredited by the Consortium for the Accreditation of Sonographic Education (CASE). Students are required to be student members of the Society & College of Radiographers (SCoR) whilst in training, and on completion, registration with the SCoR's voluntary register of Sonographers will be expected by employers.

Graduate destinations

Sonographers may work in the NHS, in the private and voluntary sectors, and overseas. This is an exciting time for the ultrasound specialism, with expansion of its role leading to increased job opportunities in new developments.

Other admission requirements

Please note we require a 1st or upper 2nd class honours degree, however those with a 2:2 will also be considered on a case-by-case basis. Minimum of 5 GCSE passes to include Maths, English and Science (grade B or above for Science). At least one science subject at A-level (or equivalent) at grade C or above. Applicants must demonstrate a thorough understanding of the subject area and clinical specialism. All applicants, who meet the entry requirements, will be asked to submit a 1500 word assignment. Only those who achieve a grade equivalent to 2:2 or above 50% (marked to level 6 undergraduate) will be invited to interview.

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The School Direct Programme (Salaried) is a new route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Read more
The School Direct Programme (Salaried) is a new route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Students will earn a salary while they train.

See the website http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees

Key Information

- Application dates
All applicants:
Open: 27 October 2015
Please check individual school websites. Programmes may close as soon as places are filled and early application is advised.

If you are offered a place on a Teacher Training programme, you will be asked to apply for an Enhanced Disclosure Certificate from the Disclosure Barring Service (DBS). A satisfactory certificate is a condition of entry to the programme, as we need to assess your suitability for access to children and vulnerable adults. Further information about the Enhanced Disclosure check and any related fees that you will need to pay will be provided in our offer letter, if your application to UCL is successful.

English Language Requirements

If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Teacher Training
Further information can be found on our English language requirements page http://www.ucl.ac.uk/prospective-students/graduate/life/international/english-requirements .

International students

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website http://www.ucl.ac.uk/prospective-students/international .

Degree Information

Students will be part of a school team from the start and will receive intensive support from experienced teachers in the classroom. Opportunities will exist to build networks with fellow trainees. This route leads to the award of QTS (Qualified Teacher Status).

Where student teachers opt to gain the additional PGCE pathway, and less than 60 credits are achieved at level 7, but are successfully passed at level 6, a Professional Graduate Certificate of Education (PgCE) will be awarded.

An additional PGCE pathway is also available which trainees can apply to join during the programme. Tuition fees apply.

- Core Modules
TBC

- Options
TBC

- Placement
As part of the programme students will spend time in placement at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. For this programme students will spend the majority of the programme in school, employed as an unqualified teacher.

Teaching and Learning

The programme is delivered via a series of lectures and workshop at the UCL Institute of Education for 15 days (10 days' Professional Studies and five days subject-specific training) spread over the autumn and spring terms. The placement schools are responsible for providing an additional 45 days of training activities, alongside the practical teaching experience. Students are assessed on their practical teaching and their progress in achieving the standards for Qualified Teacher Status by gathering evidence in the form of a portfolio.

Funding

Scholarships relevant to this department are displayed (where available) below. For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships .

- IOE Centenary Masters Scholarships
Value:
Eligibility: Overseas students
Criteria:

- IOE Centenary Research Scholarships
Value:
Eligibility: EU students
Criteria:

- IOE COLFUTURO Fee Partnership
Value: UCL provides a 50% contribution towards tuition fees. (1 year)
Eligibility: Overseas students
Criteria: Based on academic merit

- IOE Commonwealth Distance Scholars
Value: Fees and some expenses
Eligibility: Overseas students
Criteria:

- IOE CONICyT Fee Partnership
Value: IoE provides a 20% contribution towards tuition fees. (1 year)
Eligibility: Overseas students
Criteria:

- IOE Erasmus Bursary
Value: £350/month (1)
Eligibility: UK, EU, Overseas students
Criteria:

- IOE Fulbright
Value:
Eligibility: Overseas students
Criteria:

- IOE International Master's Student Bursaries
Value:
Eligibility: Overseas students
Criteria:

- IOE Vietnam International Education Development Scholarships - PGT
Value:
Eligibility: Overseas students
Criteria:

- IOE Windle Trust Scholarship
Value:
Eligibility: Overseas students
Criteria:

More scholarships are listed on the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships

Careers

Graduates of UCL Institute of Education's art and design teacher training programmes are currently working across a broad range of areas. Some are working as teachers and heads of art and design departments in schools and colleges, while others have jobs as education officers in galleries and museums. Graduates in this area can also be found working as lecturers on art foundation courses.

Top career destinations for this degree:
- Art & Maths Teacher, Wishmore Cross Academy (2014)
- Art Teacher, Thames Christian College (2014)
- Art Teacher, Sir William Ramsey College (2015)
- Resistant Materials and Science Teacher, East Barnet School (2015)
- D&T Teacher, St James' School Exeter (2015)

- Employability
Most of the student teachers trained through this route are employed by the training school or within the cluster after completing programme. The nature of this route to Qualified Teacher Status is for schools to train student teachers who are committed to the values and ethos of the school or academy and wish to develop their teaching career within the school or cluster which invested in their training.

Why study this degree at UCL?

The UCL Institute of Education (IOE) has been providing first-class teaching training, in partnership with schools and colleges for over 100 years and all of their initial teacher programmes have been rated as outstanding.

Founded in 1902, as a teacher training college in London, the IOE is a world-class research and teaching institute.

IOE graduates are highly sought after in schools and colleges throughout London and the UK. The central location in historic Bloomsbury means that you are in the heart of London.

There are over 40 schools and colleges in the Greater London area and beyond participating in the School Direct (Salaried) programme.

Each of these offer student-teacher places in at least one National Curriculum subject area and many of them have places across a broad range of subjects.

The training students receive from one of the participating schools offering their chosen art and design specialism, will enable them to become a skilled and confident teacher.

Application and next steps

- Applications
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

- Who can apply?
The School Direct Training Programme (salaried) is an employment-based route for experienced graduates (preferably those with first or upper second-class degree classification in an area relevant to Art and Design) and who have at least three years’ work experience. It is not necessary for this experience to be education related.

For more information see the Applications page http://www.ucl.ac.uk/prospective-students/graduate/apply/ITE-apply .

Options

School Direct (Salaried)
School Direct (Salaried): Art and Design
School Direct (Salaried): Biology
School Direct (Salaried): Business Studies
School Direct (Salaried): Chemistry
School Direct (Salaried): Citizenship
School Direct (Salaried): Computer Science
School Direct (Salaried): Design and Technology
School Direct (Salaried): Drama
School Direct (Salaried): Economics
School Direct (Salaried): English
School Direct (Salaried): Geography
School Direct (Salaried): History
School Direct (Salaried): Mathematics
School Direct (Salaried): Modern Languages
School Direct (Salaried): Music
School Direct (Salaried): Physical Education
School Direct (Salaried): Physics
School Direct (Salaried): Primary
School Direct (Salaried): Primary Mathematics Specialist
School Direct (Salaried): Psychology
School Direct (Salaried): Religious Education
School Direct (Salaried): Social Science

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The School Direct Tuition Fee route is a new path into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places. Read more
The School Direct Tuition Fee route is a new path into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places. Trainees pay a course fee on this route and will join other student teachers on one of the established PGCE courses at UCL Institute of Education (IOE), whilst undertaking their teaching experience in the host school or cluster.

See the website http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees

Key Information

- Application dates
All applicants:
Open: 27 October 2015
Early application is advised as programmes may close as soon as places are filled.

If you are offered a place on a Teacher Training programme, you will be asked to apply for an Enhanced Disclosure Certificate from the Disclosure Barring Service (DBS). A satisfactory certificate is a condition of entry to the programme, as we need to assess your suitability for access to children and vulnerable adults. Further information about the Enhanced Disclosure check and any related fees that you will need to pay will be provided in our offer letter, if your application to UCL is successful.

English Language Requirements

If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Teacher Training
Further information can be found on our English language requirements page http://www.ucl.ac.uk/prospective-students/graduate/life/international/english-requirements .

International students

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website http://www.ucl.ac.uk/prospective-students/international .

Degree Information

Through seminars and studio-based activities, students will study the concepts, processes and skills of art, craft and design, sharing their knowledge and understanding with other student teachers, and considering how it relates to the secondary curriculum. Towards the end of the PGCE, students will build on their own practice by initiating a curriculum development project, and at a final exhibition, they will be able to display pieces of their work that represent their personal philosophy for art and design education.

- Core Modules
TBC

- Options
TBC

- Placement
All Student Teachers take the Professional Practice module which is primarily assessed through the two main school placements, associated tasks and portfolio. The relevant Lead School will make the arrangements for school experience.

Teaching and Learning

The Secondary PGCE full-time route is delivered via keynote lectures, subject lectures, seminars, workshops, tutorials and directed study days at the Institute of Education as well as time spent in placement schools or colleges. Assessment is by practical teaching, assignments, portfolio tasks and, for some subjects, practical projects. Students will also record their progress in a Career Entry and Development Profile statement. This will form part of a portfolio that links into the induction year (the first year of teaching) and a student's continuing professional development.

Funding

Scholarships relevant to this department are displayed (where available) below. For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships .

- IOE Centenary Masters Scholarships
Value:
Eligibility: Overseas students
Criteria:

- IOE Centenary Research Scholarships
Value:
Eligibility: EU students
Criteria:

- IOE COLFUTURO Fee Partnership
Value: UCL provides a 50% contribution towards tuition fees. (1 year)
Eligibility: Overseas students
Criteria: Based on academic merit

- IOE Commonwealth Distance Scholars
Value: Fees and some expenses
Eligibility: Overseas students
Criteria:

- IOE CONICyT Fee Partnership
Value: IoE provides a 20% contribution towards tuition fees. (1 year)
Eligibility: Overseas students
Criteria:

- IOE Erasmus Bursary
Value: £350/month (1)
Eligibility: UK, EU, Overseas students
Criteria:

- IOE Fulbright
Value:
Eligibility: Overseas students
Criteria:

- IOE International Master's Student Bursaries
Value:
Eligibility: Overseas students
Criteria:

- IOE Vietnam International Education Development Scholarships - PGT
Value:
Eligibility: Overseas students
Criteria:

- IOE Windle Trust Scholarship
Value:
Eligibility: Overseas students
Criteria:

More scholarships are listed on the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as teachers and heads of art and design departments in schools and colleges, while others have jobs as education officers in galleries and museums . Graduates in this area can also be found working as lecturers on art foundation courses.

Why study this degree at UCL?

The UCL Institute of Education's partnership with over 200 secondary schools and colleges in Greater London and beyond enables each of our students to become a skilled and confident teacher in their chosen subject specialism.

Tutors on the Secondary PGCE are skilled classroom practitioners with extensive experience in secondary schools and colleges, in school leadership, inspection, educational research and consultancy.

UCL Institute of Education provides excellent studio space and facilities, including a computing suite where students will learn about how information and communications technology (ICT) is used in art and design education.

Application and next steps

- Applications
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

- Who can apply?
The Secondary PGCE full-time programme is suited to those wishing to gain Qualified Teaching Status (QTS) for teaching in a UK maintained (state-funded) school and who have the following background: graduates of recognised UK higher education institutions; those with a degree obtained outside the UK which is accepted by UCL Institute of Education (IOE) as an appropriate qualification; those with a qualification that gives graduate status and which is acceptable to UCL.

For more information see the Applications page http://www.ucl.ac.uk/prospective-students/graduate/apply/ITE-apply .

Options

School Direct (Tuition Fee): Art and Design
School Direct (Tuition Fee): Biology
School Direct (Tuition Fee): Business Studies
School Direct (Tuition Fee): Chemistry
School Direct (Tuition Fee): Citizenship
School Direct (Tuition Fee): Computing with IT
School Direct (Tuition Fee): Early Years Initial Teacher Training
School Direct (Tuition Fee): Economics
School Direct (Tuition Fee): English
School Direct (Tuition Fee): English
School Direct (Tuition Fee): Geography
School Direct (Tuition Fee): History
School Direct (Tuition Fee): Mathematics
School Direct (Tuition Fee): Modern Foreign Languages
School Direct (Tuition Fee): Music
School Direct (Tuition Fee): Physics
School Direct (Tuition Fee): Physics with Mathematics
School Direct (Tuition Fee): Primary
School Direct (Tuition Fee): Primary (EYFS/KS1 full-time route)
School Direct (Tuition Fee): Primary Mathematics Specialist
School Direct (Tuition Fee): Psychology
School Direct (Tuition Fee): Religious Education
School Direct (Tuition Fee): Social Science

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Creative research in humanities has become an important part of postgraduate study at Masters and Doctoral level. It has helped performers and practitioners remediate their work as research, and has allowed practitioners to reflect on the processes of practice, as much as its ramifications. Read more
Creative research in humanities has become an important part of postgraduate study at Masters and Doctoral level. It has helped performers and practitioners remediate their work as research, and has allowed practitioners to reflect on the processes of practice, as much as its ramifications. Like all our courses, the DMus reflects the mission and values of University of West London. It enhances progression and quality in education, and encourages widening participation.

Its emphasis on creative research, and its 'submission pathway' attracts recently qualified postgraduates and professional musicians who want doctoral recognition of their skills and experience - and this is sympathetic with the School's academic plan to attract mature and part-time students, together with the University's vision to reach out to students of all ages through flexible education.

Course detail

The possible routes for the course are:
• MPhil leading to DMus
• DMus by Direct Entry
• DMus by Submission

The DMus extends the rich and eclectic musical experience our students enjoy at undergraduate and Masters level, to doctoral level, and enhances London College of Music's growing postgraduate community. The DMus also maximises our research strengths in composition, performance and music technology.

Proposal

Your proposal must not exceed 4,500 words. Unless you are studying for your DMus by Direct Entry or Submission, you will complete this proposal as part of the assessment regime for the Level 7 Research Methods module.

The proposal for the MPhil/DMus in Electronic/Electro-acoustic Composition is different from a proposal for a PhD. The core of the proposal will be a list of works you intend for portfolio submission. It should also include the anticipated duration of each piece. Proposals for DMus by Submission should also append the compositions.

You should explain in your proposal how your portfolio constitutes an original and substantial contribution to the area of practice. For this, you should include:
• a 'literature review' of contemporary practice in the same field
• an analysis and explanation of existing techniques in the field
• an explanation of how the creative work represents an extension of, or reaction to, contemporary practice. This may be as an extended technique or something more philosophical, ontological or aesthetically grounded - or preferably a combination of the two.

Your proposal should also include a timescale for each part of the project, and append an outline bibliography.

You may also identify areas of technical development, analysing how your portfolio pieces might enable this transition. You must indicate in your proposal, any pieces you intend to include through backdated registration.

You may also include a CV.

Assessment

This will involve an oral examination, conducted in much the same way as a traditional PhD. This will also be necessary when you 'exit' with the MPhil qualification.

How to apply

Click the following link for information on how to apply to this course: http://www.uwl.ac.uk/students/postgraduate/how-apply

Scholarships and bursaries

Information about scholarships and bursaries can be found here: http://www.uwl.ac.uk/students/postgraduate/scholarships-and-bursaries

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School Direct is a delivered in partnership with schools. The key feature of this course is that the majority of the year is spent on placement working alongside experienced colleagues in schools. Read more
School Direct is a delivered in partnership with schools. The key feature of this course is that the majority of the year is spent on placement working alongside experienced colleagues in schools.

The course aims to harness the knowledge and experience of school colleagues in the delivery of courses, working in partnership with the experience of accredited ITT providers such as universities. schools, and the mentors within them, provide the vast majority of the training.

Schools benefit by being more directly involved in student recruitment and the delivery of the course.

This is a cross phase course, you can study within the primary or secondary phase. The course takes one academic year to complete.

There are two School Direct courses, School Direct (Salaried) and School Direct (Training) (sometimes called non-salaried). It is important that you are clear which of these courses your school is offering as it will affect your funding for the course (see Fees and Finance below).

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

Course detail

There are two possible awards from your School Direct course:

• Qualified Teacher Status (QTS) Pathway, all successful student teachers will achieve the recommendation for QTS.

• School Direct PGCE Pathway, successful student teachers who (in consultation with their school partner) decide to opt in to the School Direct PGCE (as described in “What will I study?”) will be awarded a PGCE.

Suitability

The course is for people who want to train to become teachers, spending the majority of their training time in school alongside qualified teachers.

Content

QTS Pathway – all students

The majority of your time on this course is spent in school. It is a requirement of all QTS courses that you get at least 60 days (or equivalent) training through the year. You will get at least 15 days taught sessions from the University and a course of professional development provided by the school. Your development in school will be supported by a mentor who will help you in your progress towards meeting the standards for QTS. You will be required to undertake a period of placement in a second school that provides a contrast to your base school.

School Direct PGCE Pathway – an option for all students

The School Direct PGCE pathway is a mixture of work based learning and academic assessments. All students on this pathway will study the aspects described above in the QTS pathway. In addition, Student Teachers who opt in to this pathway will be required to undertake academic study and write academic assignments. There are additional taught sessions and tutorial support to support students studying on this pathway.

Format

The majority of the learning on this course happens in schools. Student teachers will learn in a variety of ways in school, including from experienced mentors, through observing others and through experience.

There are 15 days taught in university at the Canterbury Campus. The teaching on these days will be a mixture of lecture and seminar and workshop activity.

There is a high level of individual support for learning offered in this course through the mentors in school and the university tutors.

Assessment

• QTS Pathway – all students
Throughout the course you will be assessed by your mentors and tutors who will grade you at key points to help you understand how well you are meeting the standards for QTS. At the end of the course you will have a final assessment. This will take the form of a review meeting to formally assess whether you have met the standards for QTS.

• School Direct PGCE Pathway
In addition to the above assessment process for the recommendation for QTS students who have opted for the School Direct PGCE Pathway will be required to submit three 4,000 word assignments, spread across the year, which will be assessed at Masters Level.

What can I do next?

Successful students on this course are able to become Qualified Teachers.

How to apply

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

Funding

-Masters Loans-

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

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

-2017/18 Entry Financial Support-

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

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This course is ideal if you are graduate wanting to develop a career in banking and insurance, financial consulting and regulation, and supervision and compliance. Read more
This course is ideal if you are graduate wanting to develop a career in banking and insurance, financial consulting and regulation, and supervision and compliance. It gives you a broad foundation for career advancement and prepares you for further study with key professional bodies. We aim this course at:
-Recent graduates in business, management, accounting law, economics, finance, and the natural sciences, wishing to differentiate themselves in the job market.
-Those already employed in the field who wish to strengthen their career prospects.
-Those who wish to follow a career in research and education.
-Those employed or seeking a career in financial regulation, supervision and compliance.
-Those employed or seeking a career in financial journalism.

The immediate value of this course to present or potential employers is its relevance in the job market. Designed with input from financial institutions, a distinctive feature of the course is its focus on present-day national and global developments in banking and financial markets. You study these developments alongside financial practice and theory based on current research.

This course is linked with the Association of Corporate Treasurers (ACT). During the course you study the ACT International Treasury Management certificate as part of the international treasury management module. The Certificate in International Treasury Management (CertITM) provides a fundamental understanding of the core elements of treasury and financial risk management. It combines the technical and practical skills necessary for professionals working in international finance. If you successfully complete the CertITM and this course you are eligible for direct entry onto the MCT advanced diploma, subject to work experience.

You can find careers in retail or corporate banking, fund management, financial markets and financial regulation and compliance.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/msc-banking-and-finance

Professional recognition

If you hold the Sheffield Hallam MSc in Banking and Finance, you are eligible for direct entry to the MCT programme with the Association of Corporate Treasurers.

Course structure

Full time. September start – typically 12 months. January start – typically 15 months but it can be completed in 12 months.

Semester One – Postgraduate Certificate
-Finance
-Methods of enquiry
-Banking and financial markets
-Financial risk management

Semester Two – Postgraduate Diploma
-International treasury management.
-Risk management in banking.
-Financial regulation and supervision

Options (one from)
-Corporate finance
-Islamic banking
-Fund management
-Consultancy project 1
-Global business strategy

Semester Three – MSc
-Research methods
-Dissertation

Assessment: coursework, examinations, dissertation.

Other admission requirements

Overseas applicants from countries whose first language is not English must normally produce evidence of competence in English. An IELTS score of 6.0 with 5.5 in all skills is the standard for non-native speakers of English. If your English language skill is currently below an IELTS score of 6.0 with a minimum of 5.5 in all skills we recommend you consider a Sheffield Hallam University Pre-sessional English course which will enable you to achieve an equivalent English. If you do not meet the above criteria you can apply for the Graduate Diploma in Business and English. After passing this diploma we automatically offer you a place on one of our business-related masters degrees.

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International Master's in Statistics - MSc. https://www.kent.ac.uk/courses/postgraduate/163/international-masters-statistics. Read more
International Master's in Statistics - MSc: https://www.kent.ac.uk/courses/postgraduate/163/international-masters-statistics

Overview

The International Master’s in Statistics develops your practical, statistical and computing skills to prepare you for a professional career in statistics or as a solid basis for further research in the area.

The programme has been designed to provide a deep understanding of the modern statistical methods required to model and analyse data. You will benefit from a thorough grounding in the ideas underlying these methods and develop your skills in key areas such as practical data analysis and data modelling.

It has been accredited by the Royal Statistical Society (RSS) and equips aspiring professional statisticians with the skills they need for posts in industry, government, research and teaching. It also enables you to develop a range of transferable skills that are attractive to employers within the public and private sectors.

Students whose mathematical and statistical background is insufficient for direct entry on to the appropriate programme, may apply for this course. The first year of the programme gives you a strong background in statistics, including its mathematical aspects, equivalent to the Graduate Diploma in Statistics. This is followed by the MSc in Statistics.

International Master's in Statistics with Finance - MSc: https://www.kent.ac.uk/courses/postgraduate/164/international-masters-statistics-finance

Overview

This programme, accredited by the Royal Statistical Society (RSS), equips aspiring professional statisticians with the skills they will need for posts in industry, government, research and teaching. It is suitable preparation too for careers in other fields requiring a strong statistical background.

Students whose mathematical and statistical background is insufficient for direct entry on to the appropriate programme, may apply for this course. The first year of the programme gives you a strong background in statistics, including its mathematical aspects, equivalent to the Graduate Diploma in Statistics. This is followed by the MSc in Statistics with Finance.

About the School of Mathematics, Statistics and Actuarial Science (SMSAS)

The School has a strong reputation for world-class research and a well-established system of support and training, with a high level of contact between staff and research students. Postgraduate students develop analytical, communication and research skills. Developing computational skills and applying them to mathematical problems forms a significant part of the postgraduate training in the School. We encourage all postgraduate statistics students to take part in statistics seminars and to help in tutorial classes.

The Statistics Group is forward-thinking, with varied research, and received consistently high rankings in the last two Research Assessment Exercises.

Statistics at Kent provides:

- a programme that gives you the opportunity to develop practical, mathematical and computing skills in statistics, while working on challenging and important problems relevant to a broad range of potential employers

- teaching and supervision by staff who are research-active, with established reputations and who are accessible, supportive and genuinely interested in your work

- advanced and accessible computing and other facilities

- a congenial work atmosphere with pleasant surroundings, where you can socialise and discuss issues with a community of other students.

Research areas

Biometry and ecological statistics
Specific interests are in biometry, cluster analysis, stochastic population processes, analysis of discrete data, analysis of quantal assay data, overdispersion, and we enjoy good links within the University, including the School of Biosciences and the Durrell Institute of Conservation and Ecology. A recent major joint research project involves modelling the behaviour of yeast prions and builds upon previous work in this area. We also work in collaboration with many external institutions.

Bayesian statistics
Current work includes non-parametric Bayes, inference robustness, modelling with non-normal distributions, model uncertainty, variable selection and functional data analysis.
Bioinformatics, statistical genetics and medical statistics
Research covers bioinformatics (eg DNA microarray data), involving collaboration with the School of Biosciences. Other interests include population genetics, clinical trials and survival analysis.

Nonparametric statistics
Research focuses on empirical likelihood, high-dimensional data analysis, nonlinear dynamic analysis, semi-parametric modelling, survival analysis, risk insurance, functional data analysis, spatial data analysis, longitudinal data analysis, feature selection and wavelets.

Careers

Students often go into careers as professional statisticians in industry, government, research and teaching but our programmes also prepare you for careers in other fields requiring a strong statistical background. You have the opportunity to attend careers talks from professional statisticians working in industry and to attend networking meetings with employers.

Recent graduates have started careers in diverse areas such as the pharmaceutical industry, financial services and sports betting.

Professional recognition

The taught programmes in Statistics and Statistics with Finance provide exemption from the professional examinations of the Royal Statistical Society and qualification for Graduate Statistician status.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

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The proportion of adults living in the UK categorised as obese continues to rise. Current data from The Health Survey for England suggests that a quarter of adults are obese, predisposing them to greater risk of diabetes, cancer and coronary heart disease. Read more
The proportion of adults living in the UK categorised as obese continues to rise...

Current data from The Health Survey for England suggests that a quarter of adults are obese, predisposing them to greater risk of diabetes, cancer and coronary heart disease.

In an attempt to reduce levels of obesity and other diet related health problems numerous government initiatives have been launched such as Healthy Lives, Healthy People; the National Child Measurement Programme; the Public Health Responsibility Deal and the Change4Life campaign, with the aim of preventing people from becoming overweight by encouraging them to eat healthily and move more.

Increased awareness of the importance of a healthy diet and the association between diet and health at all stages of life has led to a growth of public interest in the subject of nutrition.

Why St Mary's?

The course has been designed to enable students to continue working along side their studies. They will only attend St Mary’s University for one day a week (plus two intensive weeks).

The programme is mapped against the Competency Requirements for Course Accreditation outlined by The Association for Nutrition (AfN). This accreditation allows successful MSc students direct entry to the UK Voluntary Register for Nutritionists (UKVRN).

Teaching and Assessment

A wide range of teaching methods are employed. There is a considerable amount of student involvement in sessions and great emphasis is placed on developing communication skills.

Students are expected to undertake a significant amount of work outside formal contact hours. Assessment for most of the modules is through coursework.

Career Prospects

In today’s market place, employers are seeking staff who are suitably skilled and qualified to undertake their roles and responsibilities.

The MSc in Human Nutrition provides students with the theoretical underpinning together with relevant practical skills to enable them to practice in the fields of nutrition and public health.

In addition, once the course has been accredited it will provide students direct entry on to The UK Voluntary Register of Nutritionists (UKVRN).

The MSc/PG Diploma programme in Human Nutrition is suitable for individuals wishing to pursue careers in:
-Community nutrition
-Primary care trusts
-Food advocacy
-Public health and health promotion organisations
-Teaching in further and higher education institution

The PG Certificate in Human Nutrition is suitable for individuals wishing to develop their nutritional knowledge and for Continued Professional Development.

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This course is for anyone with an existing interest and some experience in genealogy and related subjects. It's been developed by academics and genealogy professionals to provide a thorough grounding in the theory and practice of genealogical research, family history, records, archives and heraldry. Read more

Why this course?

This course is for anyone with an existing interest and some experience in genealogy and related subjects. It's been developed by academics and genealogy professionals to provide a thorough grounding in the theory and practice of genealogical research, family history, records, archives and heraldry. You may wish to study the field in more detail or use it in your career. It’s of particular interest for:
- archivists
- lawyers & paralegals
- geographers
- land agents
- heritage sector staff
- historians
- librarians
- museum staff
- records agents

It's also suitable for those who are interested in:
- developing, evaluating or refreshing their expertise in genealogy, records, archives, documents, palaeography and heraldry
- advancing their academic and professional achievement in these subjects
- gaining a deeper, more critical understanding of the field, its literature and professional practice
- providing more expert knowledge and advisory capacity to employers and members of the public, such as in Family History Centres

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

How is the course delivered?

The course is delivered online and so it'll require computer access from home. You should be familiar with the use of computers in genealogy and the course is standardised on Microsoft Windows. You'll also need to subscribe or pay for certain online databases and services.

Course overview

You’ll focus on the sources available to genealogists and family historians. You’ll also gain the knowledge, skills and techniques to operate as a professional genealogist in a variety of settings.

The Postgraduate Certificate course deals mainly with Scottish, English/Welsh and Irish records. The Postgraduate Diploma adds American, Canadian, Australian, New Zealand, British Empire, Jewish, European and other sources.

We work together with:
- the National Records of Scotland
- the National Archives at Kew
- various professional and commercial bodies including the Association of Scottish Genealogists and Researchers in Archives (ASGRA), DC Thomson Family History, Deceased Online and FamilyTreeDNA

When you complete the Certificate and Diploma degrees, you'll have a suitable portfolio to submit to various certification boards and other bodies for professional accreditation.

Course structure

There are three degree levels within this course.
Most of our students begin with the PG Certificate before moving to the PG Diploma and then onto the MSc.
There's also a one-year MSc option. This combines all three levels into one academic year.
There are a few external equivalents to the PG Certificate which would allow direct entry onto the PG Diploma. If you're interested in learning more about these contact our Course Administrator.

You’ll study

You’ll need to commit time each week to cover:
- reading
- participation in online discussion forums
- research
- completion of course work

Postgraduate Certificate

We offer two options with the PG Cert:

- One year
If you'd like to study over a year, and can commit 20 hours a week to the course, this is the option for you. It'll run from October until June with assessments throughout the course.

- Two year (modular)
If you'd like to study over two years, you can do this by studying the six classes individually over this time period. This option gives you the opportunity to begin studying in October, January or April - whichever suits you best. The classes must be taken in order, and are all compulsory to complete the PG Cert. This option will require roughly 14 hours a week of study.

- Topics
You'll study topics including:
- genealogical professional practice
- search strategies & using repositories
- social history, demography & geographic sources
- church & civil records (England/Wales & Scotland)
- census records & their substitutes (England/Wales & Scotland)
- genetic genealogy
- migration & records
- Irish records
- military & occupational records (England/Wales & Scotland)
- land & inheritance records (England/Wales & Scotland)
- palaeography
- Latin for genealogists
- heraldry

Once you successfully complete the certificate, you can progress to the Diploma.

Postgraduate Diploma

The PG Dip allows you to develop a greater understanding of social and historical contexts and provides an in depth study of the professional and academic aspects of genealogical work. We suggest you allow around 20-25 hours a week for studying this degree.

- Topics
You'll study topics including:
- methods of professional enquiry (includes submission of a 5,000-word research project)
- Irish records in depth
- US & Canadian sources
- British empire sources
- heraldry & mediaeval genealogy
- European & Jewish sources
- Australian & New Zealand sources
- palaeographic & document-focused studies

After successfully completing the Diploma you can progress to the MSc, if the tutor team agrees.

MSc

The Masters is the third year in the part-time course.
The MSc requires the student to plan, implement and evaluate a piece of research and development work, which involves carrying out a research project of genealogical relevance, which will be assessed on a report of 12,000-16,000 words.
The part-time MSc runs from October with the dissertation submitted the following June. There's tutor guidance on academic writing, study and research skills.

- One-year MSc option
If you have an undergraduate degree along with experience in genealogical research, this could be an option for you.
You'll have to commit around 40 hours a week and there will be compulsory online tutorials for you to attend every week.
This option will begin in the middle of September and will run through to late July. The course content is the same as the three degree levels of the course. You can find these in the course content tab.

Teaching staff

Academic input is provided by:
- the Centre for Lifelong Learning
- the University’s Faculty of Humanities & Social Sciences
- appropriate external specialists

Professional recognition

ASGRA (Association of Scottish Genealogists and Researchers in Archives) will admit PG Certificate graduates as Probationer Members and PG Diploma graduates as Full Members (additional evidence of client work is also required).
The Association of Genealogists and Researchers in Archives (AGRA) recognises the PG Certificate as satisfying the requirement for Associate Members to hold a qualification in genealogy.

Computer & software access

You need to have regular access to a computer at home as we’ll issue you with various log-ins and passwords you can’t use on public computers.

Your computer must have a recent version of Microsoft Windows and Microsoft Office or Open Office. It should also be capable of running Java and be enabled for pop-ups.

We’ll communicate with you by e-mail and via the University's Virtual Learning Environment. Please make sure you can use the following programs:
- Microsoft Word, Excel and PowerPoint or a compatible program, eg OpenOffice
- an e-mail program compatible with Microsoft software. We recommend Outlook
- a graphics program compatible with Microsoft software. We recommend Irfanview
- WinZip or the ability to un-zip files and folders
- Adobe Acrobat Reader

Family Tree Maker software is sent to you before the start of the course. You can also choose to use comparable software from other vendors. A six-month subscription to the worldwide version of Ancestry is normally included with the copy of Family Tree Maker but this is not guaranteed.

Entry requirements

Some assignments and assessments require the use of genealogy software. If you've not previously used such software you should learn the basics before the course begins.

- PgCert
Normally, a degree or similar, but non-standard educational or professional qualifications may also be considered. There's a requirement to have some relevant genealogical or related experience.
The Centre for Lifelong Learning offers a number of eight-week courses available both online and on-campus. These are intended to provide the basic skills and knowledge required to facilitate progression to the Postgraduate Certificate. Successful completion of one or more of these courses may serve as evidence of the necessary study skills and/or relevant genealogical experience.

- PgDip
Entry will normally follow successful completion of the PgCert.
Students who've gained equivalent academic qualifications at PgCert level may be accepted directly onto the PgDip. Those seeking admission with advanced standing may include prior learning in recognised courses and/or genealogical-based experience as entry criteria. Further information is available on request.

- MSc
Direct entry to the part-time MSc isn't available. Students must first complete the PgDip at an appropriate level before being allowed to continue on to the MSc.
For the one-year MSc, candidates should normally hold an undergraduate degree, though other forms of qualification and experience may be taken into account. First degrees may also be augmented by previous postgraduate qualifications, such as an MSc.
Some experience in genealogical (or other relevant) research is required and we may ask to see examples of reports and/or charts you have created.
Students who already hold the PgCert or PgDip in Genealogical, Palaeographic and Heraldic Studies from Strathclyde, or certain other relevant qualifications from specified institutions, will be able to transfer credits, up to a defined limit. However, no fee discounts will be available. These students may wish to undertake the part-time versions of the MSc programme.

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

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School Direct is a school-based approach to teacher training, which in many ways mirrors the life of a ‘real’ teacher, as you are based in school from the very start of the training and for the majority of the course. Read more
School Direct is a school-based approach to teacher training, which in many ways mirrors the life of a ‘real’ teacher, as you are based in school from the very start of the training and for the majority of the course. The School Direct training at Newman runs alongside existing PGCE and undergraduate programmes. When you successfully complete the course, you are awarded a postgraduate certificate in education (PGCE with QTS) with the opportunity to attain additional Masters’ credits.

Newman University continues to provide high quality School Direct primary and secondary places, working in partnership with a number of schools across the region. As one of the main School Direct providers in the West Midlands, Newman University has secured a significant number of places with school partners for September 2017.

Schools work in partnership with Newman University to recruit trainees and train them according to an agreed programme. For most trainees this will involve undertaking training at both their School and the University on occasions throughout the year.
School Direct is also a way of growing schools’ own teachers and future leaders; it can make a key contribution to school improvement strategy and help the continuing professional development of staff.

How does it work?

The programme lasts for one year, during which time the trainee is based mainly in school. Schools are at the heart of the School Direct process and agree with the University about how the training programme delivered. Some schools prefer Newman University to deliver all aspects of pedagogical training, while some schools choose to deliver aspects of this programme themselves. The majority of our partner schools work in partnership with other schools; these clusters vary in size and some might cover both primary and secondary phases. Each cluster of schools has a ‘lead school’ that manages and leads the programme. Once you have completed the year and training, schools might offer employment within the school or partnership.

Salaried and Training Routes

There are two types of programmes available across both primary and secondary phases. Schools will have already indicated which types of places they are offering. Both programmes are for one academic year and are full-time. Salaries and bursaries are available to support you and your training – but these depend upon the places offered by the school and the phases/subjects. Individual schools decide whether they are offering salaried or training places. Further information is available on the ‘Eligibility and Funding’ section.

1. School Direct - Salaried Route
Aimed at those with three or more years’ career experience. This experience will normally have been gained since leaving university and does not have to be from an educational setting, although it could be. Primarily, the salaried route is designed to career changers.
You are employed as a member of staff in school, as an unqualified teacher and paid a salary (between £15,976 and £25,267).

2. School Direct - Training route
Open to all graduates who meet the minimum entry requirements. You are strongly advised to check the entry requirements prior to application. If in doubt, contact our admissions department for clarification.

Funded by tuition fees (£9,250 - 2017 entry: paid by the trainee directly. You will be eligible for the standard student support package, including training bursaries, tuition fee loans and scholarships where applicable.

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Creative research in humanities has become an important part of postgraduate study at Masters and Doctoral level. It has helped performers and practitioners remediate their work as research, and allowed practitioners to reflect on the processes of practice as much as its ramifications. Read more
Creative research in humanities has become an important part of postgraduate study at Masters and Doctoral level. It has helped performers and practitioners remediate their work as research, and allowed practitioners to reflect on the processes of practice as much as its ramifications. Like all our courses, the DMus reflects the mission and values of University of West London. It enhances progression and quality in education, and encourages widening participation.

Its emphasis on creative research, and its 'submission pathway' attracts recently qualified postgraduates and professional musicians who want doctoral recognition of their skills and experience - and this is sympathetic with the School's academic plan to attract mature and part-time students, together with the University's vision to reach out to students of all ages through flexible education.

The DMus extends the rich and eclectic musical experience our students enjoy at undergraduate and Masters level, to doctoral level, and enhances the London College of Music's growing postgraduate community. The DMus also maximises our research strengths in composition, performance and music technology.

MPhil

After a year of full-time study or two years of part-time study, you will have completed:
• a 30 to 90 minute performance accompanied by performance notes and a biography
• a critical commentary of at least 5,000 words.

The MPhil portfolio may comprise several contrasting pieces, or just one longer, structurally ambitious piece. The nature of your performance will determine its duration. For example, most romantic and modern concerts are between 30 and 40 minutes, while a solo piano recital might last between 50 and 90 minutes, depending on whether it is a daytime or evening performance. The supervisor must approve your repertoire and total performance duration, and will then notify the principal assessor in cases where that role is taken by another academic.

Your portfolio piece should be innovative, and show a new technique within, or an extension to, an existing practice. Examiners will attend the performance.

DMus

After approximately three years of full-time study or six years' part-time study, you will have completed:
• five performances, each between 30 and 90 minutes long, accompanied by programme notes and a biography, of which the first performance can be your work from the MPhil requirement
• a critical commentary of at least 20,000 words, of which the first 5,000 words can be from your MPhil requirement.

As with the MPhil, your DMus portfolio performances may comprise several contrasting pieces, or just one longer, structurally ambitious piece. You may wish to explore a range of roles and repertoire, or stick with just one concerto performance. The nature of your performance will determine its duration. For example, most romantic and modern concerts are between 30 and 40 minutes, while a solo piano recital might last between 50 and 90 minutes, depending on whether it is a daytime or evening performance. The supervisor must approve your repertoire and total performance duration, and will then notify the principal assessor in cases where that role is taken by another academic.

Your portfolio piece should be innovative, and show a new technique within, or an extension to, an existing practice. Examiners will attend the performance.

Proposal

Your proposal must not exceed 4,500 words. Unless you are studying for your DMus by Direct Entry or Submission, you will complete this proposal as part of the assessment regime for the Level 7 Research Methods module.

The proposal for the MPhil/DMus in Music Production is different from a proposal for a PhD. The core of the proposal will be a list of works you intend for portfolio submission. It should also include the anticipated duration of, and instrumentation for, each piece. Proposals for DMus by Submission should also append the compositions. You should explain in your proposal the current musical and extra-musical influences on your work, and how your portfolio constitutes an original and substantial contribution to the area of practice. For this, you should include:
• a 'literature review' of contemporary practice in the same field
• an analysis and explanation of existing techniques in the field
• an explanation of how the creative work represents an extension of, or reaction to, contemporary practice.

Your proposal should also include a timescale for each part of the project, and append an outline bibliography.

Full-time and part-time candidates - you may also identify areas of technical development, analysing how your portfolio pieces might enable this transition. You must indicate in your proposal any pieces you intend to include through backdated registration.

You may also include a CV.

Assessment

This will involve an oral examination, conducted in much the same way as a traditional PhD. A viva voce will also be necessary when you ‘exit’ with the MPhil qualification.

Career and study progression

The DMus may lead to a career in teaching and research in higher education.

How to apply

Click the following link for information on how to apply to this course: http://www.uwl.ac.uk/students/postgraduate/how-apply

Scholarships and bursaries

Information about scholarships and bursaries can be found here: http://www.uwl.ac.uk/students/postgraduate/scholarships-and-bursaries

Read less
Creative research in humanities has become an important part of postgraduate study at Masters and Doctoral level. It has helped performers and practitioners remediate their work as research, and allowed practitioners to reflect on the processes of practice as much as its ramifications. Read more
Creative research in humanities has become an important part of postgraduate study at Masters and Doctoral level. It has helped performers and practitioners remediate their work as research, and allowed practitioners to reflect on the processes of practice as much as its ramifications. Like all our courses, the DMus reflects the mission and values of University of West London. It enhances progression and quality in education, and encourages widening participation.

Its emphasis on creative research, and its 'submission pathway' attracts recently qualified postgraduates and professional musicians who want doctoral recognition of their skills and experience - and this is sympathetic with the School's academic plan to attract mature and part-time students, together with the University's vision to reach out to students of all ages through flexible education.

The DMus extends the rich and eclectic musical experience our students enjoy at undergraduate and Masters level, to doctoral level, and enhances the London College of Music's growing postgraduate community. The DMus also maximises our research strengths in composition, performance and music technology.

Course detail

The DMus is a practice-led doctorate, and an alternative to the traditional PhD for experienced practitioners who wish to show an outstanding and innovative contribution a specific area of expertise.

MPhil

After a year of full-time study or two years of part-time study, You will have completed:

• a portfolio of notated music composition, 30 to 40 minutes in performance duration - you may submit a recording of the portfolio piece, but this is not compulsory

• a critical commentary of at least 5,000 words.

The MPhil portfolio may comprise several pieces to show a range of contrasting abilities, or just one structurally ambitious work. It may be part of an even larger work, which you can use for the DMus portfolio. Your portfolio piece should be innovative, and show a new technique within, or an extension to, an existing practice.

DMus

After approximately three years of full-time study or six years' part-time study, you will have completed:

• a portfolio of notated music composition, 75 to 90 minutes in performance duration - of which the MPhil portfolio forms the first 30 to 40 minutes. You may submit a recording of the portfolio piece, but this is not compulsory

• a critical commentary of at least 20,000 words, of which the first 5,000 words will be your MPhil critical commentary.

The DMus portfolio may comprise several pieces to show a range of contrasting abilities, but must include one structurally ambitious work lasting 20 to 30 minutes. Alternatively, you may submit just one extended structurally ambitious piece, which your MPhil portfolio may be part of. Your portfolio piece should be innovative, and show a new technique within, or an extension to, an existing practice.

Proposal

Your proposal must not exceed 4,500 words. Unless you are studying for your DMus by Direct Entry or Submission, you will complete this proposal as part of the assessment regime for the Level 7 Research Methods module.

The proposal for the MPhil/DMus in Composition is different from a proposal for a PhD. The core of the proposal will be a list of works you intend for portfolio submission. It should also include the anticipated duration of and instrumentation for each piece. Proposals for DMus by Submission should also append the compositions, and you may choose to discuss the artistic ambition of each work. You must indicate, through backdated registration, the pieces intended for inclusion.

Although most of the pieces will be based on original ideas, you can also submit works developed from pre-existing material - for example, a folk-song arrangement or a fantasia on a theme.

Your proposal may discuss current musical or extra-musical influences on your work, and should explain how your portfolio constitutes an original and substantial contribution to the area of practice. For this, you should include:
• a 'literature review' of contemporary practice in the same field
• an analysis and explanation of existing techniques in the field
• an explanation of how the creative work represents an extension of, or reaction to, contemporary practice.

Your proposal should also include a timescale for each part of the project, and append an outline bibliography. You may also identify areas of technical development, analysing how your portfolio pieces might enable this transition.

You may also include a CV with your proposal.

Assessment

This will involve an oral examination, conducted in much the same way as a traditional PhD. A viva voce will also be necessary when you 'exit' with the MPhil qualification.

How to apply

Click the following link for information on how to apply to this course: http://www.uwl.ac.uk/students/postgraduate/how-apply

Scholarships and bursaries

Information about scholarships and bursaries can be found here: http://www.uwl.ac.uk/students/postgraduate/scholarships-and-bursaries

Read less
he University of Huddersfield is pleased to be the training provider for a number of our primary and secondary school partners who offer school-led training through School Direct. Read more
he University of Huddersfield is pleased to be the training provider for a number of our primary and secondary school partners who offer school-led training through School Direct. As a School Direct trainee you'll have the opportunity to work as part of the teaching team in the alliance of schools to which you've applied from day one. Your chosen alliance will be involved in your selection, recruitment and professional development throughout the programme. School Direct trainees also benefit from studying with other trainees at the University of Huddersfield on our university-led PGCE programmes. Both routes have the same entry requirements, lead to Qualified Teacher Status (QTS) and include 90 Masters level credits.

If you've got an undergraduate degree and are passionate about training to become a teacher, then studying our PGCE Primary or Secondary Education with QTS (School Direct) could be for you. Each course has been carefully negotiated with our school partners to enable trainees to benefit from the unique experiences available within their alliance.

A significant amount of your learning will take place within the alliance. You'll benefit from being able to learn from and observe experienced teachers, gain practical hands-on experience and mentoring to help you develop into an outstanding and successful teacher.

Successful completion of your PGCE course prepares you to start your first teaching post (NQT year) within a primary or secondary school setting. Our courses are designed to prepare you to teach pupils in a specific age range, with opportunities to develop a comprehensive understanding of progression in the age phases before and after. Our School Direct Primary training will take place across the 3-7 and 5-11 age ranges and our School Direct Secondary training across the 11-16, 11-18 or 14-19 age ranges.

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This National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct Secondary Mathematics course trains you to teach Mathematics to 11 to 16-year-olds. Read more
This National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct Secondary Mathematics course trains you to teach Mathematics to 11 to 16-year-olds. London Metropolitan University’s partnership with local schools ensures you’ll have a continuity of support throughout both your theoretical learning and practical placements. Attendees of our PGCE Secondary courses pass with high results, with 95% achieving an Ofsted good or outstanding grade and 96% going on to obtain employment, usually with one of their placement schools. You also have access to Department of Education (DfE) bursaries as well as the Subject Knowledge Enhancement (SKE) in Mathematics if needed.

More about this course

Our PGCE School Direct Secondary Mathematics course teaches you the skills and knowledge needed for teaching mathematics to 11 to 16-year-olds (Key Stage 3 and 4) and leads to Qualified Teacher Status. This NCTL-accredited course also offers you the opportunity to develop your A level teaching where possible.

We’ll introduce you to current debates in mathematics and a wide variety of interactive teaching styles including group work and computer presentations. If you need help improving your own mathematics knowledge, we run a Subject Knowledge Enhancement course to help your training.

With our teaching placements in London, you'll improve your ability to teach in multicultural urban environments. By combining your studies at London Met with practical teaching placements, you’ll increase your understanding of the ways children learn and how your teaching style can help develop their mathematics skills.

We place great emphasis on sharing feedback between your peers and colleagues on the placement. You’ll complete a weekly reflection and contribute to discussions online in order to further develop your understanding of the role of a Secondary teacher.

The high quality of our training has led to positive feedback from Ofsted:

"Trainees and newly qualified teachers are enthusiastic about their subject, and plan and teach lessons that are well structured. They make good use of subject-specific vocabulary in their planning and teaching."
Ofsted, 2015

To help you in your application, Department of Education (DfE) bursaries are available for this course.

This PGCE course has three assessment elements:
-Practical teaching experience is assessed in relation to the Standards for Qualified Teacher Status
-A reflective portfolio is compiled across the year, detailing personal experiences and reflections on your development as a teacher
-A research assignment at the end of the year which focuses on the implementation of a key area of educational policy in the area of mathematics

There are no examinations.

Professional accreditation

This PGCE course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

This is a year-long course.

Module 1, Curriculum Studies, includes:
-The theoretical underpinning of the practice that you will take into the classroom
-Access to the pedagogical knowledge and understanding required to effectively plan and teach well structured lessons in the secondary curriculum
-Considering all aspects of the mathematics curriculum
-Training to assess school pupils’ progress in each of these curriculum areas

Module 2, Professionalism and Inclusive Practice (PIP), includes:
-Support for your wider professional development as a teacher
-Discussion of the role of children’s rights and how this underpins effective learning relationships
-Understanding of different aspects of inclusive education
-Introduction to the whole school and wider children’s workforce
-Teamwork and collaborative discussion across different subject areas

Work placement:
-120 days in London placements, learning to teach with a mentor in secondary schools

In both university and classroom contexts your self-directed study is extremely important in order to help develop your own purposeful educational enquiry, prepare effective teaching resources and ensure up-to-date subject knowledge.

What our students say

“Choosing to complete my teacher training at London Met was the best career decision I ever made. Studying in the heart of London while being surrounded by a diverse body of staff and students was exactly the preparation I needed for teaching at inner-London secondary schools. London Met’s commitment to tackling the challenging issues surrounding modern urban education was, I believe, a key factor in my rapid progression to the position of head of department after just four years of teaching.

Having gained a unique insight into the value of teacher education throughout my undergraduate studies, I then embarked on a master’s in Education, again with London Met. After successfully completing this, I am now in my eighth year in the profession and currently considering application for a Doctorate in Education.” Rosie Walsh, former PGCE Secondary Mathematics student

After the course

This PGCE leads to Qualified Teacher Status (QTS), which enables you to teach mathematics to 11 to 16-year-olds. Our trainees have gone on to secure mathematics teacher roles at schools including Langdon Academy, Islamia Girls School and Stoke Newington School and Sixth Form.

Funding

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

PGCE School Direct

The School Direct school placements work around the training calendar for the student teacher with the PGCE offered at the university. This means we can only offer places in Early Years / Primary and in Secondary teaching Maths, Modern Languages and Science with a specialism in Biology, Chemistry or Physics.

You will attend the training workshops at the university with other regular PGCE students and carry out placements of 120 days in a school or consortium of schools with a School Direct allocation. This time could be divided between two schools with some flexibility.

London Met has School Direct partnership with nearly 100 schools. This large body of schools have joined with us to build a cross-capital alliance, providing diverse contexts in which to train the new generation of London teachers.

Most of our trainees follow a programme modelled on the traditional PGCE, with time spent under tutor supervision at London Metropolitan University and the school placement divided between two partner schools.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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This MFA, described as one of the most influential MFA programmes in the world, subjects art-making to critical scrutiny. Artists on the programme strengthen the motivation, self-reflection and ambition of their practice and its leading ideas. Read more
This MFA, described as one of the most influential MFA programmes in the world, subjects art-making to critical scrutiny. Artists on the programme strengthen the motivation, self-reflection and ambition of their practice and its leading ideas. http://www.gold.ac.uk/pg/mfa-fine-art/

While on the programme you will continually engage with what it means to practise as an artist today and the position taken by an art-practice in relation to art's complex history and its currency in wider social and cultural processes.

Given the wide international breadth of artists on the programme and the open range of media welcomed in it, a primary concern in discussion is how a particular artist's work and ideas are understood in and across different social, artistic and intellectual contexts.

Our primary emphasis is on how artists look to shift prevalent expectations and whether their work does so – perhaps then transforming what art might be. We place a strong emphasis on student-centred learning, particularly in the studio seminars and personal tutorials based on your art-making, its key concerns and ideas and their mutual interdevelopment. A lecture programme will in addition contribute to your understanding of concerns relating to contemporary art in broader contexts.

The degree has been described as one of the most influential MFA programmes in the world.

Visit us

Why not visit one of our Postgraduate Art Open Days? You can also explore our exhibitions and events archive.

You can also view our programme activities and projects on art.gold, follow staff, student and alumni activity on Facebook, and get course announcements on Twitter.

Guest Research Student

If you are an international student and would like to study a 'tailor-made' programme (for up to a year), you may be interested in applying as a Guest Research Student.

Contact the department

If you have specific questions about the degree, contact Sadie Murdoch.

Structure

The programme is divided into two parts:

Year One (Diploma stage) can be taken either full-time for one year (until late July) or part-time for two years (until late July in both years). This year seeks to establish the core conecerns and ambitions of your art.

Year Two (MFA stage) can be taken either full-time for one year (until late August) or part-time for two years (until late July, and then until late August in the final year). This stage of the programme enables you to address your ambitions for your art with an awareness of how it is situated.

Applicants who are already in possession of 120 grade credits for postgraduate study from another programme are able to apply for direct entry into Year Two of the programme on either a full or part-time basis. You may also take advantage of an exit point at the end of Year One of the programme and graduate with the Postgraduate Diploma in Fine Art.

What you study

This two-stage programme is designed to subject the making of art work, the ideas and concepts involved, and the works of art themselves, to artistic and critical scrutiny. This will include individually directed research to review, consolidate and strengthen your individual position as an artist. Students accepted onto the programme work in media areas including painting, sculpture, printmaking, installation, performance, art writing, textiles, digital media and video. The programme places a strong emphasis on student-centred learning – especially on your individual response to the divergent views you will experience in relation to your practice.

Among other qualities, you are expected to: contribute actively in tutorial and seminar discussions; to welcome and encourage sustained analysis of your practice by tutors and fellow students; to understand that the production of contemporary art takes place in a demanding and testing environment; and to take an independent path in developing your practice and its concerns.

Learning on the programme is primarily achieved through an appropriate combination of self-initiated and directed work in studio-practice and Critical Studies. Individual tutorials, seminars, lectures, workshops and research laboratories support this work. All parts of the programme are mandatory for all students. There are no optional modules on the programme. Modules and assessments are structured similarly on both parts of the programme.

Studio seminars

Seminars help you develop the confidence and ability to discuss your own work and the work of others, and to use the combined knowledge and experience of the group to assist in understanding and developing your own practice. This element of the programme is student-led with tutors responding to the needs and concerns of the participants. Studio seminars are organised by groups and take place weekly. Each student presents work for a seminar once in each term.

Tutorials and group tutorials

These develop your practice within contemporary art and current debate. You receive scheduled one-to-one tutorials with your Group Tutors and other staff from the study area. Two tutorials a term are scheduled with the core studio staff. In addition, you are expected to select a number of visiting tutors relevant to your practice for tutorials. These tutors are chosen in consultation with your Group Tutor, and cover a wide range of specialisms – discussion with them should further your understanding of your work in terms of the development of your practice. You are expected to write a report immediately after each tutorial summarising what took place and recording your considered responses to it.

Critical Studies

You are expected to identify and initiate the discussion of the critical concerns and interests of your practice. These concerns are developed through studio-based teaching and in discussions with your Critical Studies tutors, and developed further through the Critical Studies seminar and essay. For this reason, and in contrast to many other programmes, Critical Studies for the MFA Fine Art at Goldsmiths does not offer a series of subjects taught and learnt through seminars, group reading and discussion, but bases the teaching and learning of Critical Studies primarily in relation to your own practice.

Lectures

These introduce and develop issues of critical significance in contemporary culture and fine art by presenting arguments and discursive frameworks for contemporary practice. Lectures run through the first two terms on a weekly basis. They provide an opportunity for you to critically engage with your own practice in terms of wider cultural debates with which they may be unfamiliar. The lectures also provide an occasion for all members of the postgraduate programmes to meet on a regular basis.

Taught workshops

Each workshop will comprise four staff-led discussion-based sessions on a philosophical, theoretical or historical topic relevant to contemporary art practice, and will involve texts to be read in advance. Each student takes two workshops during the first year (students may apply to substitute part of this requirement with structured independent study).

Collaborative seminars

Student-led collaborative seminars, supported by staff and teaching assistants around a topic of mutual interest, are held during the second year. These will involve engagement with the professional art community, may take place outside the college in collaboration with other institutions such as museums and galleries, and may culminate in an open event or publication.

Assessment

The three examination elements for both Year One and Year Two are: Collection of Tutorial Reports, Exhibition, and Critical Studies Essay. All three elements must be passed to successfully complete each part of the programme. Each element of examination has both progression and final points of assessment.

Skills & Careers

Graduates from the MFA in Fine Art Goldsmiths go on to success in a range of fields. As well as the many internationally reknown artists who have studied at Goldsmiths, others have gone onto become gallerists or curators or have entered the fields of art administration, education and other cultural industries.

The course at Goldsmiths enables you to focus on the development of your own skills and aspirations and to equip you with the resources to succeed in your chosen profession.

Other entry requirements

Requirement for part-time study: you need to have your own studio space in which to work over the four years of the programme.

You might also be considered for some programmes if you aren’t a graduate or your degree is in an unrelated field, but have relevant experience and can show that you have the ability to work at postgraduate level.

Funding

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

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