This course is for graduates who have a proven academic track record who wish to gain a qualification in law either for legal professional purposes or to advance their careers in law-related fields.
If you intend to practise in law in the UK, the GE LLB Programme offers you the possibility of obtaining exemption from the academic stage of training over two years instead of the one year Graduate Diploma. Not only does this give you the chance to take electives in legal subjects, but also gives you the chance to acquire work experience in the summer vacation.
The course attracts many international students, particularly Canadians who, once they graduate, are well on the way to satisfying the Canadian NCA requirements.
The Graduate Entry LLB enables you to:
This GE LLB is a qualifying law degree recognised by the Solicitors’ Regulatory Authority and the Bar Standards Board as satisfying the academic stage of qualification for legal practice in the UK.
On this programme, you will learn in a separate cohort of Graduate Entry LLB students for the core subjects and together with the LLB third year students for elective modules.
Instruction in the use of legal materials, legal writing, mooting and in legal research (including the use of electronic retrieval systems) is an integral part of the course.
You can choose at least three subjects in your second year from an extensive list of interesting elective courses to suit your interests.
Tuition fees include textbooks in all of the seven core subjects.
You will also have a wide range of extra-curricular activities to engage in, such as mooting and client interviewing. The Law School has an extensive pro bono programme with a Pro Bono Fair at the beginning of the year to inform you of the options available.
You will be assessed through a combination of written examination and coursework. In the second year, you have the option to write a 15,000-word dissertation on a legal topic of your choice instead of a taught elective.
You will learn through a combination of lectures and tutorials, which in total consist of around 10 hours contact each week in year one, increasing to about 12 hours each week in year two.
In addition, you are expected to engage in private reading for up to 8 hours per week, per subject, to support your learning and prepare for tutorials.
In addition you will also be required to study and pass a test in the English Legal System.
In addition in Year Two you will take elective modules totalling 75 credits from a list of elective subjects.
Most students graduating from the programme take the next steps towards qualification as a practising lawyer. In the UK, that entails taking either the Legal Practice Course to qualify as a solicitor or taking the Bar Professional Training Course to become a barrister.
If you intend to practice in Canada, you will be required to take the examinations set by the National Committee on Accreditation to obtain a Certificate of Qualification.
Some students will enrol for an LLM programme, normally at an institution in the UK, and in the past students graduating from the programme have taken LLMs at the Universities of Oxford, Cambridge, UCL, KCL and LSE.
Students have also taken LLM programmes in Canada, which will also satisfy the requirements of the NCA. In the past, a few students have taken an LLM in the US in order to be eligible to take the New York Bar examinations.
Students who have not wished to practise have entered careers in financial services, banking, with NGOs and in the civil service.
ScotGEM is a unique and innovative four-year graduate entry medical programme focused on enthusing graduates to become generalist practitioners (not necessarily GPs), with experience in rural health care and healthcare improvement. The programme will prepare students for any branch of medicine with appropriate further training.
ScotGEM uses the existing strengths of medical teaching in the Universities of St Andrews and Dundee and our local health boards in Fife and Tayside, in collaboration with NHS Highland, NHS Dumfries and Galloway and the University of Highlands and Islands. The first year will be based at the University of St Andrews and within Fife, components of the course in the second, third and potentially fourth years will include periods of living and studying in other regions of Scotland.
A bursary of £4,000 each year will be available to all students, those who accept the bursary will complete a return of service to NHS Scotland of one year for each year of bursary accepted. Return of service, sometimes known as bonding, will commence at the start of Foundation training.
From week one, your learning will be focused around real patient scenarios using an approach known as Case Based Learning. Semester one will use cases to focus on foundational medical sciences to underpin subsequent more challenging scenarios. Consultation skills will be introduced early alongside topics such as biochemistry, pharmacology and anatomy and weekly clinical experience in the community. The course is designed as a spiral in which the complexity and challenge of the cases builds as you and your peers become more effective learners.
Semester two focuses on body systems so that related regional anatomy and examination skills can be learnt in parallel. You will be engaged in small group workplace-based learning for one day per week, supported in the community by dedicated Generalist Clinical Mentors (GCM) who are trained GP tutors.
Second year is largely structured around the lifecycle but will be delivered in different regions. You will be expected to spend some weeks away from Fife with opportunity to study in Tayside, the Highlands and Dumfries and Galloway. NHS Boards will provide accommodation when required. You will continue to work for a day each week with a GCM in their practice but also spend an additional half day in a specialist clinical environment. Second year closes by providing experience of unscheduled care (GP, Emergency department, ambulance etc.) and two periods of project work related to five underpinning Vertical Themes (Informatics, Quality Improvement, Prescribing and therapeutics, Public health and community engagement).
Throughout the course these five Vertical Themes will also develop expertise as ‘agents of change’ within the health service. For example, students might work with a group of general practices to research and analyse prescribing patterns before implementing an agreed improvement.
Third year is designed as a Longitudinal Integrated Clerkship with students being immersed into a community for the duration of the year. You will be based in a general practice, seeing many patients each week and following a selection through their illness journey. This approach works especially well for graduates and has been shown to develop more patient-centred doctors with improved decision-making skills.
Fourth year offers you, as a now competent generalist student, the opportunity to be immersed in the hospital environment and prepare yourself for work as a junior doctor through two one-month Foundation Apprenticeships and other hospital based clinical attachments. You may choose areas of particular interest, perhaps a potential career choice, which you can experience in greater depth. You will also arrange an eight-week elective of your choice.
Upon successful completion of the ScotGEM programme, graduates will receive a primary medical qualification (PMQ), which allows them to apply for subsequent postgraduate training in any specialty through normal routes. It also entitles graduates to provisional registration with the General Medical Council.
The ScotGEM course will be based on clinical cases from the outset. These will be supported by a set of learning objectives, lectures, practical classes, tutorials, simulated and ‘real’ clinical and consultation skills plus extensive supported independent and peer-peer learning.
Your learning will be underpinned by a sophisticated online Curriculum Management System (GEMonline), which will give access to a wide range of resources and enable progress to be monitored for all including the geographically dispersed class from second year.
Increasingly, especially in second year, learning will become more self-directed and you will be reliant upon yourself and your peers to explore, investigate and learn from the cases (guided by clear learning objectives with synchronised centrally organised teaching). This approach will set you up well for learning based on real patients in the clinical environment.
The Longitudinal Integrated Clerkship in third year will allow you to join a team and learn whilst becoming increasingly involved in patient care. You will select patients to follow through and study them, their conditions and their care in more detail. Where relevant you will attend specialist clinics, operations etc. as you follow these individuals’ journey through the healthcare system.
Finally, in fourth year, you will experience intensive hospital attachments that involve shadowing Foundation Doctors and other secondary care attachments.
Each year will require you to pass assessments of knowledge, clinical skills and a portfolio demonstrating professional development.
T: +44 (0)1334 463619
Nursing with registration is an innovative two-year programme, which enables graduates from other disciplines to gain professional registration in Adult, Children's or Mental Health nursing through postgraduate study. This course will permit you to develop your nursing skills and build your knowledge of professional and ethical practice.
This postgraduate nursing programme is designed for graduates from other disciplines who wish to gain professional registration in Adult, Children's or Mental Health Nursing. The programme runs over two years.
The programme focuses on quality care, cutting edge clinical skills and is designed to be both research intensive and research informed. You will learn the pivotal roles of nurse and client, while developing your nursing skills and building your knowledge of professional and ethical practice. This innovative programme ensures our students meet the registration requirements of the Nursing and Midwifery Council.
Subjects such as nursing bioscience, professional practice, research, evidence-based practice, policy and clinical leadership, as well as adult, children's or mental health nursing are studied. The programme is divided between theoretical modules and clinical practice, with blocks of time spent in clinical placement.
You will have the opportunity to gain experience in a variety of healthcare settings. Opportunities for national and international electives are also offered.
The primary aim of the programme is to support students as they progress towards registered practitioner level and beyond, and to provide a framework within which they can acquire and demonstrate both generic transferable competencies and those specific to their area of practice.
Main Hall lectures; facilitated seminars; clinical skills workshops; electronic learning materials; optional opportunities to explore nursing through various media; use of enquiry-based learning; learning in a variety of health care environments Assessment strategies include: electronic examination; clinical portfolio; essays; peer review; assessment of clinical learning.
All students on nursing programmes are required to undertake an enhanced DBS check and all must give consent to this. Completed DBS checks must be received prior to the student undertaking any clinical placement. All students attend Occupational Health (OH) on entry the programme. All applicants are required to make an APEL claim. Pre-registration nursing programmes should normally be no less than three years. However, the use of APEL permits us to offer a programme of two years duration to those applicants who can show evidence of prior learning relevant to the programme.
Please note: From 1 August 2018 onwards, new nursing, midwifery and most allied health students will no longer receive NHS bursaries, but will have access to the same package of undergraduate funding available through the Student Loans Company (SLC). Applications are administered by Student Finance England (SFE). Please click here for more information.
Registered Nurse positions in a range of leading NHS Trusts and with other health care providers.
This course is designed for graduates with limited experience of working with children aged 0-5 years. Your studies are based around extended placements in at least two different early years settings to give you the confidence, skills and experience to work across the 0-5 age range.
Alongside this practical experience you attend taught sessions which provide you with theoretical knowledge of child development, pedagogy and the key areas of early years foundation stage (EYFS). You also gain knowledge and understanding of transition issues, including children's progress through Key Stages 1 and 2.
Supported by experienced workplace mentors during your placement, you develop your knowledge and professional skills in key areas including
During your training you also gain skills in teaching early literacy, including reading, and mathematics, including numeracy.
Throughout the course you are supported to develop a range of relevant academic and professional skills at graduate and postgraduate level. This enhances your career potential and opens up future opportunities for higher level posts within early years services.
By meeting the standards for Early Years Teacher Status, you are recognised as an Early Years Teacher (0-5) with EYTS by the http://www.nationalcollege.org.uk/index" target="_blank">National College of Teaching and Leadership.
Key areas include
During the course you complete two assessed teaching practice placements in different early years settings.
This course prepares you for roles including • early years teacher • senior early years practitioner • children's centre teacher • nursery manager.
Previous students have gained employment as early years teachers in private nurseries, preschools and children's centres, working with children and their families.
Early career roles are often practice based but involve some form of leadership such as a room leader, EYT leading practice across a setting or SENCO co-ordinating provision for children with special education needs. Students have also gained practitioner roles in schools, working with young children aged 2 - 5.
There are developing opportunities as schools extend provision to two-year-olds. Early career salaries on graduation vary across the early years sector, starting at around £16,000 going up to £24,000.
Some graduates take up teaching roles in further education, with salaries starting at £25,000. Others continue their academic and professional development at masters level.
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).
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.
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.
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.
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.
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.)
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.
For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx
See our Teacher Education Funding page to discover the scholarships and bursaries available.
A Cass master's degree is your gateway to a real estate career. You may be a recent graduate with any previous degree, have a job in finance or real estate but wish to upgrade your skills and/or knowledge of real estate, or are intending a career switch from another industry.
The programme starts with two induction weeks, focused on:
In our first term, you get the portfolio of core real estate professional skills – taking in quantitative methods, valuation and investment appraisal methods, asset management and understanding real estate markets.
In the second term, module choices provide two learning “pathways”.
If you aim to join the graduate entry programme of the major UK real estate employers and take the RICS Assessment of Professional Competence you can pick modules that tilt toward UK-specific topics in law, tax and applied valuation. If you aim to work in fund management, finance or outside the UK, you can tilt toward advance financial modelling and international markets. Either way, your choice will not pre-determine the jobs available to you.
All core modules in Term 1 and Term 2 are assessed by sight-unseen examinations (in January and April) plus coursework set and delivered in Term time. Elective modules are assessed by coursework only.
Your coursework will take a range of forms - essays, modelling projects, presentations, class tests. Some are done individually, others in self-selected or allocated groups of up to four. The mix of assignments is designed to develop the general and soft skills employers expect – time management, team working, report production and presentations.
Overall your final masters mark will be assessed on 50% exams and 50% coursework.
The largest proportion of our students go on to the graduate entry schemes of major firms of chartered surveyors in the UK, going through the RICS Assessment of Professional Competence to become qualified professionals.
The others go into a very wide range of employers and roles – with smaller niche agencies, fund managers, developers, investment banks, lending banks, public agencies, rating agencies, research companies, not to mention setting up their own businesses. Many will go on to professional qualifications outside real estate, such as Chartered Financial Analyst Institute.
Around half our students come from outside the UK, many of them take up jobs in other countries with the boost that a degree from Cass, accredited by the Royal Institution of Chartered Surveyors, is a widely recognised and highly valued qualification world-wide. And they will generally find Cass real estate alumni already there to form the base of their professional network.