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This course has been developed in partnership with students and employers to offer a qualification that will support working towards Early Years Teacher status. Read more
This course has been developed in partnership with students and employers to offer a qualification that will support working towards Early Years Teacher status. The programme is fully funded by the NCTL, for those who qualify, and bursaries are also available.

It’s particularly aimed at graduates who don’t already work in early years but who may be looking for a career move. It’s also a great option for overseas graduates who are looking to enter the teaching profession within England.

This course is offered on both a full- and part-time basis. The full-time course is a School Direct programme delivered in partnership with the Durham and Newcastle Teaching Alliance. The course is school or early years setting-led, which means you’ll spend most of your time within a designated school or early years setting. It underpins all of the training requirements outlined by the National College for Teaching and Leadership (NCTL) and has been flexibly designed to suit your needs.

This is a School Direct Route which includes substantial placement experience, for graduates with little or no experience of working with children aged 0 to 5 years but wish to pursue a career as an Early Years Teacher. Tuition fees are funded by the National College for Teaching and Leadership (NCTL) and bursaries are payable to trainees with a first class (£5000), 2:1 (£4000) or 2:2 (£2000) classification of degree. Post Graduate Certificate in Early Years Education (Level 7) is also included at no extra cost.

Trainees on the School Direct Route will be taught the theoretical element of the programme by specialist practitioners from Northumbria University. Trainees will be placed in a range of good and outstanding schools and settings across the North East, led by the Durham Teaching School Alliance for the practical elements of the programme.

This course cna also be studied part time - for more information, please view this web-page: https://www.northumbria.ac.uk/study-at-northumbria/courses/early-years-education-early-years-teacher-status-dtpets6/

Learn From The Best

The academic staff delivering this course are research active with professional experience as educators specialising in the children’s workforce.

Having worked extensively with the under-3’s and pre-school aged children, with multi-agencies and in partnership with parents and carers, they have an excellent understanding of the challenges around researching in professional practice.

Teaching And Assessment

The course offers specialist training to enhance your skills in working with and teaching the under fives.

Your training will be delivered both at Northumbria and within your early years setting. You’ll spend one day per week at university and will complete at least 120 days on placement. If you already work within early years, this setting could be your current employment.

You’ll be supported by a dedicated mentor throughout, who will help you to develop your knowledge, understanding and related pedagogy of the early years.

Our teaching methods have been designed to support your individual learning style and critical reflective abilities and include lectures, seminars, group work, work based projects and assignments. They also involve unobserved and observed teaching practice, development of an individual training plan and a portfolio of documentary evidence.

Throughout the course, you’ll be encouraged to take part in collaborative teamwork through group work tasks, presentations and work-based projects.

Learning Environment

You’ll spend most of your time within your early years setting, supported by your mentor. For the remainder of your time, you’ll take part in lectures, seminars and other teaching and learning activities on campus.

Technology-enabled learning is a fundamental part of this course and you’ll be encouraged to use technology to be active, collaborative, reflective and research-orientated throughout your studies. Technology will help you to work with others, take part in relevant group discussions and reflect on your learning.

You’ll also be able to access a host of online learning materials and resources.

Research-Rich Learning

Research-rich learning is central to the design of this course. The academic staff teaching on this programme are actively involved in ongoing research projects, covering topics as diverse as attachment, infant mental health, emotional wellbeing, parental involvement and project evaluation.

These diverse and exciting research specialisms are used throughout teaching to both inform and enhance your learning.

As a postgraduate student, you will be encouraged to critically reflect upon and engage with the evolving nature of research, policy and practice. This will enable you to fully establish its impact on the teaching and delivery of early years care and education, giving you excellent insights into the contemporary issues at the forefront of this specialist field.

Give Your Career An Edge

This Post Graduate Certificate award has been specifically designed to support students wishing to gain Early Years Teacher Status and employment as an early years teacher. You’ll train to become a highly reflective early years practitioner with an excellent understanding of the impact that your practice has on children’s learning and development.

We work closely with local early years providers to make sure the course content remains really relevant and meets employers’ needs.

The work-based projects you undertake, as well as your observed teaching practice, will make you highly employable on graduation and you’ll be able to showcase quality examples of the impact of your practice, to future employers.

This Post Graduate Certificate can also be used as a progression award to further studies at Masters level.

Your Future

The framework of this course is geared towards enhancing your future employability within the Early Years sector and has been developed in collaboration with students and employers to provide a qualification that will survive any changes in government policy.

As such, you’ll leave as a flexible, highly employable graduate, equipped with the knowledge and skills you need for the next step in your career and you’ll be able to demonstrate your extensive work-based experience and practice.

As well as being a great early years practitioner, you’ll also have a really solid knowledge and critical awareness of the latest legislation, new insights, current problems and contemporary issues at the forefront of early years care and education.

The Durham Teaching School Alliance

Etherley Lane Nursery School is one of the ‘Lead’ schools in the Durham Teaching School Alliance. The teaching school alliance is a partnership of good and outstanding primary phase schools which includes nursery schools, infant schools, primary schools with Foundation Stage Units and providers from the private and voluntary sector. Working collaboratively with key strategic partners the alliance provides a range of services to schools and settings including the delivery of the new Early Years School Direct initial teacher training programme.

Etherley Lane Nursery School, together with its partner schools and settings works closely with Northumbria University, the accredited Initial Teacher Training Provider, to offer an innovative and specialized programme in early childhood development from birth to five.

Skills Tests

Entrants for Initial Teacher Education programmes need to be aware of Government regulations regarding mandatory skills tests in numeracy and literacy.The skills tests do not replace the GCSE grade C or above entry requirements. Applicants are encouraged to sit the skills tests prior to interview although this is not essential, however, a firm offer of a place on the programme can only be made once all entry requirements have been met.

Applicants are advised that they will receive one free test and two resit opportunities which will need to be self-funded. If applicants fail three tests, resits will not be allowed within a 24 month period. The skills tests are computerized and can be taken at any of a number of Learn Direct test centres throughout the UK. The Department for Education has developed guidance and support materials to help candidates pass the tests: candidates are strongly advised to review the support material before attempting the skills tests. If any candidate is likely to experience difficulties taking a test and has needs that entitle them to reasonable adjustments, they can apply for special arrangements.

Further information about the skills tests, including practice tests are available from the Department for Education Professional Skills Test Webpage or by contacting Learn Direct on 0300 303 9613.

Tests can be booked via the skills test registration page: http://sta.education.gov.uk/

Additional Information

Early Years Teacher Status is a non Qualified Teacher Status (QTS) programme.

Graduate entry routes of Early Years Initial Teacher Training do not attract student loan.

Early Years Education (Early Years Teacher Status) Post Graduate Certificate does not attract student loan.

It is anticipated that for the academic year 2017-2018, trainees will attend University each Thursday.

Further information about becoming an Early Years Teacher can be found on the Department for Education ‘Get Into Teaching’ website: https://getintoteaching.education.gov.uk/explore-my-options/become-an-early-years-teacher

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Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. Read more
Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. The course positions you to be a thought leader. Step beyond where you are now. Think deeply as you connect with research excellence and transform how you practice.

The course addresses learning in schools, workplaces and community. It connects research and practice to make you a stronger thinker, an engaged practitioner and an advanced specialist. You will broaden your knowledge of key learning constructs, deepen your professional learning in specialist areas and advance your capacity as a professional inquirer.

You will build your research knowledge and extend your expertise in one of the following specialisations:

- Adult learning
- Digital learning
- Early childhood education
- Educational leadership and policy
- Expert teaching practice
- General education studies
- Inclusive and special education.

In the Master of Education you can graduate with a generic, broadly applicable qualification, by choosing general leadership studies and selecting units to suit your requirements. Alternatively, you may prefer to choose one of the other specialisations and graduate with a qualification that highlights your particular leadership expertise. The flexible structure means you do not have to finalise your decision before being admitted to the course.

A flexible course delivery also allows you to continue working whilst completing the course. You can choose to engage via a fully online offering or to combine this with attendance at face-to-face workshops if you are able and interested.

Graduates pursue leadership roles in educational environments, business, and community settings.

Visit the website http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true

Overview

Please select a specialisation for more details:

Adult learning

Your qualification will be a Master of Education in Adult Learning

Do you want to develop your knowledge and expertise in adult education? If so, this specialisation is for you. It focuses on ways to lead and develop communities of learners and their learning - in workplaces, communities and in local, global and virtual spaces. It offers ideas and approaches to enable participation and learning, through formal and non-formal means, and expand and extend practice and skill development in communities.

Through engagement with contemporary theories, approaches and concepts around lifelong learning and participation, you will identify local and global trends and practices around adult education. You will develop a repertoire of strategies to design engaging learning activities for adults.

You will explore how socially inclusive communities are developed and through practical case studies gain an appreciation of the transformative power of education in promoting community inclusion in global settings. You will learn how experiential learning and transformative approaches to teaching and learning can be used in community contexts to address core social issues such as poverty, racism and crime.

Graduates of this specialisation will be well positioned to manage, deliver and administer learning in workplaces, communities, tertiary and vocational sectors.

Digital learning

Your qualification will be a Master of Education in Digital Learning

Do you want to learn how to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings? This specialisation engages with the key issues and debates relating to digital technology in education and the application of effective educational technology practices for learning.

It is suited to professionals across school, tertiary, workplace and community settings, who are grappling with how best to design, facilitate and assess the use of digital technologies in teaching and learning.

You will explore current and emerging trends in digital technologies being used in education and develop your understanding of the social, political, economic, cultural and historical issues surrounding their adoption. Your expert practice will develop through engagement with contemporary theories, models and practical strategies for understanding digital technology in education and society. Key issues such as identity, cyber safety, globalisation, equity and emerging forms of social practice will be examined.

You will be immersed in a collaborative and student-centred environment as you experience, practise and critique the design of digital technologies, materials, activities and assessments. There is a special focus on online teaching and learning but instructional issues relating to emerging technologies and practices, such as social media, digital games, mobile devices, virtual worlds and augmented reality will also be explored.

The specialisation is designed for all students regardless of their familiarity with computers.

Graduates will be well positioned to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings.

Early childhood education

Your qualification will be a Master of Education in Early Childhood Education

If you want to develop your expertise and advance your career in early childhood education, then this specialisation is for you. It develops the expert practice of early childhood educators, leaders, policy makers and others interested in advancing their understanding of young children's learning, addressing the emerging need in global economies to build capacity of professionals in the early childhood sector.

It will equip you to respond to complex issues around children, their families and communities and initiate inclusive teaching and learning practices among young children.

You will develop your awareness of the features of leadership that engages critically and ethically in working with children, families and communities, and apply this to your professional practice.

You will gain an in-depth understanding of the nature of early literacy and numeracy development in the context of everyday life across families and cultures. Contemporary theories and approaches in cross-cultural mathematical and literacy development will form the foundation of a rich repertoire of strategies to promote children's early literacy and numeracy learning.

As a graduate you will be in a position to pursue senior roles in early childhood education, policy, leadership and management. The program will enhance your ability to lead educational work, innovative curriculum, teaching and policy, and professional learning in early childhood contexts.

Educational leadership and policy

Your qualification will be a Master of Education in Educational Leadership and Policy

This specialisation focuses on leadership practices and policy development within educational contexts. It is suited to those who are interested in leading educational initiatives and institutions and extending their knowledge of how to lead, manage and administer capable educational organisations.

You will explore the concept and characteristics of a capable organisation, and evaluate factors that contribute to maintaining and sustaining capable organisations including human intellect, knowledge, values, emotion, learning and organisational culture and climate.

As a result you will acquire a suite of effective leadership strategies for capability building and develop your understanding of how organisations build organisational resilience when confronted with change.

Importantly, you will add to this the capacity to assess organisational capability and develop capacity in particular contexts. Using empirical research you will evaluate the decision making process that occurs within organisations and the aspects that influence it. You will design strategies to improve problem solving and decision making processes and outcomes and enhance organisational capabilities.

Expert teaching practice

Your qualification will be a Master of Education in Expert Teaching Practice

How and what we teach and the way students learn lies at the heart of education. As such, expert teachers and expert teaching are critical ingredients in both formal and informal education. Whether your setting is schools, tertiary education, workplaces or community organisations and groups, this specialisation is designed to extend your interest and deepen your knowledge and practice of teaching and learning in various learning areas and contexts of your choice.

You will address the complexity and the artistry of teaching – advancing your understanding of how learning can be both stimulated and supported – in various learning areas and contexts of your choice.

General education studies

Your qualification will be a Master of Education

Monash understands that professionals are themselves often in the best position to decide the particular knowledge they need to acquire. This specialisation offers the opportunity to select your two specialist units from across the other specialisations.

You can tailor your unit choices to suit your own interests or needs while maintaining a strong focus on leadership. A museum director, for example, may choose a blend of organisational learning and science curriculum and pedagogy in anticipation of leading the museum's science outreach. A current or aspiring principal, planning work in a rural community, may find a Community learning unit an excellent substitute to one suggested for principals.

Inclusive and special education

Your qualification will be a Master of Education in Inclusive and Special Education

Do you want to develop effective strategies to promote inclusion of learners with diverse needs in a range of learning contexts? If so, this specialisation is for you.

It focuses on building inclusive learning environments. You will study theories of, and approaches to, inclusion of diverse learners with particular cultural, social, cognitive and emotional needs across learning contexts. In doing so, you will discover ways in which education can be transformed to include all learners regardless of their age, sexuality, gender, class, ethnicity and disability.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true#making-the-application

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The PGCE Early Childhood Education with recommendation for Early Years Teacher Status is funded by the National College for Teaching and Leadership (NCTL) for the Initial Teacher Training for specialist early years teachers (birth to five years). Read more
The PGCE Early Childhood Education with recommendation for Early Years Teacher Status is funded by the National College for Teaching and Leadership (NCTL) for the Initial Teacher Training for specialist early years teachers (birth to five years).

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/early-childhood-education-with-early-years-teacher-status.aspx

Course detail

There are two routes for this course. The Graduate Entry (Mainstream) and the Graduate Entry (Employment Based).

The Graduate Entry (Mainstream) is a twelve month, full-time course suitable for high calibre graduates who have limited experience of working with children from birth to five, but who are looking to pursue a career working in early years.

On this pathway you will work for some periods of the week in a minimum of two placements, undertake a number of PGCE modules and attend Early Years Teacher Status professional study days.

The Graduate Entry (Employment Based) pathway is suitable for graduates working in an early years setting or who require training and further experience to demonstrate the Teachers’ Standards (Early Years), or for newly recruited graduates in an early years setting who need to undertake early years ITT through an employment based route.

Suitability

This postgraduate route into teaching is a credible career choice for students wishing to pursue specialisation and expertise as a teacher with children from birth to five years.

Content

All PGCE pathways cover three main areas: Curriculum Studies, Professional Studies and Enhanced Studies. The Early Childhood Education pathway is designed to complement professional practice and the academic study should be informed by and inform practice.

In Curriculum Studies modules and taught days, you will develop your understanding and knowledge of the Early Years Foundation Stage curriculum, pedagogy and resources to support the teaching.

As you progress through your studies and can apply your learning to practical teaching situations, you will be introduced to a wider range of critical perspectives on teaching and learning in the early years. You will be expected to apply that critical reflection to your own teaching.

In Professional Studies modules and taught days, you will learn about broader aspects of education and the early years, its role in society and communities and how education policy and practice has an impact on schools. Key principles and values in early years education will be explored as you develop your own theories of education and reflect critically on others.

In the Enhanced Studies module and taught days, you will have the opportunity to choose a particular aspect of early years education and to study that in greater depth. Your learning in this context will enable you to reflect more strongly and critically on your own emerging identity as an early years teacher.

On completion of the course you will be awarded your Early Years Teacher Status from the National College of Teaching and Leadership. The Early Years Teacher Status is subject to the relevant standards and requirements set out by the Department for Education which are subject to change.

Format

You can expect to receive 50 hours academic direction for each module in a university taught session. The range of learning and teaching strategies is a central component of the design and planning of the PGCE Early Childhood Education pathway on the ITE course.

There is an expectation of 150 hours practice learning and independent study to support your individual and collaborative learning. We will use of a range of ways of engaging you in critical debate and discussion during taught sessions, including talk partners, small group discussion and micro-teaching, while enhancing the experience with practical, creative and active learning.

The Graduate Entry (Mainstream) students on this course are required to be in placement for 120 days. These placements are linked to two credit bearing modules and will contain the assessment process for the recommendation of the award of Early Years Teacher Status. The placements will be in settings for children from birth to five years and will be sourced by the Partnership Team in line with the University placement procedures and processes.

Students studying on the employment pathway (Graduate Entry Employment Based) will be able to use their current employment as their base location in addition to contrasting placements to meet the requirements of the course. On commencing the course they will complete a needs analysis with tutors so that gaps in their knowledge, skills and experience can be highlighted; in this way additional placements will be arranged to ensure these students can cover the breadth of the 0-5 years subject area.

Assessment

Early Childhood Education PGCE pathway students who opt for the PGCE modules (either as a whole or for separate Masters level modules) will be assessed in two main ways – via academic assignments and via assessment of your teaching.

You will submit academic assignments for 20 credits in curriculum, professional and enhanced studies. Each submission will include a written element, but you may also be assessed via presentation or practical performance as relevant to your subject or chosen options. You can achieve up to 60 Masters (Level 7) credits (except in the PGCE Modular pathway which offers up to 40 Masters (Level 7) credits.)

What can I do next?

On successful completion students will be awarded a Postgraduate Certificate in Education with Early Years Teacher Status. Students may have already achieved 60 Masters level credits and may wish to continue studies by applying for the MA Early Childhood Education.

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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Our course aims to. support you in becoming a specialist in early childhood development. enable you to gain a postgraduate certificate that reflects your specialist role working with babies and children from birth to five years old. Read more

Why choose this course

Our course aims to:
• support you in becoming a specialist in early childhood development
• enable you to gain a postgraduate certificate that reflects your specialist role working with babies and children from birth to five years old.

About this course:

Upon completing this course, you will be a specialist in early childhood development and will have Early Years Teacher Status (EYTS). This will reflect the specialist role that you have in working with babies and children from birth to five years old.
Early Years Teacher Status is awarded to graduates who have been judged to have met all of the Teachers’ Standards (Early Years) in practice. We offer both full and part-time options to gain EYTS.

Available pathways
We offer two pathways that you can choose to complete in order to achieve Early Years Teacher Status:
Graduate Entry (GE): (12 months full-time)
You’ll study Early Years Initial Teacher Training (EYITT) through reflective teaching modules, alongside academic modules and placements within the sector.
Graduate – Employment Based (GEB): (12 months part-time)
You’ll be currently working in an early years setting, and require training and further experience to demonstrate the Teachers’ Standards (Early Years). Alternatively, you may be a newly recruited graduate in an early years setting. You will study reflective teaching modules, alongside academic modules and your working practice.

Which pathway should I choose?
When you apply, we can help you to decide the right pathway for you.
A key element of your training is practical experience in an early years setting. Placements will help develop your key skill sets. As a minimum, you’ll spend the following periods of time training in the early years sector:
GE pathway - 120 days (24 weeks)
GEB pathway - As determined by the training programme.
Whichever pathway you choose, you must complete a minimum of two weeks in a school in Key Stage 1.
Throughout your PG Certificate in Early Years, you’ll complete assessed teaching placements and additional enhanced placement opportunities that will provide you with challenging, varied, and exciting experiences. For the duration of your placement, you will be supported by a placement/setting mentor and a University of Derby assessment mentor.
Upon completing your course, you’ll have earned 60 credits towards a masters qualification, which means you can progress to stage 2 of a masters degree and quickly progress in your professional career. Our tutors enjoy a strong reputation for the quality of their training, so you can be confident that you’ll be learning from a highly-qualified and competent team.
What is an Early Years Teacher?
Early Years Teachers will be specialists in early childhood development and will have Early Years Teacher Status (EYTS), reflecting the specialist role that they have in working with babies and children from birth to five years old.
Early Years Teachers make the education and care of babies and children their first concern. They are accountable for achieving the highest possible standards in their professional practice and conduct.
The Teachers’ Standards (Early Years) support the training, assessment and award of Early Years Teacher Status (EYTS). Early Years Teacher Status is awarded to graduates who have been judged to have met all of the Teachers’ Standards (Early Years) in practice from birth to five years old.
Early Years Teacher Status will be seen as the equivalent of Qualified Teacher Status (QTS), as the entry requirements are the same as for Primary Initial Teacher Training (ITT).
For more information about the role of Early Years Teachers, visit National Careers Service.

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This programme is suitable for healthcare professionals working in community practice or mental health practice. Read more
This programme is suitable for healthcare professionals working in community practice or mental health practice.

The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.
It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level
-You will be expected to develop an autonomous learning style and become self-directed as a learner.

Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

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

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

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
This programme is suitable for healthcare professionals working in community practice or mental health practice. Read more
This programme is suitable for healthcare professionals working in community practice or mental health practice. The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context. Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context. The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012.

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

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

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

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor. Read more
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020.

This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

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

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

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
This programme offers registered midwives an opportunity to engage in postgraduate education, in order to deepen and enhance their practice through acquisition, extension and critical appraisal of their knowledge and skills. Read more
This programme offers registered midwives an opportunity to engage in postgraduate education, in order to deepen and enhance their practice through acquisition, extension and critical appraisal of their knowledge and skills.

The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.
Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

[[Learning activities and assessment
Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

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

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

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake Master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor. Read more
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context. The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes. The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

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

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

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs. Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
The University of Northampton has a long standing reputation for high quality teaching and research, and is passionate about transforming the lives of children and young people in the UK and internationally. Read more
The University of Northampton has a long standing reputation for high quality teaching and research, and is passionate about transforming the lives of children and young people in the UK and internationally.

With its thriving community of practice, Early Years at the University of Northampton has established a well-earned national and international reputation. Our tutors have all worked in health, education or social care practice and are experts in their respective disciplines within the early years’ field: the combination of our expertise is the strength of our teaching team which offers our students far more than the sum of our parts.

Our MA Education Early Years Pathway offers opportunities for graduates who work in early years to extend their knowledge, understanding and skills in ways that are ‘…inspiring and eye opening: it will change the way you think’ (MA Education Early Years Pathway student). ‘Challenge, inspiration, professional and personal growth are guaranteed through critical engagement with contemporary inter-disciplinary issues in early childhood education and care’ – Dr. Eunice Lumsden, Head of Early Years.

Course content

The MA Education Early Years Pathway offers Level 7 study to professionals working in the early years field to:
-Critically evaluate the impact of recent legislation and policy on Early Years provision.
-Enhance their knowledge and understanding of children’s development in its widest sense.
-Investigate and critique theoretical perspectives in early childhood and their applications to practice.
-Engage with multi-disciplinary research and literature influencing developments in Early Years policy and practice.
-Critically explore cutting-edge developments in the Early Years field, in the UK and internationally.

Throughout the Early Years MA Pathway, opportunities to engage in deep-level critical reflection with other like-minded professionals and specialist tutors enable our students to gain secure understanding of complex issues in the dynamic and exciting field of Early Years to inform their professional practice.

The MA Education (Early Years) offers a flexible approach through standard or blended approaches. You can either chose to study a full MA degree, or may exit the programme earlier to attain other qualifications:
-Stage one: two M level modules, exit with a Certificate in Postgraduate Studies in Education (Early Years).
-Stage two: two M level modules, exit with a Postgraduate Diploma in Education (Early Years).
-Stage three: Dissertation or Research Thesis, leading to the full MA degree.

Course modules (16/17)

-Research Thesis
-Supporting Parents and Developing Communities
-Promoting Inclusive Practice
-Autism in the Early Years
-Young Children’s Rights and Participation
-Contemporary and international Issues in the Early Years
-Young Children’s Literature, Media and Culture
-Documenting Young Children’s Learning
-Organisational Based Project
-Advanced Practice in Early Childhood Education
-Perspectives on Leadership and Management
-Dissertation
-Research Methods

Methods of Learning

The entire MA involves 140 hours of taught sessions, all of which are taught as interactive sessions involving activities and discussions. This means students will typically attend classes for 6 hours per week if studying full time, although this may vary depending on the modules taken. In addition full-time students will be expected to undertake a further 24 hours per week of private study and research. Part-time students taking the course over 3 years will be expected to do a third of this. You should however be aware that this is not consistently spread across the year and that at some points you may be working considerably more hours in a week. There will also be the chance to attend additional optional sessions and presentations connected to the research undertaken at Faculty of Education and Humanities.

Assessments

The course assessment involves essays, portfolios, presentations, practical projects and small scale studies. Students will complete their final Dissertation or Research Thesis on a topic negotiated with a tutor.

Careers

Typical career opportunities for MA graduates in the Early Years field include:
-Leadership roles in early years and schools.
-Lecturing in further and higher education.
-Research in the field of early years.
-Policy development in the field of early years.

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This MA offers you the opportunity to explore current issues within early childhood education in national and international contexts, and can open up a wide range of career opportunities in areas including childcare management, lecturing and research. Read more
This MA offers you the opportunity to explore current issues within early childhood education in national and international contexts, and can open up a wide range of career opportunities in areas including childcare management, lecturing and research.

It focuses on the crucial role that experiences in early education play in producing happy, healthy and successful children. Drawing on your own professional experience, practice and interests you'll be able to research and develop specialist areas of expertise within this field.

Specifically, our re-validated course provides an exciting new opportunity to:
• Engage in rigorous and critical professional development
• Explore issues of relevance to your own workplace
• Enhance your skills in research and critical enquiry
• Investigate the latest research
• Innovate and lead practice

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

Course detail

The range of modules is designed to reflect the range of expertise and specialisms within the Early Childhood Directorate teaching team, who are passionate about using insights from their research to enhance your learning experience. You will have the opportunity to develop your own research and specialist areas of expertise, based on personal interests and professional experiences. We encourage you to gain experience as a researcher, and there may be opportunities to get involved in research projects and student internships within the Faculty of Education.

You will study a core module at the outset which will help you develop an understanding of Level 7 learning and the importance of reflection on practice, as you begin to develop effective Level 7 writing skills and abilities.

• Professional Development through Research, Reflection and Professional Practice (core 20 credit module)

As you progress you will have the opportunity to develop these skills further in a range of optional 20 credit modules. Options include the following although some combinations may be limited due to your mode of study (full/part¬time). All modules are subject to change.

• Early Childhood Education: Curricular and Pedagogical Approaches (optional)
• Leading Quality Practice in Early Childhood Education (optional)
• Policy and Practice in Early Childhood Education (optional)
• Learning Outdoors in Early Childhood (optional)
• Children’s Lives in Context: Historical and International Perspectives (optional)
• Children and Charities in Early Childhood Education (optional)
• Early Childhood Education for Sustainability (optional)
• Early Childhood Education: Negotiated Project (optional)

The final 60 credits of the course are designed to enable you to demonstrate self-direction and originality in conducting an independent research study into a specialist area in early childhood education.

Suitability

The MA attracts a wide range of graduates from a variety of backgrounds not necessarily Early Years related but those who wish to expand and deepen their knowledge of young children from birth to 8 years. Throughout the course you will have the opportunity to engage in extracurricular activities hosted by the University such as conferences, open lectures, and visits to early years settings.

Format

You'll study using a variety of learning and teaching strategies involving you as an active participant in the process of learning and teaching depending upon the mode of delivery. Modules typically consist of a series of lectures, workshops and seminars which are delivered over the course of seven weeks. Some modules may be offered on a blended basis combining face to face Saturday sessions with access to online learning resources. Blended delivery is particularly appropriate where the module content demands experiential learning and some sessions may include field work as well as classroom based activities. It is also appropriate for modules such as the Negotiated Project where students are encouraged to further their own specific research interests with one-to-one tutor support.

All learning will be supported through the use of the University Virtual Learning Environment (Blackboard) as well as other digital media. Individual tutorials are offered to students in all modules and individual supervision forms an essential part of work on the dissertation. The module tutor or the Programme Director will act as your personal tutor.

Assessment

The programme uses a range of assessment types including presentations, action research reports, reflective commentaries, literature reviews and document analysis. You will also complete a 15,000 word dissertation based on your research interests.

What can I do next?

As a programme of rigorous and critical professional development, the MA Early Childhood Education can open up a wide range of opportunities. Graduates from the MA Early Childhood Education have been successful in pursuing careers in a variety of different professional contexts with roles including Lecturer in Early Years, Nursery Manager, Childrens Centre Manager, Deputy Headteacher (primary) and Creative Early Years Specialist. Some students have gone on to enroll on doctoral programmes and to undertake a PhD based on their particular research interests.

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 programme will equip you with the skills, understanding and experience to become a leader of learning in a wide variety of Early Years settings, including primary schools, nursery settings and children’s centres. Read more
This programme will equip you with the skills, understanding and experience to become a leader of learning in a wide variety of Early Years settings, including primary schools, nursery settings and children’s centres.

You will be trained across the Early Years Foundation Stage and Key Stage 1, combining on-campus study with high quality training in schools, ensuring you gain the experience to be an outstanding teacher of children aged 3-7.

On completion of the course you will have the confidence to take up your first teaching post with a clear appreciation of the latest approaches and strategies to teaching theory, combined with extensive practical experience, to enable you to educate and inspire Early Years children.

What will I study?

The programme starts with an extensive subject knowledge and understanding audit, to identify your main strengths and weaknesses, and enable your tutor to focus on your individual development needs.

The PGCE consists of four main elements:

- Personal and Professional Development – you will develop your learning skills and will learn how to reflect upon and take charge of your own development as a trainee teacher. Gaining knowledge of how children learn and how their needs differ, you will also develop strategies for the core skills of planning, assessment, teaching and class management, along with an understanding of the education system, and of the wider professional role of a teacher in school. A critical appreciation of theoretical perspectives, philosophies and research-based findings will also be conveyed;

- Curriculum – you will learn about the National Curriculum at Key Stage 1 for each subject and how to plan, teach, and assess it across the whole primary age range. You will also learn about the Early Years Foundation Stage and the areas of Learning and Development within this;

- Specialist Strand – you will follow this both at Edge Hill University and in school. The aim is to enable you to pursue your own particular interests in Early Years and prepare for an eventual leadership role in schools or settings;

- Research Specialism – you will be immersed in the contemporary key theories and principles of early years education and undertake a relevant small-scale research project.
The importance of play-based learning will be examined in each element. Cross-curricular themes are also considered as are the practical skills of planning for learning, promoting positive attitudes and working in an extended team and with parents and carers.

One of the most important elements of this programme is the practical teaching experience you will gain through placement in one of our partnership schools or nurseries. This hands-on approach is combined with tutor-led sessions and self-study so that you can increase your ability to plan, teach and manage the learning of children aged 3-7 years. You will learn how to teach pupils across the ability range, how to assess pupils’ progress in learning, manage behaviour and maintain a happy learning environment.

The programme will develop your understanding of how children learn and also consider behaviour management, child development and other important professional issues related to the Early Years Foundation Stage and Key Stage 1. You will be encouraged to develop as a reflective and well informed professional.

How will I study?

A combination of academic study, group discussion and reflection, practical and work-based learning in the classroom will give you the knowledge and skills you need to become an excellent teacher. You will be supported by online and distance learning materials and encouraged to develop key skills, including the use of ICT, to support your own learning.

The course involves a significant amount of time in schools and settings. You will complete a series of placements in Early Years Foundation Stage classrooms (age range 3-7 years) and Key Stage 1 classrooms (age range 5-7 years). Here, you will work alongside mentors and peers to further your professional development.

In schools and Early Years settings you will undertake a range of differentiated training experiences which will be closely linked to your individual targets. Your teaching timetable will increase in relation to responsibility, as your training progresses and you become more confident and competent in the classroom. You will progressively assume the responsibility for the children and their achievement and progress, involving excellence in teaching, learning and assessment.

How will I be assessed?

A balanced combination of coursework and observed classroom experience will be assessed against the Professional Standards for QTS.

Before the end of your PGCE you will need to complete a Career Entry and Development Profile (CEDP) which acts as a useful bridge between your initial teacher training programme and your Induction Year as a Newly Qualified Teacher.

Who will be teaching me?

The teaching team delivering this programme has a wide range of experience and expertise as Early Years practitioners, local authority advisers, teachers in school and university tutors. They are committed to being at the forefront of developments and research within Early Years education.

What are my career prospects?

Successful completion of this PGCE allows you to gain a recommendation for QTS.

You will be well placed to progress into employment as a Newly Qualified Teacher (NQT) in Early Years settings.

Our graduates obtain work in schools across the UK and abroad and we offer excellent support to help you gain a first post as a Newly Qualified Teacher. You will have an ability to teach in Primary schools and Early Years settings, a strong knowledge of Primary education and excellent classroom skills, so that you meet and exceed the national standards for Qualified Teacher Status.

You will also have a thorough understanding of how to teach the Early Years Foundation Stage curriculum in creative ways that excite and stimulate children whilst ensuring that they make good progress. Skills in monitoring and managing your development, and an ability to reflect on alternative approaches to education, will help you to make your own informed choices and aid your career progression.

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Early Years Teachers who meet the Teachers’ Standards (Early Years) will be specialists in early childhood development, trained to work with babies and young children from birth to five. Read more
Early Years Teachers who meet the Teachers’ Standards (Early Years) will be specialists in early childhood development, trained to work with babies and young children from birth to five. They will be graduate leaders responsible for organising and leading high quality practice in early years settings.

The University of Northampton is one of the main providers of Early Years Teacher Training (0-5) in the East Midlands. We have over forty years of experience in teacher training, education and research and are committed to inspiring change which transforms the lives of children and young people.

All aspects of The Early Years Teacher Status programmes have been commended by the Quality Assurance Agency for Higher Education in its recent monitoring assessment (November 2014). The University was additionally praised for developing a “post-qualification programme for newly qualified trainees who make a substantial contribution to the trainees’ professional formation”.

Course content

The programme consists of two routes for graduates (GEB and GEM) – both with fees for tuition and assessment covered by government funding.

1. Graduate Employment based (GEB) – part time 9-12 months.

Suitable for experienced early years practitioners who are graduates in paid employment in an early years setting who require training and further experience to demonstrate the Teachers’ Standards (Early Years). They should have either a relevant degree and at least a year’s full time experience of working across most of the age range 0-5 or a non-relevant degree and at least 2 year’s full time experience of working across most of the age range 0-5.

On successful completion, you will be recommended for and awarded Early Years Teacher Status (EYTS). The programme will build on and develop your knowledge and experience gained as an early years practitioner such that you can demonstrate the standards for early years teachers required by the Department for Education and exceed the minimum expectations for each Standard.

The programme covers a range of topics including:
-Child development.
-Safeguarding.
-Diversity.
-Pedagogy.
-Language and literacy.
-Maths and phonics.
-Working with parents.
-Professional development.
-Leading and supporting others.

Assessment

Assessment against the Teachers’ Standards Early Years is continuous. Your teaching, including planning and assessment, is assessed against the Teachers’ Standards (Early Years); there are no formal academic assignments. Employer and partner settings and schools share the responsibility for assessment during the practical teaching.

2. Graduate Entry Mainstream (GEM), PGCE Early Years (EYTS) 0-5 – full time 12 months.

Suitable for graduates from any discipline with little or no experience of working in early years. At least two weeks of experience in an Early Years setting is required.

On successful completion, you will have achieved 60 credits at Masters’ Level (PGCE) and be recommended for and awarded Early Years Teacher Status (EYTS). The programme will build on and develop your knowledge and experience gained as an early years practitioner such that you can demonstrate the professional standards for early years teachers required by the Department for Education and exceed the minimum expectations for each Standard.

You will spend a substantial part of the programme in setting or school-based placements in our partnership settings and schools, which will enable you to develop high levels of competence in practical teaching in a range of educational contexts. There are three assessed setting/school-based placements where you will be assessed against the Professional Standards for Early Years Teachers and submit a Record of Professional Evidence. You will have a trained mentor in each placement and a Personal Academic Tutor at the University to support your professional development.

There are two compulsory modules at Level 7 which are worth 60 credits and can be used to contribute to a full MA in the future. The modules are Teaching, Learning and Assessment and Professional Studies.

Course modules (16/17)

-Professional Studies
-Teaching, Learning and Assessment
-Setting Experience 1, 2 and 3 Early Years (0-5)

Facilities and Special Features

We have a strong reputation for training teachers and our academics are experts in their field. With fully funded places available, you can study free of charge.

All aspects of the Early Years Teacher Status programmes have been commended by the Quality Assurance Agency for Higher Education in its recent monitoring assessment (November 2014). The University was additionally praised for developing a “post-qualification programme for newly qualified trainees who make a substantial contribution to the trainees’ professional formation”.

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The mainstream graduate entry pathway on the Early Years Initial Teacher Training (EYITT) programme is designed for those who wish to work with babies and children from birth to five years old. Read more
The mainstream graduate entry pathway on the Early Years Initial Teacher Training (EYITT) programme is designed for those who wish to work with babies and children from birth to five years old. Early Years Teacher Status (EYTS) will be awarded to graduates who have been judged to have met all of the Teachers' Standards (Early Years).

Degree information

Early Years Teachers will be specialists in early childhood development and the Early Years curriculum. As highly skilled graduate leaders, they will be responsible for facilitating and leading high quality professional practice in early years settings. Participants will leave the programme as reflective practitioners who work with integrity, fostering positive relationships with parents/carers and children as well as other professionals.

Students undertake modules to the value of 60 credits.

The programme consists of three core modules (60 credits total), plus 124 placement days across a range of settings, including a 10 day key stage 1/2 placement. There are no optional modules on this programme.

Where less than 60 credits are achieved at Master’s level (level 7), but are successfully passed at undergraduate/Bachelor’s level (level 6), a Professional Graduate Certificate of Education (PgCE) will be awarded.

An additional pathway is also available for those already employed in an early years setting: http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/early-years-initial-teacher-training-employment-route

Core modules
-Teaching and Learning Module (Level 7)
-The Action Research Module (Level 7)
-Professional Practice Module (Level 6)
-Teaching and Learning Module (Level 7)

Placement
The programme consists of 124 placement days across a range of settings, including a 10 day KS1/2 placement.

Teaching and learning
The programme is delivered via a combination of taught sessions, workshops and work-based learning. The content of the programme aims to keep a careful balance between early years initiatives, educational theory and its practical application. Work-based learning means that academic knowledge, skills and understanding are clearly integrated and contextualised within the professional role of an early years practitioner.

Careers

Early years teachers can work in all private, voluntary and independent (PVI) early years settings which is where the majority of children and early years provision is based. They can also work in free schools, academies and independent schools which can employ teaching staff without the requirement for them to have QTS.

Employability
Recent research such as the EPPE Project (Sylva et al, 2010) has provided sound evidence that high quality early education teaching and care can have a powerful impact on young children, not only preparing them for school, but contributing to positive outcomes later in life (Prout, 1999). Acknowledging the key importance that quality education has on the outcomes for young children from their earliest years, government reforms in initial teacher education are focused on the years birth to five. Consequently, this specialist programme is designed for those already working or seeking to work with babies and children from birth to five years old.

Why study this degree at UCL?

Students on the Early Years Initial Teacher Training (EYITT) programme benefit enormously from the complementary skills and expertise of staff in partnership schools and at the IOE.

The EYITT route complements other existing initial training educational programmes at the IOE by both harnessing the expertise of internationally renowned lecturers and well respected researchers in early years education.

At IOE we have a long tradition of working in partnership with inner city, London settings and schools. The placement settings offer teaching experience where practitioners serve as mentors and joint assessors for our student Early Years teachers. IOE tutors have extensive experience of teaching, school management, inspection, research and consultancy.

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The Bradford Distance Learning MBA allows you to study at a time, place and pace to suit you. This programme is ideal if you need to combine work and family commitments with your business management studies, giving you the flexibility to complete your MBA in two to six years. Read more
The Bradford Distance Learning MBA allows you to study at a time, place and pace to suit you.

This programme is ideal if you need to combine work and family commitments with your business management studies, giving you the flexibility to complete your MBA in two to six years.

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

You’ll join an international network of over 500 distance-learning students, which means you’ll never be studying alone. Students get all the benefits of being part of a leading business school with access to our unique online learning, careers and support services from around the world.

About our partner RDI

University of Bradford School of Management administers its distance learning MBA programmes alongside RDI. RDI is responsible for the initial stages of student application and admission onto the Bradford Distance Learning MBA programmes in specific territories.

Please note: In August 2015, RDI achieved university status resulting in a name change from Resource Development International Ltd to Arden University Ltd. However, the organisation is aware of the high esteem in which RDI is held by students worldwide and so the RDI name will continue as part of Arden University.

Professional Accreditation

The Financial Times has placed the University of Bradford School of Management's Distance Learning MBA in the world's top 10 in its Online MBA Ranking 2015.

We are in an elite group of less than 1% of business schools in the world to hold the triple accreditations of Equis, AMBA and AACSB.

Why Bradford?

The Bradford Distance Learning MBA is ranked by the Financial Times as one of the world's best online MBA programmes (World No.8) and rated No.1 in the world for alumni career progression.

The programme is aimed at intelligent, highly motivated managers who wish to equip themselves with the essential business and management skills required in the increasingly competitive, diverse and dynamic business environment.

As with all our MBAs, we offer students the flexibility to switch between modes of study. Distance learning students can choose to take certain modules alongside Full-time and Executive Part-time students in Bradford or at one of our partner institutions across our global campus. There is also flexibility in terms of how intensively you study. We advise that you study two modules every three months, tackling one unit per week – approximately 14-16 hours of study. However, if you are restricted on time, you can choose to just study one module at a time or even suspend your studies all together and restart at a later date.

While distance learning allows you to study at a time, place and pace to suit your needs we ensure that you will never feel like you are studying alone. Distance Learning MBA students have access to our Virtual Learning Environment and are provided with a variety of materials from textbooks and academic journal papers through to video clips and podcasts for each module. You are also expected to contribute to online discussion forums and tutorials with your tutor group and can network with staff and students our online social networking site - The Atrium.

Although studying largely independently, Distance Learning MBA students get all the benefits of being at a leading international business school and gaining a globally recognised qualification. You will also get access to all of our learning, careers and support services as well as our online library and academic expertise.

Rankings

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

Modules

Core modules - You will study 10 core modules covering key business and managerial disciplines.
-Online Induction Programme (Completion of the online induction programme is vital as during the induction you will be provided with key information on issues such as MBA rules and regulations, student support services and the online learning resources)
-Business Accounting
-Business Economics
-Operations Management
-Marketing Management
-Managing People
-Managerial and Professional Development
-Business Ethics and Sustainability
-Business Research
-Strategic Management
-Corporate Finance

Elective modules - Once you have gained the required managerial skills and knowledge from the core modules, you will then be required to complete four elective modules. There are normally 9-10 elective modules to choose from for those studying purely by distance learning.
-Business Simulation
-Circular Economy, Core Principles and Concepts
-Corporate Marketing
-E-business
-Entrepreneurship
-European Business Management
-Financial Risk Management in European Banking
-Global Supply Chain Management
-International Business in Emerging Economies
-International Business Studies
-International Financial Management
-International Marketing
-Management of Change
-Management Consulting
-Managerial Leadership
-Marketing Communications
-Mergers and Acquisitions
-Project Management
-Services Marketing
-Strategic Information Systems
-Sustainable Operations

Students who choose to take an elective module(s) in Bradford or at one of our partner institutions will have a wider range of choices, including modules such as Mergers and Acquisitions, Management Consulting and Global Supply Chain Management. Up to three modules may be taken in this way at no extra cost.

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

Otherwise, you may choose to use the project to deepen your knowledge of a different sector or organisation, or as a stepping stone to your next job. The project findings and recommendations are then written up in a 9,000-word dissertation.

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

Learning activities and assessment

Students are expected to take two subjects (modules) every three months.

Each module contains nine study units. Students typically progress by studying one unit from each module per week. This equates to approximately 14-16 hours of study per week. If you don't think that you have enough time to study two modules over the three month period you can always chose to study just one module, lightening your workload considerably.

If work or family life is particularly busy then you can even suspend your studies and restart at a later date. This flexibility means that students can complete a distance learning MBA in 2 to 6 years. We do however strongly advise that students study two modules every three months.

Study Abroad

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

Career support and prospects

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

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

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

On completion of the programme participants go into a wide variety of functions and sectors, including IT/Telecoms, Finance & Banking and Industry being amongst the most popular.

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