Masters Degrees (Equality)

The MA in Equality and Diversity in Society is an exciting development in response to The Equality Act 2010 and global concerns regarding equality. Awareness of equality and diversity is now seen as an integral requirement of many organisations, as well as an aspiration for society as a whole.

Course Overview

There is recognition that the underlying body of knowledge and theories surrounding equality and diversity, which are directly linked to social policy, sociology and social and cultural theory, are essential in developing informed professionals. This Master's Programme will extend professional knowledge and understanding and aims to develop reflective/reflexive practitioners through an integrated set of compulsory modules. This programme will give a sound understanding of equality and diversity and its implications for society, organisations, communities, families, individuals and policy-makers.

The Master's in Equality and Diversity in Society is grounded in the quest to ‘provide an understanding of the long-term and underlying causes of disadvantage that need to be addressed by public policy’ (Equalities Review, 2007: 13). To this end, the principle of equality and inclusion is embedded within and throughout the programme. The programme recognises that philosophers, economists, and political and social theorists debate the concepts of equality and diversity from a range of different perspectives; allowing the student to explore competing interpretations of what ‘equality’ and ‘diversity’ might mean in our society. Through engaging with ‘the intellectual traditions and perspectives of the social science, students will be encouraged to explore social processes and the links between theory, policy and practice. It allows students to debate societal issues, and promote engagement with ‘new ideas …. relating to issues such as the impact of globalisation on … social justice, sustainable development, social inclusion..’

Part I comprises four taught modules which can be access through weekend taught sessions or through an online virtual learning environment or through a blended learning approach.

Part II is the dissertation component where the student will explore an aspect of equality and diversity through either an extended literature review or primary research (15,000 words).

Modules

Part 1
SJEQ7001 - Researching and Reflecting upon Equality, Diversity and Inclusion
SJEQ7002 - The Personal and the Political: Influences on Policy, Affecting Individuals and Groups in the UK today
SJEQ7003 - Equality and Diversity: Power and Social (Re)production of Inequality
SJEQ7004 - Sustainable Communities: Equality in Action
SJEQ7008 - Equality, Gender and Sexual Diversity

Part 2
SJEQ7007 - Dissertation: Equality and Diversity in Society

Key Features

The public policy drive has highlighted the need for professionals who are able to understand ‘the complexities involved in social policy formation, implementation and development’ (SPA, 2007: 8). This programme has been designed both as a natural progression for BA Social Inclusion graduates, and as preparation for students who wish to enter or are already professionals working in a diverse range of fields (for example: teaching, health and/or social care, educational settings, probation service, voluntary organisations, youth support, community education, police services). It also acknowledges the Welsh Assembly Government’s vision for all teachers to be qualified to Master's level.

The programme is designed to enable students to further develop the range of skills gained at initial degree level, which transfer easily to the world of work:
-Communicating effectively
-ICT
-Researching, preparing and delivering presentations
-Making effective use of visual aids
-Working collaboratively or as part of a team
-Working to deadlines.

Further skills within this Master's programme will include:
-Creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge
-Ability to acquire and critically analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations
-Conceptual understanding that enables the student to: evaluate the rigour and validity of published research and assess its relevance to new situations; extrapolate from existing research and scholarship to identify new or revised approaches to practice

(QAA: Master's Benchmark Statement for Business and Management, 2007: 5.1)

The programme encourages students to use critical skills in their professional practice to enable them to:
-Consistently apply their knowledge and subject-specific and wider intellectual skills
-Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and -Communicate their conclusions clearly to a range of audiences
-Be proactive in recognising the need for change and have the ability to manage change
-Be adaptable, and show originality, insight, and critical and reflective abilities which can all be brought to bear upon problem situations
-Make decisions in complex and unpredictable situations
-Evaluate and integrate theory and practice in a wide range of situations
-Be self-directed and able to act autonomously in planning and implementing projects at professional levels
-Take responsibility for continuing to develop their own knowledge and skills

(QAA: Master's Benchmark Statement for Business and Management, 2007: 5.2)

Evidence indicates that these are the skills that are highly valued by employers. Although it is not primarily a vocational programme, it prepares students to move in a vocational direction. Graduates are expected to secure employment or be in employment in a range of positions including:
-Child Care Officer
-Education Officer: Local Education Authority
-Family Aide
-Fostering Service Project Worker
-Health care professional
-Language and Numeracy Assistant
-Learning Coach
-Probation Officer
-Social Worker/Social Services
-Support Assistant for disabled people
-Teacher
-Voluntary youth organisation worker

Assessment

The assessments within this programme aim to not only allow a student to demonstrate their academic understanding but also ‘upskill’ them through the use of assessments directly related to the needs of employers in this field, including:
-Assignments
-Seminar presentations
-Reflective diaries
-Extended essays
-Questionnaire design
-Case studies
-Designing a leaflet and supporting academic paper
-Community profile
-Dissertation

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This programme offers a unique opportunity for you to gain knowledge about a wide range of equality issues and to think across the dimensions of inequality.

Why this programme

-The programme responds to radical changes in approaches to equalities and human rights in Scotland, the UK and beyond.
-Taught by a team of specialists from a range of areas of inequality, including gender, racism, sexuality, disability and faith, the programme looks at what equality and human rights mean and what practical steps can be taken to achieve them.
-You will examine the major causes of inequality today and how the idea that certain groups are less equal than others emerged. You will also study what sustains that idea and how these groups are interrelated.
-If you are interested in going on to study for a PhD, there is a closely-related MRes in Equality and Human Rights which combines a grounding in the subject with advanced research training.

Programme structure

You will take two core and four optional courses, as well as submit a 12,000-15,000 word dissertation.

Core courses
-Equality and human rights
-Methods of social research

Optional courses
-Class and stratification
-Religion in society
-Sexualities and society
-The disabling society

Career prospects

This programme will provide useful background knowledge for careers in areas involving the negotiation of equality and implementation of human rights. This would include work with non-governmental organisations, equality and diversity groups, charities and government.

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The principle concern of the Masters programme is the study of communities and the dynamics and tensions of human interaction within them, alongside the role of law as a vehicle of governance. It aims to focus on understanding disadvantages within communities and how inclusivity can be established. As well as, understand social inequalities and how to enhance the value of diversity and inclusion.
This course offers three exit routes. It is driven by the changing nature of equality legislation and practice and the conceptual synergies, at Postgraduate Certificate level between the Community Leadership Studies and the study of Equality, Diversity and Inclusion. At the Diploma and Masters level there is a distinct focus on equality, diversity and inclusion.

Modules:

Year 1:
Understanding equality and community practice
Leadership: theory, practice and reflection
Community and practice based research

Year 2:
Three of the following option modules:
Promoting equality and diversity
Managing change
Equality, human rights and the aw
Professional writing and communication

Year 3:
Dissertation

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Overview

This course is for people who are:
- active in social movement struggles but need space to stand back, reflect, recharge;

- involved in community and voluntary activism but feel trapped by the structures;

- politically minded but don’t know how to turn that into an effective and radical practice;

- clear that social change is central to them but unsure how to build a life around it;

- interested in spending a year with their peers and experienced practitioners;

Around the world today, movements and communities are making history – or trying to. The need for change is huge and the outcome is still all to play for. We see apparently-unstoppable movements squashed and apparently-hopeless ideas winning against all the odds. What makes the difference, and how can our movements find a way forward and even change the world?

The MA in Community Education, Equality and Social Activism (CEESA) at Maynooth University responds to the crisis by helping us learn from each other’s struggles in dialogue between different movements, different communities, different generations. The course is not tied to any single movement and participants come from many different communities and countries. Some are experienced activists who want to go back to education; others are less experienced people who are keen to get involved in movements. This mixture of ages, backgrounds, experiences and questions is an integral part of what makes the course so rewarding. Together we are building a diverse network of movement activists, radical educators and campaigners for equality and creating new alliances for change.

The course team are experienced practitioners and engaged scholars working on equality, radical education and movement struggles. The course combines social analysis, bottom-up organising methods and political strategy with a wide range of pedagogies and a focus on knowledge for change, taking a practical but radical look at the problems facing movements today. Our small-group classes run on Mondays and Tuesdays to facilitate participants, over two 12-week terms followed by work on a project aimed at developing your own movement practice.

Often we are told that we have to choose between our politics and “real life”. This course shows how to integrate the two with confidence, practicality, solidarity, emotional resilience, seeing the bigger picture, taking time out to reflect and supporting each other for the long haul. Participants go back to their own movements refreshed, set up new projects, find work in movement organisations, go on to further education - and bring back what they have learned to their own struggles.

See the website https://www.maynoothuniversity.ie/sociology/our-courses/ma-community-ed-equality-social-activism

Minimum English language requirements: please visit Maynooth University International Office website (https://www.maynoothuniversity.ie/international/study-maynooth/postgraduate ) for information about English language tests accepted and required scores. The requirements specified are applicable for both EU and non-EU applicants.

Maynooth University’s TOEFL code is 8850

Course Structure

Students will complete the Thesis and Research Module (30 credits), four core modules (10 credit) and select 20 credits from the rest of the programme of elective modules. The course will offer a choice of elective modules in each semester. The course involves two days a week on campus along with independent reading and study which you should expect to take another two days equivalent during the rest of the week.

Career Options

Some students will find employment as researchers, policy workers, campaign coordinators or educators within community, social movement or civil society groups; others will find the tools to create new organisations which are sustainable within the dramatically changed political and economic landscape.

Find out how to apply here https://www.maynoothuniversity.ie/sociology/our-courses/ma-community-ed-equality-social-activism#tabs-apply

Find information on Scholarships here https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/fees-funding-scholarships

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This programme examines equality and human rights in a social context, empirically and theoretically, while also providing advanced training in sociology and social science research methodology to fulfill Economic & Social Research Council (ESRC) postgraduate research training requirements.

Why this programme

-You will examine key debates and theories concerning equality and human rights and how they have influenced social policy and practice, develop a critical understanding of sociology and gain skills in quantitative and qualitative research methods.
-You are taught research methods by expert staff from many disciplines within the College of Social Sciences. This means you benefit from a range of specialist knowledge and methodology.
-This degree is taught jointly with the MSc in Equality and Human Rights. It has a stronger focus on the subject, with less emphasis on research methods.

Programme structure

You will take four core courses and two optional courses as well as complete a dissertation.

Core courses
-Advanced qualitative methods
-Equality and human rights
-Qualitative methods
-Social science statistics 1

Optional courses
-Class and stratification
-Religion in society
-Sexualities and society
-The disabling society

Career prospects

The programme will provide you with initial expertise in equality and human rights as a foundation for a professional or research career.

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The Equality and Community Leadership programme is a unique course developed and inspired by individuals who work within communities as activists and change makers. The principle concern of the programme is the study of communities and the dynamics and tensions of human interaction within them, alongside the role of law as a vehicle of governance. It aims to focus on understanding disadvantages within communities and how inclusivity can be established, as well as, understand social inequalities and how to enhance the value of diversity and inclusion. It is developed in the context of recent legislation which requires public bodies to ‘set and publish’ equality information objectives and both theory and practice at their centre. You will critically engage with concepts and methods to uncover inequalities and offer strategies for change towards valuing diversity and social inclusion in the context of society, communities and organisations.
You will enjoy a postgraduate research culture and varied developed links with professional bodies such the Institute of Leadership and Management and other public, voluntary, community and faith organisations.

You will draw from experience of active equality-trained practitioners and research expertise within UCLan’s award-winning Centre for Volunteering and Community Leadership, noted for its work in developing community cohesion and active citizenship projects. The Centre works across a number of key areas, with students looking to gain an advantage through our accredited volunteering opportunities.

Modules:

Understanding equality and community practice
Leadership: theory, practice and reflection
Community and practice-based research

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The Equality and Community Leadership programme is a unique course developed and inspired by individuals who work within communities as activists and change makers. The principle concern of the programme is the study of communities and the dynamics and tensions of human interaction within them, alongside the role of law as a vehicle of governance. It aims to focus on understanding disadvantages within communities and how inclusivity can be established, as well as, understand social inequalities and how to enhance the value of diversity and inclusion. It is developed in the context of recent legislation which requires public bodies to ‘set and publish’ equality information objectives and both theory and practice at their centre. You will critically engage with concepts and methods to uncover inequalities and offer strategies for change towards valuing diversity and social inclusion in the context of society, communities and organisations.

INDUSTRY LINKS

An academic qualification in community leadership provides an excellent and recognised foundation for a career in the field. The course is designed to prepare the student for senior positions of community leadership within the third sector, the public sector, governance and politics, and also to play a leading role on the international stage. The course provides excellent opportunities for international, national, regional, and local networking and the development of personal social capital which will serve to effectively enhance employability prospects.

LEARNING ENVIRONMENT AND ASSESSMENT

The course is available part-time and includes a flexible teaching pattern. Some modules are taught in short intensive blocks of five days. Other modules adopt a blended teaching approach where lectures are delivered once per month.

This makes it possible for students that are working or live at a distance to be able to take individual modules without regular weekly attendance at the University. However, the ethos of a strong peer learning community is central to all modes of learning, regardless of being either classroom or web based.

A range of assessment methods will be used during your course. Your skills, knowledge and understanding will be formally and informally assessed through written assignments, oral presentations and through practical tasks. The requirements and the marking criteria for all course assessments are clearly set out for you in this handbook and module handbooks. Tutors may provide additional supportive material to you.

Opportunities will also be provided throughout the course for informal, formative assessment of your skills, knowledge and understanding. You will be invited to present seminar papers, contribute to class and online discussions, apply your learning informally in the workplace and take part in tutorials.

FURTHER INFORMATION

You will enjoy a postgraduate research culture and varied developed links with professional bodies such the Institute of Leadership and Management and other public, voluntary, community and faith organisations.

You will draw from experience of active equality-trained practitioners and research expertise within UCLan’s award-winning Centre for Volunteering and Community Leadership, noted for its work in developing community cohesion and active citizenship projects. The Centre works across a number of key areas, with students looking to gain an advantage through our accredited volunteering opportunities.

The course is designed to capacity build individuals from across the sector in driving civic engagement and maintaining inclusivity. They aim is to critically engage students with concepts and methods to uncover inequalities and offer strategies for change towards valuing diversity and social inclusion in the context of society, communities and organisations.

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Why this course?

- An open learning course
This course draws on the theories and techniques of managing pay and reward systems with the purpose of enhancing the performance of work organisations.

It is delivered online and consists of three modules. You can also just take an individual module if you don’t want to study the whole course.

The course is of benefit to those who are:
- developing or negotiating pay systems or other terms and conditions
- already qualified or working within the general field of human resources, equality & diversity management and industrial relations
- consultants, lawyers, paralegals or trade union representatives working within the field of equal pay

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

You’ll study

You’ll take part in an online workshop at the start of the course. This'll introduce you to the course and other participants as well as the learning mechanisms used during the course.

Modules:
- The Context of Pay
- Pay Relativities & Job Evaluation Systems
- Developing & Managing Reward Systems

The course can be completed in a minimum of one year and a maximum of two years.

- Suggested one-year programme
If you want to complete the course in one year we recommend the following programme:
- September to December: Module 1 & Module 3
- January to May: Module 2 & Module 3

- Suggested two-year programme for those starting in September
If you want to take the course across two years we suggest the following programme:
- Year 1 September to December: Module 1
- Year 1 January to May: Module 2
- Year 2 January to December: Module 3

Pre-Masters preparation course

The Pre-Masters Programme is a preparation course for international students (non EU/UK) who do not meet the entry requirements for a Masters degree at University of Strathclyde. The Pre-Masters programme provides progression to a number of degree options.
To find out more about the courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future. You can also complete the online application form. To ask a question please fill in the enquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.

Learning & teaching

This course is delivered entirely online.
You’re provided with open learning materials including reading and case studies. Each module is made up of online workshops and you’ll be supported by at least two one-hour online tutorials during each 10-week module. Email and telephone contact will also be available during this period.

Assessment

The course modules are assessed by a range of methods including essay writing, projects and on-line tests.
Modules 1 and 2 require a mix of assessments. You’ll create an online portfolio of assessments (50%) and one written essay (50%).
Module 3 is assessed through a written research proposal (15%) and written project of around 9,000 words (95%).
If you’re just taking an individual module you’re not required to take part in these assessments but you must participate in the on-line open discussions.

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

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The MA Programme in Education is a unique opportunity for experienced professionals to gain a practice-focused higher degree. Specialisms in Autism and SEND are also available. Individual MA modules can also be taken as Continued Professional Development (CPD).

The MA engages with education across the age range from early years to adulthood and is relevant to a wide diversity of educational settings. Students will gain much from working with a diverse group of peers and tutors from a wide range of educational backgrounds. The close association between the Centre for Educational Research and the MA provides opportunities to work with like-minded research-active peers within a lively and supportive learning community. Opportunities for accreditation of prior learning are available to participants with an appropriate background and this should be discussed with the admissions tutor who will also explain the CPD processes on request.

Modes of study:
- Within a partnership school as part of a school cohort.
- As an independent student.

The programme's distinctive and innovative feature is its school-based character. For most participants their schools and colleges have always been the context of their study. This programme allows the work that participants do, as they write about issues of central concern to themselves and their institutions, to be properly valued. It places much importance upon the value of a professional practice approach to study at Masters level, allowing all aspects of this practice to inform and to be informed by critical reading of the literature, by theory and by relevant research.

See the website http://www.lsbu.ac.uk/courses/course-finder/education-ma

Modules

Core modules:
- Teaching and learning
This module will focus on the implications of developments in teaching and learning and changing beliefs about curriculum and assessment -within the school and its local and national context - which have accompanied them. A central aim is that discussion, planning and development, both within the school and across related common modules, will be both encouraged and informed by a shared critical understanding of such changes in practice. Furthermore, this activity will take place within an agreed framework designed specifically to provide the support that participants need.

- Researching education
In this module you will reflect on the purpose of educational research and deepen the understanding of what we mean by knowledge. Also in this module you'll question the ways of producing knowledge and learn to critically evaluate published research. You'll practice formulating researchable questions and identifying appropriate methodologies to answer those questions. You'll also learn how to plan, implement and evaluate educational intervention. You'll write a research design for the Dissertation project.

- Dissertation

Optional modules:
- Equality and Achievement
This module focuses on problematic definitions and teachers' understandings of the words in a rapidly changing political climate. You'll explore issues of equality (and inequality), broadly in relation to social class, 'race' and ethnicity, gender and sexuality, disability and inclusion, as well as linguistic diversity. You'll also explore current debates as well as some of the historical antecedents. The context of the module is the UK, with comparisons where appropriate, and awareness of local influences as well as attitudes of and priorities for the young people, their parents/carers, and communities are reflected in the Module.

- Language and Literacy across the Curriculum
In this module you will focus on aspects of language use across the curriculum central to pupils' cognitive and social development, including consideration of pupils' writing, reading and speaking/listening. Exploration of the relationship between language, class, gender, culture, ethnicity and learning will underpin the whole module. You'll be encouraged to consider these theoretical frameworks in the context of your specific school and to identify potential areas for practical exploration at department/whole-school level.

- Leadership and Management
In this module you will critically examines the challenges of school leadership in the urban context. You will explore conceptions of leadership and considers the implications for participants working at different levels within your institution. Within the module a central aim is to examine theoretical conceptions of educational leadership situated in the political contexts within which we work.

- School Effectiveness and School Improvement
In this module you'll critically examine the contemporary interest in the claims of the School Effectiveness and School Improvement discourses and their influence on practice. A shared critical understanding of these influences on practice will inform discussion, development and planning within areas of the work of the school.

- Implementing Change in the School: Theories, Perspective, And Analysis

- Framework Module – this is a module negotiated with the school and tutors
You'll understand how to ensure that your research and development activity is rooted in teachers' professional practice and so be of value to the young people you work with, and to your school. This module provides you and your school with opportunities to research and develop your own educational practice, policy, and research skills through looking outwards, but in ways that can be specifically tailored to address your needs.

Assessment

You'll be assessed by essays, portfolios of school-based work, critiques of research, action research studies, formal presentations, seminar presentations and annotated bibliographies.

Employability

The programme is designed to complement and support all current career and professional development initiatives and frameworks. It will naturally extend to the provision of evidence required for addressing the Professional Standards for teachers and hence progression throughout the teaching profession.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

Professional links

The course has been designed and developed in partnership with schools, Southwark Local Authority and other Educational stakeholders in the London area. The MA would provide an excellent pathway to the LSBU's Doctorate in Education (EdD), which has a special focus on equality, diversity and sustainability.

We are continually reviewing, in partnership with participating schools and students, the provision of units, developing the course to meet the ongoing needs of participants.

Colleagues from the School of Law and Social Sciences, in particular the Families and Social Capital Group, are regular contributors as guest lecturers. Speakers from a range of external organisations also contribute to units across the course. Recent guest lectures have been given by disabled academics and parents of pupils who have experienced special education.

The department has wide professional links within and beyond the university and the UK. Examples include:

- The Equality Challenge Unit
- The Alliance for Inclusive Education
- Equality and Diversity Forum Research Network
- The Leadership Foundation
- Research Autism
- Theorising Autism Project
- Teacher Education for Equality and Sustainability Network (TEESNet)
- National Association of Disability Practitioners
- Commonworks (for a just and sustainable world)

Placements

Access to the workplace (including voluntary work) is essential for most of the modules within the MA.

Teaching and learning

Students also have the opportunity of benefiting from engagement with the research profile of the Education Department, with its particular expertise in global citizenship and sustainable development education, equality and inclusion, and the personal and social development of young people in schools.

You'll benefit from an up to date Virtual Learning Environment via Moodle and be actively encouraged to make use of the extensive range of support services across the university. You'll have access to a supervisor during the dissertation phase.

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This programme leads to Qualified Teacher Status. It equips you to teach pupils from 5-11 years and covers all areas of the Key Stage 1 and 2 curriculum, through lectures, seminars, workshops and tutorials. You'll gain 60 Masters level credits and be awarded with a Post-Graduate Certificate of Education.

The programme will give you an in-depth understanding of inclusive practice, equality and diversity to prepare you for a career in London schools. As a part of the programme you will experience different schools and also have an opportunity to work in an Alternative Education Setting. At Masters level you'll have the opportunity to develop a specific area of expertise.

LSBU has a particular focus on social justice and equality that is well matched to the needs of schools in urban and multicultural areas. At LSBU we encourage creativity, reflective pedagogy and sensitivity to educational issues.

Upper Primary Pathway

From 16/17 this pathway will be available. If you select this pathway, you will gain the knowledge and skills to teach within the primary sector, with a focus on the 7-11 age range (KS2). Your school placements will ensure that you experience a variety of school settings. Your reading placement will be in Key Stage 1, and both your block practices will be in Key Stage 2.

Bursaries

The Government provides the following bursaries to be off-set against tuition fees, via the Training Agency. Tuition fees need to be paid by all students direct to LSBU. Students can use any bursary they receive from the Training Agency for this purpose.

If you have a 1st Class or 2.1 Degree or a PhD you will be eligible for a bursary of £3,000

You do not need to apply for bursaries. Once you have firmly accepted an unconditional offer of a place on a Teacher Training course (and supplied proof of your degree grade) the University will liaise with the Department for Education to put your bursary in place.

See the website http://www.lsbu.ac.uk/courses/course-finder/primary-pgce

Modules

H Level Modules:
- Core curriculum
This module covers all aspects of the English, mathematics, science and computing national curriculum at Key Stage 1 and 2.

- Professional studies
This module covers theories of learning, planning, teaching and assessment, classroom management and employment.

- Foundation subjects
This module covers the national curriculum foundation subjects including: history, geography, art and design, music, and design technology.

- School experience
School experience begins in week four of the course. During your Reading Mentor placement you'll be placed in a local school three times a week, gaining experience in the teaching of reading. You'll have opportunities to work with a designated child to develop an in-depth understanding of how teaching relates to pupil learning and progress. Your first block school experience is eight weeks and culminates with you leading a class. School experience 2 is a nine week block, and by the end of this placement you will be expected to teach the whole class for up to three days a week.

- Alternative education setting
In term two you will arrange your own placement following your interests in an Alternative Education Setting. This placement is designed to give you a wider view of education and develop explicit skills that you will then be able to take into mainstream practice. For example you may choose to work in a Special Educational Needs setting or in a Pupil Referral Unit.

M Level Modules:
- Equality, inclusion and citizenship
This module will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context. You'll undertake a small piece of classroom research.

Plus one of the following module options:
- SEND (Special Educational Needs and Disability)
This module discusses and explores how to enable learners with Special Educational Needs and/or Disabilities (SEND) to achieve in their learning. If you select this module your first block school experience will in in a Special Needs school and your Alternative Education Assessment will be in a main stream school.

- Connect, consume, create: ICT in the Primary School
Explore the most up-to-date research, knowledge and understanding that underpins ICT and the Computing curriculum in primary schools.

- Performing Arts
Prepares you to teach the performing arts subjects in a culturally diverse society.

- Raising Achievement in Mathematics (RAiM)
The RAiM module will help you gain knowledge and understanding to successfully teach mathematics with competence and confidence, and begin to develop as a specialist in this area. Part of your Alternative Education Setting placement will be in a mathematics department of a secondary school.

- English: Language, learning and culture
This module focuses on spoken language as a key area of the English curriculum in order to explore culture and deepen learning in the classroom.

Employability

Completion and employment rates for our PGCE are both above the sector norms and we have been identified as a good provider of initial teacher training (OFSTED 2014). Although we pride ourselves in providing teachers for London schools, successful students enter the teaching profession in a variety of schools/nurseries within the UK.

All students entering the course have the possibility of gaining up to 60 credits at Masters level, which can be used by students to count towards the award of full Masters qualifications (such as the LSBU MA in Education) gained via further study after graduation.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

Professional links

Academics from other institutions and related industries are invited as guest speakers to form part of the Equality Inclusion and Citizenship module. The Alternative Educational Settings placement provides an opportunity for you to experience teaching and learning in a completely different environment, and is one of the unique aspects of our programme. This placement may be related to your choice of Masters Level option module. For further information please see Programme Modules.

Placements

During the course you will undertake placements in at least two schools. Placement schools are chosen to provide different experiences including size, organisation and location. Our partnership works with a wide range schools across London. Placements are allocated as best fit for each trainee, but if you live in outer London or beyond it may require careful planning by you so that you are able to work at assigned schools.

In addition you will undertake a placement in an alternative education setting. The choice of placement will depend on the option you choose and your interest in the education sector. Examples of placements include SEN schools, pupil referral units, hospitals, overseas etc.

A key element of the programme is to prepare you to work in multi-cultural, urban settings. In terms of school experience placements you will normally be required to do at least one practice in an inner or outer London state school.

Teaching and learning

The university based sessions are taught through lectures, workshops, practical sessions, seminars and tutorials. The aim throughout is to encourage creativity, reflective pedagogy and sensitivity to educational issues, aims and objectives. We aim to provide a learning community that actively challenges inequality and injustice.

In particular, the module on Equality, Inclusion and Citizenship will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context.

You will be encouraged to make links between the theoretical and practical elements of the course. We use an interactive model of teaching and learning and you will be encouraged to think critically about subjects to inform your understanding of effective methods of teaching and learning and how best to apply these in classroom situations.

Read less

This programme leads to Qualified Teacher Status. It equips you to teach primary age pupils and covers all areas of the curriculum, through lectures, seminars, workshops and tutorials. You'll gain 60 Masters level credits and be awarded with a Post-Graduate Certificate of Education. You'll develop your expertise in the subject and pedagogy of Mathematics and build an understanding of progression in the subject. For your Alternative Education Setting (AES) pleacement you'll have an opportunity to work in the Mathematics department of a secondary school. At Masters level you'll develop leadership skills and expertise in the subject and pedagogy of Mathematics.

The programme will give you an in-depth understanding of inclusive practice, equality and diversity to prepare you for a career in London schools. LSBU has a particular focus on social justice and equality that is well matched to the needs of schools in urban and multicultural areas. At LSBU we encourage creativity, reflective pedagogy and sensitivity to educational issues.

Bursaries

The Government provides the following bursaries to be off-set against tuition fees, via the Training Agency. Tuition fees need to be paid by all students direct to LSBU. Students can use any bursary they receive from the Training Agency for this purpose.

As a primary teacher specialising in mathematics, dependent on your mathematics A level qualification, you could be eligible for a training bursary of either £6,000 with a first, 2:1, 2:2, Master’s or PhD or £3,000 for other degree awards.

You do not need to apply for bursaries. Once you have firmly accepted an unconditional offer of a place on a Teacher Training course (and supplied proof of your degree grade) the University will liaise with the Department for Education to put your bursary in place.

See the website http://www.lsbu.ac.uk/courses/course-finder/primary-mathematics-pgce

Modules

H Level Modules:
- Core curriculum
This module covers all aspects of the English, mathematics, science and computing national curriculum at Key Stage 1.

- Professional studies
This module covers theories of learning, planning, teaching and assessment, classroom management and employment.

- Foundation subjects
This module covers the national curriculum foundation subjects including: history, geography, art and design, music, and design technology.

- School experience
School experience begins in week four of the course. During your Reading Mentor placement you'll be placed in a local school three times a week, gaining experience in the teaching of reading. You'll have opportunities to work with a designated child to develop an in-depth understanding of how teaching relates to pupil learning and progress. Your first block school experience is eight weeks and culminates with you leading a class. School experience 2 is a nine week block, and by the end of this placement you will be expected to teach the whole class for up to three days a week.


- Alternative education setting
In term two you will take your Alternative Education Setting placement in the Mathematics department of a secondary school. This enables you to have an understanding of progression in mathematics and compare primary and secondary school pedagogy.

M Level Modules:
- Equality, inclusion and citizenship
This module will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context. You'll undertake a small piece of classroom research.

- Raising Achievement in Mathematics
You'll gain the depth of knowledge and understanding you will need to successfully teach mathematics with competence and confidence, and begin to develop as a specialist in this area. You will explore progression and application across different strands of primary mathematics and at Key Stage 3, including developing pedagogical approaches which will help you motivate and inspire the next generation of mathematics learners. This module will also help you consider what it means to lead mathematics across a school, including considering curriculum design and teacher development.

Employability

Completion and employment rates for our PGCE are both above the sector norms and we have been identified as a good provider of initial teacher training (OFSTED 2014). Although we pride ourselves in providing teachers for London schools, successful students enter the teaching profession in a variety of schools/nurseries within the UK.

All students entering the course have the possibility of gaining up to 60 credits at Masters level, which can be used by students to count towards the award of full Masters qualifications (such as the LSBU MA in Education) gained via further study after graduation.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement in modules from employers
- Job Shop and on-campus recruitment agencies to help your job search

Professional links

Academics from other institutions and related industries are invited as guest speakers to form part of the Equality Inclusion and Citizenship module. The Alternative Educational Settings (AES) placement provides an opportunity for you to experience teaching and learning in a completely different environment, and is one of the unique aspects of our programme. This placement will provide the opportunity to work in a secondary school mathematics department to gain insights into children's progression in mathematics between KS2 and KS3.

Placements

During the course you'll undertake placements in at least two schools. Placement schools are chosen to provide different experiences including size, organisation and location. Our partnership works with a wide range schools across London. Placements are allocated as best fit for each trainee, but if you live in outer London or beyond it may require careful planning by you so that you are able to work at assigned schools.

In addition you'll undertake a two-week placement in an Alternative Education Setting (AES) and a two-week placement in a secondary school Mathematics department. A key element of the programme is to prepare you to work in multi-cultural, urban settings. In terms of school experience placements, you'll normally be required to do at least one practice in an inner or outer London state school.

Teaching and learning

We provide a thorough training course incorporating all areas of the primary curriculum.

The university based sessions are taught through lectures, workshops, practical sessions, seminars and tutorials. The aim throughout is to encourage creativity, reflective pedagogy and sensitivity to educational issues, aims and objectives. We aim to provide a learning community that actively challenges inequality and injustice. The Masters level course in Raising Achievement in Mathematics and the opportunity to work in a secondary maths department will enhance your understanding of the teaching of mathematics.

In particular, the module on Equality, Inclusion and Citizenship will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context.

You will be encouraged to make links between the theoretical and practical elements of the course. We use an interactive model of teaching and learning and you will be encouraged to think critically about subjects to inform your understanding of effective methods of teaching and learning and how best to apply these in classroom situations.

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This programme leads to Qualified Teacher Status. It equips you to teach pupils from 5-11 years with a focus on Physical Education, and covers all areas of the Key Stage 1 and 2 curriculum through lectures, seminars, workshops and tutorials. You'll gain 60 Masters level credits and be awarded with a Post-Graduate Certificate of Education.

The programme will give you an in-depth understanding of inclusive practice, equality and diversity to prepare you for a career in London schools. As a part of the programme you will experience different schools and also have an opportunity to work in an Alternative Education Setting. At Masters level you'll develop leadership skills and expertise in the subject and pedagogy of Physical Education.

LSBU has a particular focus on social justice and equality that is well matched to the needs of schools in urban and multicultural areas. At LSBU we encourage creativity, reflective pedagogy and sensitivity to educational issues.

Bursaries

The Government provides the following bursaries to be off-set against tuition fees, via the Training Agency. Tuition fees need to be paid by all students direct to LSBU. Students can use any bursary they receive from the Training Agency for this purpose.

If you have a 1st Class or 2.1 Degree or a PhD you will be eligible for a bursary of £3,000

You do not need to apply for bursaries. Once you have firmly accepted an unconditional offer of a place on a Teacher Training course (and supplied proof of your degree grade) the University will liaise with the Department for Education to put your bursary in place.

See the website http://www.lsbu.ac.uk/courses/course-finder/primary-with-physical-education-pgce

Modules

H Level Modules:
- Core curriculum
This module covers all aspects of the English, mathematics, science and computing national curriculum at Key Stage 1 and 2.

- Professional studies
This module covers theories of learning, planning, teaching and assessment, classroom management and employment.

- Physical education, pedagogy and practice
In this module you will develop understanding of functional skills, physical literacy, movement and fitness.

- School experience
School experience begins in week four of the course. During your Reading Mentor placement you'll be placed in a local school three times a week, gaining experience in the teaching of reading. You'll have opportunities to work with a designated child to develop an in-depth understanding of how teaching relates to pupil learning and progress. Your first block school experience is an eight week paired block practice. During this practice you will shadow a PE co-ordinator and have opportunities to teach PE across the primary school age range. You will also be encouraged to work with teachers running after school PE activities. School experience 2 is a nine week block, and by the end of this placement you will be expected to teach the whole class for up to three days a week.

- Alternative education setting
In term two you will take your Alternative Education Setting placement in an outdoor centre or similar that will allow you to develop expertise in a specific area of the primary school curriculum, for example adventurous activity.

- Foundation subjects (optional)
This module covers the national curriculum foundation subjects including: history, geography, art and design, music, and design technology.

M Level Modules:
- Equality, inclusion and citizenship
This module will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context. You'll undertake a small piece of classroom research.

- Understanding and leading PE in the primary school
You will build knowledge and skills to teach and lead PE. You will learn to audit staff needs and how to plan, review and adjust the curriculum. Physiology sessions will help you to develop a greater sense of learners’ physical development.

Employability

Completion and employment rates for our PGCE are both above the sector norms and we have been identified as a good provider of initial teacher training (OFSTED 2014). Although we pride ourselves in providing teachers for London schools, successful students enter the teaching profession in a variety of schools/nurseries within the UK.

All students entering the course have the possibility of gaining up to 60 credits at Masters level, which can be used by students to count towards the award of full Masters qualifications (such as the LSBU MA in Education) gained via further study after graduation.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

Professional links

Academics from other institutions and related industries are invited as guest speakers to form part of the Equality Inclusion and Citizenship module. The Alternative Educational Settings (AES) placement provides an opportunity for you to experience teaching and learning in a completely different environment, and is one of the unique aspects of our programme. PE subject matter experts from partnership schools and outside organisations, including sports coaching bodies, will promote professional links relating to PE.

Placements

Placement schools are chosen to provide different experiences including size, organisation and location. You will begin your teaching experience in a local school to LSBU where you will support children in learning to read. School Experience 1 will be a PE placement, focusing on teaching PE and shadowing a school PE co-ordinator. School Experience 2 will also have a PE focus, while giving you the opportunity to teach the core and foundation subjects of the primary curriculum subjects in order to fulfill the requirements for gaining Qualified Teacher Status.

In addition you'll undertake an Alternative Education Setting (AES) placement in an outdoor and adventure facility, or other non-school Physical Education setting. A key element of the programme is to prepare you to work in multi-cultural, urban settings. In terms of school experience placements, you'll normally be required to do at least one practice in an inner or outer London state school.

Teaching and learning

We provide a thorough training course incorporating all areas of the primary curriculum with a focus on Physical Education.

The university based sessions are taught through lectures, workshops, practical sessions, seminars and tutorials. The aim throughout is to encourage creativity, reflective pedagogy and sensitivity to educational issues, aims and objectives. We aim to provide a learning community that actively challenges inequality and injustice.

In particular, the module on Equality, Inclusion and Citizenship will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context.

You will be encouraged to make links between the theoretical and practical elements of the course. We use an interactive model of teaching and learning and you will be encouraged to think critically about subjects to inform your understanding of effective methods of teaching and learning and how best to apply these in classroom situations.

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This programme leads to Qualified Teacher Status. It equips you to teach pupils from 3-7 years and covers all areas of the Early Years Foundation Stage and Key Stage 1 curriculum, through lectures, seminars, workshops and tutorials. You'll gain 60 Masters level credits and be awarded with a Post-Graduate Certificate of Education.

The programme will give you an in-depth understanding of inclusive practice, equality and diversity to prepare you for a career in London schools. As a part of the programme you will experience different schools and also have an opportunity to work in an Alternative Education Setting. You will follow a specialist Masters level module focused on Early Years Education.

LSBU has a particular focus on social justice and equality that is well matched to the needs of schools in urban and multicultural areas. At LSBU we encourage creativity, reflective pedagogy and sensitivity to educational issues.

See the website http://www.lsbu.ac.uk/courses/course-finder/early-years-pgce

Why specialise in an Early Years PGCE?

The PGCE course qualifies you to teach any age group, but this pathway will allow you to experience the majority of your placements in Early Years Foundation Stage (nursery and reception) and Key Stage 1 (Year 1 or Year 2) and give you opportunities to develop your understanding of pedagogy with an early years focus.

Bursaries

The Government provides the following bursaries to be off-set against tuition fees, via the Training Agency. Tuition fees need to be paid by all students direct to LSBU. Students can use any bursary they receive from the Training Agency for this purpose.

As a primary teacher specialising in the early years, you could be eligible for a training bursary of £3,000 with a first, 2:1, Master’s or PhD.

You do not need to apply for bursaries. Once you have firmly accepted an unconditional offer of a place on a Teacher Training course (and supplied proof of your degree grade) the University will liaise with the Department for Education to put your bursary in place.

Modules

H Level Modules:
- Key Stage 1 core curriculum
This module covers all aspects of the English, mathematics, science and computing national curriculum at Key Stage 1.

- Professional studies
This module covers theories of learning, planning, teaching and assessment, classroom management and employment.

- Foundation subjects
This module covers the national curriculum foundation subjects including: history, geography, art and design, music, and design technology and links this to progression from the early years areas of learning and development.

- School experience
School experience begins in week four of the course. During your Reading Mentor placement you'll be placed in a local school three times a week, gaining experience in the teaching of reading. You'll have opportunities to work with a designated child to develop an in-depth understanding of how teaching relates to pupil learning and progress. Your first block school experience is eight weeks and culminates with you leading a class. School experience 2 is a nine week block, and by the end of this placement you will be expected to teach the whole class for up to three days a week.

- Alternative education setting
In term two you will arrange your own placement following your interests in an Alternative Education Setting. This placement is designed to give you a wider view of education and develop explicit skills that you will then be able to take into mainstream practice. For example you may choose to work in a Special Educational Needs setting or in a Pupil Referral Unit.

M Level Modules:
- Equality, inclusion and citizenship
This module will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context. You'll undertake a small piece of classroom research.

- Early Years Education
This module provides you with the academic background that underpins key educational concepts and learning development theory in the Early Years. The module supports you in developing your understanding of how to plan and manage the curriculum across the Early Years phase and appropriately deploy resources and manage staff and home-school links.

Employability

The success of our PGCE courses has been recognised by Ofsted and we have been identified as a good provider of initial teacher training. Completion and employment rates for our PGCE are both above the sector norms (OFSTED 2014).

All students entering the course have the possibility of gaining up to 60 credits at Masters level, which can be used by students to count towards the award of full Masters qualifications (such as the LSBU MA in Education) gained via further study after graduation.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement in modules from employers
- Job Shop and on-campus recruitment agencies to help your job search

Professional links

Academics from other institutions and related industries are invited as guest speakers to form part of the Equality Inclusion and Citizenship module. The Alternative Educational Settings placement provides an opportunity for you to experience teaching and learning in a completely different environment, and is one of the unique aspects of our programme. This placement may be related to your choice of Masters Level option module.

Placements

During the course you'll spend 24 weeks on school placements which you'll undertake in at least two schools. There will be a specialised reading placement and a placement in an Alternative Educational Setting, allowing experience of working in the relevant age phases (Foundation Stage and Key Stage 1). Placement schools are chosen to provide different experiences including size, organisation and location.

Our partnership works with a wide range of nurseries and schools across London. Placements are allocated as best fit for each trainee, but if you live in outer London or beyond it may require careful planning by you so that you are able to work at assigned schools.

Teaching and learning

The university based sessions are taught through lectures, workshops, practical sessions, seminars and tutorials. The aim throughout is to encourage creativity, reflective pedagogy and sensitivity to educational issues, aims and objectives. We aim to provide a learning community that actively challenges inequality and injustice.

In particular, the module on Equality, Inclusion and Citizenship will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context.

You will be encouraged to make links between the theoretical and practical elements of the course. We use an interactive model of teaching and learning and you will be encouraged to think critically about subjects to inform your understanding of effective methods of teaching and learning and how best to apply these in classroom situations.

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MA Education Special Educational Needs and Disability (SEND) is a professional and academic degree that provides an in-depth understanding of inclusive practice in education across the age range (in keeping with the 0-25 framework in the Children and Families Act 2014). The degree is relevant from early years to post-compulsory education in a wide variety of settings. The diverse requirements of learners identified with SEND and best practice to support inclusive learning and achievement will be explored. You'll be encouraged to critically engage with relevant theory and legislation contextualised and applied in practice. The course is informed by the experiences of disabled people and based on the principles on 'nothing about us without us'.

The theoretical aspects of the programme will deepen your understanding of the application of theory to practice, the legislative context and inclusive learning.

You'll develop a particular strand of interest into the dissertation and have opportunities to disseminate your findings to the work place and throughout the course. The Centre for Educational Research has a number of ongoing disability focused research projects and hosts the Disability Equality Research Network (DERN). This provides a vibrant supportive environment for your research and ensures that course content is always research-informed.

The programme will take place at LSBU (K2 Building) or in Special Educational Needs partners' schools and be delivered by academics and experts from the Special Educational Needs sector.

See the website http://www.lsbu.ac.uk/courses/course-finder/ma-education-special-educational-needs-and-disability

National Award for SEN Co-ordinator

You can also choose to take the recognised award of 'National Award for SEN Co-ordination' or options that will further deepen your understanding of SEND.

Modules

- Leadership and management for SENCOs and Disability Services Managers(NCTL National SENCO qualification)
- Teaching and learning (SEND /Autism)
- Researching special education
- Dissertation

Plus two options from the following optional modules:
- Equality and achievement
- Equality, inclusion and citizenship
- Special Educational Needs and Disability (SEND)
- Leadership and Management for SENCOs

All modules are assessed by a mix of assignments, presentations, research projects and portfolio development.

Employability

This programme will contribute to your employability and the National SENco award may be a requirement of your workplace.

Students wishing to achieve promotion or develop a career in education benefit from having a higher degree. Progression from the MA to the EdD further enhances employability and promotion prospects, particularly in academia and research. CVs are improved by having publications in refereed journals and this is encouraged and supported on the MA as well as the Doctorate in Education.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

Professional links

The department has wide professional links within and beyond the university and the UK. Examples include:
- The Equality Challenge Unit
- The Alliance for Inclusive Education
- Equality and Diversity Forum Research Network
- The Leadership Foundation
- Research Autism
- Theorising Autism Project
- Teacher Education for Equality and Sustainability Network (TEESNet)
- National Association of Disability Practitioners
- Commonworks (for a just and sustainable world)

Recent guest lectures have been given by disabled academics and parents of pupils who have experienced special education.

Placements

Access to the workplace (including voluntary work) is essential for most of the modules within the MA.

Teaching and learning

You'll be taught by Dr Nicola Martin who has substantial experience in the field of autism including working with Professor Baron-Cohen on the Cambridge University Autism Project. She was also formerly director of the Autism Centre at Sheffield Hallam University. Dr Martin is currently a lecturer at LSBU and is a Principal Investigator for Research Autism.

You'll also be taught by Gianna Knowles who has considerable experience of working with school staff to develop their Special Educational Needs Departments. Gianna has published a range of academic textbooks that support staff development in this area.

You'll benefit from an up to date Virtual Learning Environment via Moodle and be actively encouraged to make use of the extensive range of support services across the university. You'll have access to a supervisor during the dissertation phase.

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School Direct is an employment based model of teacher education where you will gain qualified teacher status as well as a Postgraduate Certificate in Education (PGCE). School Direct involves schools working in partnership with LSBU to deliver the training. You'll be based in your school, but supported by LSBU throughout.

School Direct supports the Department for Education in giving schools:
- Opportunities to design training fit for purpose to meet the needs of trainees and schools.
- Greater control over recruitment and selection for schools with the expectation that trainees will be employed.
- Greater choice of ITT accredited training providers and flexibility on how School Direct places are used.

School Direct at LSBU

The School Direct programme at LSBU is a high quality intensive programme designed to prepare trainees for working in London schools.
- 100% of our completing graduates in 2013/14 were graded as good or outstanding.
- During our OFSTED inspection in June 2014 our provision was rated 'good'.
- 100% of School Direct PGCE trainees in 2013/14 secured full-time employment upon completing the course.

See the website http://www.lsbu.ac.uk/courses/course-finder/school-direct

Modules

H Level modules:
- Core curriculum
This module covers all aspects of the English, mathematics, science and computing national curriculum at Key Stage 1.

- Professional studies
This module covers theories of learning, planning, teaching and assessment, classroom management and employment.

- Foundation subjects
This module covers the national curriculum foundation subjects including: history, geography, art and design, music, and design technology.

- School experience
You'll gain experience in two consecutive key stages. School experience is based on a training plan laid out at the beginning of the programme in conjunction with a class teacher, school based mentor and university supervising tutor.

- Alternative education setting
You'll gain experience in an Alternative Education Setting which may be an alternative mainstream school or in an informal education setting.

Masters level modules:
As part of the programme you'll have the opportunity to gain a PGCE choosing a Masters level option module that will meet you and your schools' needs, as well as the compulsory module. All the option modules have been developed by LSBU in collaboration with the expertise in our partnership schools.

- Equality, inclusion and citizenship
This module will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context. You'll undertake a small piece of classroom research.

Plus one of the following module options:
- SEND (Special Educational Needs and Disability)
This module discusses and explores how to enable learners with Special Educational Needs and/or Disabilities (SEND) to achieve in their learning.

- Connect, consume, create: ICT in the Primary School
Explore the most up-to-date research, knowledge and understanding that underpins ICT and the Computing curriculum in primary schools.

- Performing Arts
Prepares you to teach the performing arts subjects in a culturally diverse society.

- Raising Achievement in Mathematics (RAiM)
The RAiM module will help you gain knowledge and understanding to successfully teach mathematics with competence and confidence, and begin to develop as a specialist in this area.

- English: Language, learning and culture
This module focuses on spoken language as a key area of the English curriculum in order to explore culture and deepen learning in the classroom.

Employability

The School Direct programme at LSBU is a high quality intensive programme designed to prepare trainees for working in London schools.
- 100% of our completing graduates in 2013/14 were graded as good or outstanding.
- 100% of School Direct PGCE trainees in 2013/14 secured full-time employment upon completing the course.

Our lead partner schools

LSBU has built a growing network of links with schools which can offer places on a School Direct programme, we are currently working with:
- Crampton Primary
- Kingswood Primary

We welcome candidates from independent schools. If you are interested in applying through an independent school please contact Jane Courtney:[email protected]

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

Teaching and learning

The university based sessions are taught through lectures, workshops, practical sessions, seminars and tutorials. The aim throughout is to encourage creativity, reflective pedagogy and sensitivity to educational issues, aims and objectives. We aim to provide a learning community that actively challenges inequality and injustice.

In particular, the module on Equality, Inclusion and Citizenship will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context.

You will be encouraged to make links between the theoretical and practical elements of the course. We use an interactive model of teaching and learning and you will be encouraged to think critically about subjects to inform your understanding of effective methods of teaching and learning and how best to apply these in classroom situations.

Employment Based Partnership

During our OFSTED inspection in June 2014 our provision was rated as 'good'.

Key strengths of the employment-based partnership were identified by OFSTED:
- Teamwork is a significant strength;

- School Direct trainees value the training provided in the two week summer school. It quickly gets them ready for teaching at the start of the year in their school;

- From the outset trainees gain quickly a strong professional understanding of how schools work. They develop good professional relationships with the established staff they work with in schools;

- The quality of feedback and target setting is consistently evaluative and helpful. As a result trainees know exactly what they need to do to improve.

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