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Masters Degrees (Inclusive Design)

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Inclusive Design advances accessibility, and encompasses the full range of human diversity including ability, language, culture, gender and age. Read more
Inclusive Design advances accessibility, and encompasses the full range of human diversity including ability, language, culture, gender and age. Inclusive Design recognizes that we aren’t all the same. Design must be usable, flexible, and customizable among other qualities to be truly inclusive. From policies, customer service, infrastructure, technology, buildings to everyday products—we can design so that everyone can be accommodated and included.

MASTER OF DESIGN IN INCLUSIVE DESIGN

This program is primarily delivered through an online technology and learning system. It is the only one of its kind in Canada. We offer you the opportunity to become uniquely qualified as a global leader in the growing field of inclusive design.

You will learn to think differently and aim to break through societal barriers to address the growing demand for access and inclusion

The program benefits from accomplished faculty engaged with multi-disciplinary research and design practices, and you will bring valuable and diverse insights from your own educational and professional experiences, to both study and research projects.

You will explore equity and access issues through the lens of design thinking, leveraged by the application of inclusive digital technologies

The program prepares graduates for doctoral programs or advanced careers in:

Digital Media and ICT Systems
Public Sector Policy and Administration
Design for Built Environments
Arts and Culture
Healthcare sector
Graphic and Communication Design.

PROGRAM DELIVERY

The program accommodates the needs of working professionals and international students. The full-time two-year program includes:

Two-week, on-campus, residential intensives in both the first and second year of the program
Seminar courses delivered in a highly interactive online format throughout the year
A major research project in the second year of the program that will position you at the leading edge of inclusive design thinking
Colloquium session in second year, open to the public
A culminating festival and graduate symposium

You will co-create your pathway through the program with opportunities for elective courses in both the first and second year of the program

Seminar courses are delivered through both online and face-to-face sessions that support students learning both remotely and on campus. Coursework includes group projects, online discussion forums, and contribution from guest experts and leading innovators in the field of inclusive design. Research positions and assistantships are available throughout the program as opportunities arise with the Inclusive Design Research Centre, and both private and public sector funded projects.

All courses and class materials are accessible and assistance is available for students with English as a second language, and for those experiencing other challenges for learning and coursework.

Intensive on-campus ‘residencies’, consist of two full courses, and take place in each of the two summer terms. Students are required to attend these classes and activities on campus at OCAD University in Toronto.

Program Objectives

You will learn the systems and methodologies to tackle equity and diversity issues facing contemporary society

You will graduate with advanced skills, insights and resourcefulness to lead the critical transitions and meet rising demand for inclusive design practices globally

You will be equipped to excel in evolving professional fields including digital media, ICT, health, education, government and other public and private sector fields

You will contribute to meeting legal and policy commitments for accessibility, equity, diversity and inclusion at local, national and global levels.

The Accessibility for Ontarians with Disabilities Act (AODA) has legislated an accessible Ontario, Canada by 2025 which means inclusive design is fast becoming an essential skill for every business and organization in Ontario.

You will be joining the practice and research communities devoted to the design systems for diversity and accessibility

You will be prepared for doctoral programs to further leading-edge research advancing knowledge of inclusive design across many sectors and professional fields

You will have access and engagement with the renowned Inclusive Design Research Centre (IDRC) at OCAD U. This research and development centre hosts an international community of developers, designers, researchers, advocates, and volunteers working together to ensure that emerging digital and information technology and practices are designed inclusively, and equitably.

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The field of ergonomics and human factors is about ensuring a good fit between people, the things they do, the objects they use, and the environments they work, travel and play in. Read more
The field of ergonomics and human factors is about ensuring a good fit between people, the things they do, the objects they use, and the environments they work, travel and play in. We offer five postgraduate taught programmes in the field of ergonomics and human factors which take a scientific look at these interactions and apply theoretical principles, data and methods to ensure that design is optimised for human wellbeing and overall system performance.

Our programmes are awarded separate qualifications but share many core modules. This interdisciplinary approach to teaching and learning means that you benefit from teaching provided by our specialist experts in each area, ensuring that you are trained to the highest professional standard. Joining us on one of these well-respected programmes will provide you primarily with a broad ergonomics education, with further opportunity to focus on a particular area of interest to you.

The programmes are professionally recognised by the Chartered Institute of Ergonomics and Human Factors (CIEHF) and the Centre for Registration of European Ergonomists (CREE). The CIEHF is affiliated with the International Ergonomics Association, opening up employment opportunities worldwide. Our Ergonomics in Health and Community Care programme meets the requirements for you to become a Registered Member of National Back Exchange.

How the programme is taught

A key feature of our Ergonomics postgraduate programmes is the way in which we deliver them. Each module is taught over a one week intensive period in Loughborough, these are also known as block taught modules. Outside of this time, you will be expected to complete prepared programme materials and assignments using email and the internet. We will provide you with access to an interactive online system to provide you with additional materials and information. This system also enables you to participate in tutorial type discussion remotely.

As well as a full-time MSc qualification, this programme is also offered as a Postgraduate Diploma and Postgraduate Certificate. These different levels of education provide a flexible approach that enable many of our students to come from a diverse range of backgrounds – including completing study whilst in full-time employment. We also have a number of students who choose to study part-time.

Please see our ‘Programme modules’ (http://www.lboro.ac.uk/study/postgraduate/programmes/taught/ergonomics-human-factors/modules/) page for more information about what modules are studied for each qualification and the dates for the coming year.

Who is this programme for?

The course is aimed at students who want a broad human factors education with a focus on aspects concerned with inclusive design. Current and past students have come from a large range of backgrounds, both in the UK and internationally. Degrees and experience held by our past students include the fields of: industrial design, health sciences, human physiology, kinesiology, occupational therapy, physiotherapy, psychology and branches of engineering.

Industry connections

The programme has strong links with industry. As part of the programme you will also be encouraged to undertake your main project in industry, providing realistic experiences and learning. The programme content has a strong practitioner bias where what you are learning provides vocational training towards a career as an ergonomist or human factors expert.

Outside speakers include industry (Humanscale, EDF Energy, Rolls Royce, AMEC); health and safety (e.g. aviation safety, environmental); health practitioners; and lecturers from other Universities.

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The Liverpool School of Art and Design offers you the space to explore your creative potential and understand how its application in design can interact with, adapt and change the landscape of cities and urban spaces and our experience within them. Read more
The Liverpool School of Art and Design offers you the space to explore your creative potential and understand how its application in design can interact with, adapt and change the landscape of cities and urban spaces and our experience within them.

•Course available to study full time (1 year) and part time (2 years)
•A new programme open to applicants from a wide range of first degree disciplines such as architecture, spatial design, landscape design, environmental art, geography and planning
•Join a strong research-focused academic community
•Prestigious Susan Cotton Travel bursary and the Michael Pugh Thomas and Julia Carter Preston Legacy postgraduate study awards available
•Develop your work in state-of-the-art workspaces and facilities within the RIBA award-winning John Lennon Art and Design Building

In a world of rapidly rising and migrating urban populations, there is a palpable need for smarter, more inclusive approaches to city planning, adaptation and spatial design.

Liverpool is a creative hub with a heritage of high quality civic design and creative urban engagement. The study of Urban Design is perfectly suited to the rich infrastructure of this truly global city. Read more about the outputs from the programme by visiting the Urban Design blog.

This programme has strong links with the RIBA North and the Liverpool Biennial which, every two years, delivers an international programme of exhibitions and projects that lead to a rediscovery of the city.

Based within the School’s Architecture and Urban Design subject area, this studio-based programme is nourished by the School’s burgeoning research in Urbanism and close association with the University's European Institute for Urban Affairs.

The curriculum has creative place-making at its core and we welcome applicants from a variety of educational and professional backgrounds such as architecture, planning, landscape architecture, art and spatial design.

What you will study on this degree

Please see guidance below on core and option modules for further information on what you will study.

Research & Practice 1

An introduction to some of the common principles of research in Art and Design, tailored to help you develop the skills required to become an effective independent researcher / practitioner.

Studio Practice (Urban Design)

Upon successful completion of an urban design project, you will acquire skills to analyse contemporary urban design themes through in-depth research and the intelligent development of a critical argument. You will also be able to evaluate innovative and visionary urban design theories and precedents in the context of the project work and synthesize knowledge and skills in the production of an urban design strategy for the redevelopment of a substantial piece of cityscape.

Research & Practice 2 (Urban Design)

You will be presented with an overview of urban scale sustainable design principles and objectives. You will then explore a range of contemporary sustainable best practice case studies. These principles will then be applied in practical project work, exploring urban design sustainability benchmarks and audit methodologies. You will thereby be provided with a range of theoretical tools to support independent conceptual and critical evaluation of sustainable urban design. Tools will be explored such as to enable students to understand and evaluate the environmental impact and ecology of urban design proposals

Collaborative Practice

Here you will be given the opportunity to think through, re-situate and re-imagine how the term ‘collaboration’ can affect and develop your own developing art and design practice in the broadest sense. A framework of teaching, study and assessment that will allow the student to develop a realizable collaborative project proposal that has the capacity to be developed into a fundable/sustainable project/collaboration.

Final Major Project (Urban Design)

Through a major project you will explore and apply a contemporary urban design theme through in-depth research and intelligent development of a critical argument or creative piece of work.

Further guidance on modules

The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Academic Framework reviews are conducted by LJMU from time to time to ensure that academic standards continue to be maintained.

Please email if you require further guidance or clarification.

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The Master of Architecture (Global Practice) recognises the global and interdisciplinary nature of design practice in the built environment. Read more
The Master of Architecture (Global Practice) recognises the global and interdisciplinary nature of design practice in the built environment. It is designed for professionals with ambitions to lead in global design practice. In teaching, learning and assessment, the emphasis is on interdisciplinary teamwork and project-based design in the built environment.

There is scope for students to design the Masters Design Project to suit their aspirations in academic research or design practice in the built environment. The programme involves global design practices in collaboration with participants, and aims to produce employable leaders in Architecture and allied disciplines in a global context.

The programme is aimed at architects and allied built environment professionals who are ambitious to take a leading role in architectural practice. They might want to grow their own practice or move into one of the big global practices.

The programme is focused on:
-Communicating effectively in interdisciplinary global working environments
-Building a global network
-Managing big, complex practices and projects
-Designing sustainable buildings in a range of contexts from community self-builds to international airports.

The main aim of the programme is to give students opportunities to undertake design projects, collaborating with a cohort of students from around the world and the UK in an intensive, one year, full-time format.

The Master of Architecture (Global Practice) is designed to prepare graduates to enter these new, collaborative work environments by providing the opportunity to develop new cross-cultural skills, attitudes and competencies and providing learning that is transferable in multiple contexts.

The programme aims to expand and transform students’ perspectives, helping them research and apply sustainable design and construction methods and techniques for managing diverse projects and teams in the context of global architectural and engineering practice. The programme is designed to provide a flexible and responsive learning environment that aims to prepare and equip graduates for growing environmental and social challenges, respects the diversity of the students’ own values and beliefs and looks to foster an outlook that is interdisciplinary, intercultural, innovative and inclusive.

How You Study

The Master of Architecture (Global Practice) course is divided into three levels - the Postgraduate Certificate, Postgraduate Diploma, and the Master's Thesis. Each level is worth 60 CATS points of study and generally corresponds to a semester of full-time study.

The teaching and learning strategy is designed to offer a balanced programme of study with opportunities for theoretical investigation, project development and independent research fully integrated throughout the programme.

The approach to teaching and learning is based on evaluating the skills, knowledge and interests that students bring with them to the course and constructing a variety of learning experiences that respond to each student’s individual needs and requirements. Above all, the teaching team acknowledges and values the diverse backgrounds and experiences of students who come from all over the world. We aim to build on this diversity whilst encouraging students to expand their horizons and to develop advanced skills and knowledge in architecture.

Students are encouraged to adapt the programme of learning in the design studio to reflect their own interests, exploring design problems in projects that are negotiated with programme tutors.

How You Are Assessed

Students are assessed in a variety of ways; through verbal presentations, written submissions and through the exhibition of design project work and the development of a portfolio of individual and collaborative design project work.

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to you promptly – usually within 15 working days after the submission date.

Modules

-Advanced Design Project
-Context of Sustainability
-Design Research Project
-Global Practice and Management
-Life Cycle Analysis
-Masters Design Project
-Research Methods
-Strategic Management and Leadership

Special Features

The course aims to attract a cohort of students from around the world and seeks to give you the opportunity to build your own global network of collaborators. The programme aims to provide the chance to develop techniques for cross-cultural and multi-disciplinary working, which looks to prepare you to take a leading role in global practice. The practical emphasis on exploring global contexts through design projects is designed to allow students to work at a range of scales from hands-on community building to strategic city planning. Underlying all our work is respect for socio-cultural diversity and interdisciplinary knowledge and a search for sustainability.

This programme provides professional links through case studies and design project and practice visits in collaboration with global design practices based in UK and practicing world-wide.

Career and Personal Development

This Master of Architecture (Global Practice) is designed to equip architects and allied built environment professionals with the critical understanding and skills required to develop their careers in global practice. It aims to prepare future decision makers to meet design challenges and develop solutions that are innovative, sustainable and community-centred.

The University Careers and Employability Team offer qualified advisors who can work with you to provide tailored, individual support and careers advice during your time at the University. As a member of our alumni we also offer one-to-one support in the first year after completing your course, including access to events, vacancy information and website resources; with access to online vacancies and virtual and website resources for the following two years.

This service can include one-to-one coaching, CV advice and interview preparation to help you maximise your future opportunities.
The service works closely with local, national and international employers, acting as a gateway to the business world.

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The results of unsustainable human development in the 21st century are evident as climate change, species extinction, pollution, poverty and inequality become inescapable global realities. Read more

About the course

The results of unsustainable human development in the 21st century are evident as climate change, species extinction, pollution, poverty and inequality become inescapable global realities. The next big challenge for society is to transform our economy to incorporate the principles of sustainability. This presents an exciting opportunity to rethink, redesign and rebuild a positive future for business practice.

The MSc in Sustainability, Entrepreneurship and Design (with Professional Development) is an 18-month programme – 12 months for the study at Brunel followed by a six-month professional development phase. There is an option to complete the MSc in Sustainability,
Entrepreneurship and Design in 12 months (without the professional development phase) but students will be encouraged to engage with the professional development phase to achieve the maximum from the programme.

Brunel University also offers the Graduate Entrepreneur post-study visa, which represents a perfect opportunity for our international graduates to apply their new skills in the UK following graduation.

The course is jointly run between the College of Health and Life Sciences, the School of Engineering, Design and Physical Sciences, and Brunel Business School.

Aims

This programme will equip entrepreneurial minded graduates with two essential ingredients:

- firstly, the mindset and ability to play a key role in building a sustainable world – one that is not only prosperous, but also environmentally stable and socially inclusive
- secondly, hands-on experience, such that they can become entrepreneurs, business leaders, change-makers and innovators.

Upon graduating, students will be able to become key figures in local, regional, national or global businesses; holistic thinkers and visionary leaders in their communities, corporations, businesses, non-profit organizations and government agencies.

They will be encouraged to infuse environmental awareness into societies and make tangible contributions to the theory and practice of environmental protection, sustainable business and a circular (green) economy.

Course Content

Core modules

Introduction to Strategic Sustainable Development
Entrepreneurship
Business Planning
International Business Ethics, Sustainability and Corporate Governance
Sustainable Design
Professional Design Studio
Integrated Assessment - Sustainability, Entreprenuership and Design
Dissertation
Sustainable Development in Practice (Compulsory for the MSc with professional development).

Teaching

The programme will be delivered beginning with an overview of core concepts and followed by progressively deeper consideration and application of the concepts later on through a self-directed learning approach. It is structured to provide leadership opportunities and move progressively from learning the "rules of the game" to "playing the game". This means that as the programme progresses it becomes less instructor-led and more student-led where students direct their learning towards their own needs and tap the collective wisdom of the group via project work.

There will be four integrated streams:

1. Ecological and sustainability theory
2. Leadership
3. Design and Innovation
4. Business planning and start up.

The benefits of this combination will be unique; students will be cross trained, drawing upon the resources of a world class university. They will develop three complementary networks of peers and alumni and engage in Brunel’s collegiate experience, interacting with students and faculty from three corners of the university. Through this combination, graduates will able to enter the professional arena with an energetic and inspired approach to societal change.

By taking part in the programme, students will gain:

o The deep scientific knowledge for strategic planning towards a sustainable society, including ecological theory and sustainability design principles
o Innovation, creativity and team working skills
o Experiential learning and mentorship from leading entrepreneurs and business leaders
o Communication skills to enable working with members of engineering, design and marketing teams
o Leadership skills
o Intensive corporate exposure
o Career paths as sustainability practitioners in business, academia, government, and community organisations.
o Business start up opportunities
o Membership of the Made in Brunel Sustainable Business alumni, an elite group of successful ecopreneurs and their mentors
o Additional support to enhance your employability skills beyond the MSc through the Business Life Programme.

Assessment

- Integrated coursework on core sustainability and business, and sustainability & design module content.
- Formal written examinations
- Individual and Group coursework assignments
- Oral and Poster presentations
- Dissertation in the form of a Business plan, product design or research proposal
- Reflective Portfolio (for optional six-month Professional Development period)

Special Features

The programme has a number of innovative features. For example:

The fusion of environmental education with design, entrepreneurial and business skills

Structural flexibility - so that the needs and desires of individuals can be met through offering optional modules within various themes relevant to sustainable enterprise

Practice based assessments - for example, the development of a detailed business plan for those who wish to start their own business, a product design for those taking the designer/innovator route, or a research proposal for those wishing to pursue a career in research or bid writing

Professional development activities - following the multidisciplinary learning programme, students will undertake a six month professional development activity in which - for example - they will undertake an internship or start their own business. (The provision of incubator space for these students will be an integral part of the MSc and is another distinctive feature of the programme. The students will also be equipped with pitching skills and a business mentor).

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This programme prepares you to teach art and design in secondary schools. You are shown how to plan, resource and organise art lessons, and how to monitor, record, evaluate and assess the art practices of students- http://www.gold.ac.uk/pgce/secondary-art-design/. Read more

This programme prepares you to teach art and design in secondary schools. You are shown how to plan, resource and organise art lessons, and how to monitor, record, evaluate and assess the art practices of students- http://www.gold.ac.uk/pgce/secondary-art-design/

We encourage you to create exciting, questioning and stimulating learning environments.

You'll explore how young people develop their own forms of exploration, expression and communication.

You'll learn about current educational initiatives and agendas and wider political and conceptual issues related to art and design education and how to design, develop, resource and organise art and design lessons, and how to monitor, record, evaluate and assess the art and design practices of young people.

A central philosophical position of the Goldsmiths PGCE is the importance and essential element of your practice as an artist/designer/craftsperson and how this can contribute to your development as an educator.

School Direct

It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.

Additional costs

As well as your PGCE fees, you will have to cover your travel costs to your school placements.

We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

Contact the department

If you have specific questions about the degree, contact Department of Educational Studies.

Structure

College-based work

There are practice-based Art and Design workshops, lectures and seminars and individual and group tutorials, which are conducted by Goldsmiths lecturers, artist teachers and gallery/arts educators.

The content of the lectures and seminars focus on current issues including:

contemporary art and design practices

learner identities

visual and place-based pedagogies

inclusive strategies for learning

political and conceptual issues in art and design

artist teacher identities

assessment and evaluation of Art and Design

designing and developing opportunities for learning

School-based work

During the Autumn Term you are placed in a secondary school Art and Design department to observe, participate in and teach alongside experienced teachers.

You'll visit a primary school to develop an understanding of younger children’s work and how the Art and Design curriculum is taught.

During the Spring and Summer terms you are placed in a second school, where you will experience a sustained experience of teaching in which you develop competence in the Professional Standards.

Throughout the course you will develop and implement Art and Design practices in all Key Stages of the curriculum including post-16.

Department

We have been training teachers since 1904, and have established a reputation for excellence in this field.

Educational Studies

We see education as a window through which to view the world, and as something with the power to define who we are and how we live

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.

Teaching placements

We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.

Support

We offer a high level of support through a system of school and personal tutoring.

Research

Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

Learning & Teaching

A range of teaching methods are employed across the PGCE programmes, including:

• Taught subject sessions

• Taught General Professional Study sessions

• Practical workshops

• Core lectures

• Group tutorials/seminars

• Individual tutorials

• Individual and group presentations

• Supported self-study

As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Funding

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



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The MA in Inclusive Special Education has been designed to encourage greater understanding and a critical appreciation of the trends and developments in special educational needs and disability (SEND) provision in our schools. Read more
The MA in Inclusive Special Education has been designed to encourage greater understanding and a critical appreciation of the trends and developments in special educational needs and disability (SEND) provision in our schools.

You will have the opportunity to engage in the conceptual, philosophical and ethical debates relating to the education of children and young people who have a special educational need and/or disability both nationally and globally.

There will be a strong emphasis on promoting equality of opportunity, valuing diversity and social justice.

The Programme will therefore be relevant for educators working in any educational phase and in mainstream, special and specialist setting and has been designed to achieve a close connection between your studies at Masters level and your workplace practice.

Indicative modules
There will be two modules in each academic year and you will be able to begin the dissertation in either Semester 1 which starts in September or in Semester 2 which starts in February. While the course content in each module will cover a range of topics you will be encouraged and supported to develop your research in your specific area of interest in SEND and inclusive practice.

Critical Disability Studies (30 credits)

In this module you will be critically evaluating the discourses and models of disability and inclusive practice through relevant literature and develop insights into the interrelationship between social policy, political frameworks and ideological perspectives on SEND. You will investigate disability rights; equality of opportunity and advocacy in a global and political context, cultural representations of disability; SEN and ethnicity; the impact on families; social exclusion; ethics and disability. You will be encouraged to engage professionally and academically with a review of relevant literature into educational practices for pupils with SEND with the aim of evincing change within your workplace practice.

Communication and Interaction (30 credits)

This module aims to enhance your knowledge and understanding of the range of speech, language and communication needs (SLCN) experienced by children and young people, including; dyslexia, autism; specific learning difficulties, selective mutism; sensory impairments; bilingualism, and pupils with English as an additional language (EAL) and a SEND. You will critically examine the latest research and legislation on the education of children and young people who have a speech, language, communication difficulties and evaluate the range of educational and therapeutic interventions that are currently being used in schools and settings. You will gain knowledge and understanding of the links between research and educational practice by undertaking a case study in your workplace.

Exploring Inclusive Pedagogy (30 credits)

The aim of this module is to critically examine the concepts of inclusion in education and how special educational needs and disability is positioned within different establishments and phases of education. You will debate the social and educational implications for different types of inclusive provision and critically examine policies and practices that promote partnership with families and multiagency collaboration. Other topics will include teachers and TA/LSAs working together; partnership with parents; evaluating educational and therapeutic interventions; personalising learning; equality and diversity; the role of the SENCO; transitions from Early Years through to FE; SEND legislation and the political agenda and inclusive leadership. You will undertake an action research project to inform and change inclusive practices and promote school improvement.

Engaging Learners with Complex Needs (30 credits)

In this module you will develop your knowledge of a range of complex medical, developmental and psychological difficulties and how they affect learning and development. You will critically examine motivational and psychological theories; neuroscience and learning; complex medical needs; multisensory teaching for pupils with complex needs; mental health in children and young people; foetal alcohol spectrum disorder; attachment needs in children and young people; the legal and ethical frameworks for safeguarding children; the role of specialist and alternative provision, and multi-agency collaboration. For the assessment in this module you will critically evaluate teaching and learning strategies and alternative provision that supports pupils’ access to the curriculum through an observational study.

Dissertation (60 credits):

The dissertation represents the culmination of your study for the MA in Inclusive Special Education degree. It is divided into two 30 credit modules (Part 1 and Part 2) that focus on research methods for practitioner inquiry and developing an article for publication.

Part 1 (30 credits): You will design a medium scale enquiry with the intention of understanding and / or intervening to improve inclusive practice for children and young people with a SEND in the workplace on a topic of your choice. You will need to demonstrate a critical awareness of the ethical issues underpinning educational research and clearly justify choices in the research design, methodology and methods to address these issues. You will design, apply and critically evaluate data gathering and analysis methods to investigate a chosen aspect of SEND and/or inclusive practice and interpret your findings to inform the development of practice and the achievement of children and young people with a SEND.

Part 2 (30 credits): You will need to successful complete Part 1 before continuing with Part 2. Part 2 will give you the opportunity to problematise practitioner research within the wider context of educational concerns in the education of children and young people with a SEND, and the application of ideas from literature to school-based inquiry. You will achieve this through a critical review of the research including international research and professional literature around a chosen area of practitioner inquiry to inform your understanding of how to select relevant data and provide justification for the methods used and the implications future action. This will culminate in a greater understanding of the approaches and techniques for writing and disseminating work of publishable quality.

Teaching assessment
The MA in Inclusive Special Education can normally be completed in 3 years on a part-time basis, as follows:Two years (four semesters) with one module per semester, plus a further year (two semesters) for the dissertation.

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The Master of Design in Social Innovation applies the lens of design thinking to address some of society’s most intractable social, environmental and economic challenges. Read more
The Master of Design in Social Innovation applies the lens of design thinking to address some of society’s most intractable social, environmental and economic challenges.

In the face of the promise of untold growth we are now confronted by a harsh reality: that in the second decade of the 21st century the traditional model of ‘business as usual’ is no longer viable. In applying a range of approaches to designing and prototyping social ventures and models of organisation, the MDes in Social Innovation will equip you with a practice-based approach to embedding innovation in the area of sustainability, community resilience, corporate social responsibility, venture philanthropy and organisational agility. Working with a cross- disciplinary team of professionals, the course will allow you to learn about radical ideas, evolve these ideas and test them in a ‘lived’ organisational environment.

The MDes Social Innovation will demonstrate that many of the most successful designs, innovations and innovators have learned to operate across the boundaries between disciplines, sectors, organisations and traditional services.

The course will develop your ideas and skills in people-centred and organisational leadership as a way of transforming the way that public, private and not-for-profit services are shaped using design thinking methodologies.

At its heart lie three design principles:

1. an holistic approach - the need to approach innovation from a ‘holistic’ point of view, drawing on its potential impact in terms of people, technology, the environment, psychological and emotional meaning and long-term sustainability

2. a core intent - the potential to develop a ‘core intent’
and value proposition to organisational models to stimulate commercial and brand value through interaction, social value, collaboration and ideas generation

3. participatory and inclusive - the importance of developing social and environmental solutions ‘with’ and ‘by’ key stakeholders, customers/markets etc. and not simply ‘to’ and ‘for’ people.

Course aims

- To understand the role of social innovation as a business discipline balancing both leadership roles in terms of innovation, the creation of vision and future directions and management roles in terms of using specific tools, methods and techniques.
- To approach leadership, organisational and enterprise development from the perspective of design thinking and creative innovation.

Study units

- Stage One
Developing a knowledge base and new reference points - introduces you to a range of theories and practices in the strategic use of design and innovation, with a particular focus on the method of design thinking in the global context and how it relates to social and environmental change and sustainability.

- Stage Two
Putting new learning into a professional context – develops the practical application of design thinking with a focus on innovation and industry-oriented professional practice based on design management. It also extends your innovation and leadership toolkit. The Studio Practice unit gives you the opportunity to take on a work placement or design research project which will inform your major project.

• Unit 4 Professional Practice in Management and Consulting • Unit 5 Strategic Design and Innovation
• Unit 6 Studio Practice

- Stage Three
Evaluating and advancing existing knowledge

• Unit 7 Major Project

Programme Aims for the Master of Design

The Master of Design programme aims to provide the opportunity for you to develop creative thinking and innovative strategies through an advanced understanding of the practical application of design thinking and design strategy to management and organisational leadership, in order to equip you with the knowledge and skills to apply your learning in a global context. In particular, this programme aims:

- To equip you with an advanced knowledge and understanding of the contextual background to, and developments in design thinking and to reflect on that learning in order to advance your own practice and subject area and to innovate.

- To develop effective managers and leaders with effective design management skills who through creativity and global awareness are able to influence and create positive change in their organisations whether at an operational or a strategic level.

- To equip you with independent study skills that support research, practice and professional development and allow you to continue developing as life-long learners throughout their professional lives maintaining contact with emerging practice from a variety of fields.

- To provide a stimulating environment, which is supportive, flexible and collaborative and allows you to develop your potential.

- To develop a high level of professionalism and confidence to initiate and lead complex design projects involving diverse disciplines and business functions.

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The Master of Philosophy specialising in Inclusive Innovation (MPhil) is an interdisciplinary, research-based degree that leads to the development of novel and sustainable solutions for social challenges. Read more

The Master of Philosophy specialising in Inclusive Innovation (MPhil) is an interdisciplinary, research-based degree that leads to the development of novel and sustainable solutions for social challenges. Join like-minded visionaries on a rich learning journey, and spend a year working both individually and with others where expertise, life experience, passion and innovation converge to support new possibilities and ideas.

Overview

The MPhil Inclusive Innovation is a one-year modular programme designed to be a collaboration between GSB faculty and pass innovators. The MPhil curriculum is structured around three main components: learning, engaging, and reflecting and creating – this can be referred to as praxeology (the study of purposeful human action).  

1. Learning

The programme provides a grounding in the fundamentals of inclusive innovation, as well as the challenges facing those working on social and environmental issues in Africa today. A typical class flows from student presentations and group feedback to focusing on topics such as values-based leadership and business model innovation, integrative thinking and design thinking.

2. Engaging

From the start of the programme, innovators identify a problem of interest and start developing a deep understanding of the context behind the issue they’d like to address. They conduct independent research, including a literature review, field studies, interviews, observations and assessment of market needs. This scholarly approach leads to a fuller understanding of the practical possibilities for contributing to the issue concerned.

3. Reflecting and creating

Personal reflections and peer-to-peer feedback all help to spur on the intellectual development of inclusive innovators and their ideas.

The MPhil’s desired outcomes are:

  • A practical outcome or artefact – prototype, framework, business model, etc.
  • A research thesis that has a strong narrative around the artefact development and clearly illustrates a contribution to knowledge.
  • An embodied experience of business model innovation (entrepreneuring)

Inclusive innovators who complete the MPhil will be skilled at:

  • Undertaking and managing complex innovation-focused projects.
  • Identifying and coping with the internal experience of entrepreneuring.
  • Using systems thinking, design thinking and integrative thinking to take on business-model innovation.
  • Planning a new venture or process, including a detailed strategy and feasibility.

MPhil Benefits

You will gain the following during the MPhil in Inclusive Innovation programme:

New thinking

This MPhil degree encourages inclusive innovators to think critically and innovatively to meet new demands. The programme gears participants towards becoming advanced strategic and systems thinkers.

Shorter invention cycles

MPhil innovators will test assumptions and prototype solutions in a “living lab” environment. It’s a free-thinking cross disciplinary space that helps shorten the cycle time from invention to application of innovations and solutions through interaction and debate with consumers, experts, industry and organisations in the relevant ecosystem.

Access to industry experts

Innovators will be exposed to key local and global specialists – from deep-content experts to market experts in the community. The insight and feedback they receive will help them iterate and improve their solutions at various stages.

Networking

Inclusive innovators will build personal relationships with leading experts across different industries and will be plugged into the next generation of African innovators.

Personal fulfillment

Self-reflection, introspection and personal growth are core elements of the programme. The MPhil develops inclusive innovators who boldly pursue ambitious ideas and dreams.



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Our Inclusive Arts Practice MA is aimed at artists or individuals from related fields who are working in healthcare, education, the arts or the community sector. Read more
Our Inclusive Arts Practice MA is aimed at artists or individuals from related fields who are working in healthcare, education, the arts or the community sector.

It may be a suitable programme if your employer is looking to support relevant training and development opportunities for their staff.

The course aims to equip students with the necessary skills to initiate and manage truly inclusive arts projects with diverse and marginalised groups, for example those with learning difficulties or experiencing social exclusion due to economic or health reasons.

You can choose to study for either a full MA award or a PGCert. There are opportunities to work in diverse settings from schools, galleries, artist studios and design studios to day centres, photographic studios and FE colleges.

Past students have worked with a range of individuals and participant groups including people with learning disabilities, children, young people, elders, those experiencing homelessness, asylum seekers and youth offending teams. They have contributed both locally and to international projects in countries including Romania and Ukraine.

We value and encourage work across a range of art forms, including visual art, design, illustration, performance, film and photography.

Why study with us?

• Truly unique course that enables you to apply your passion for art in a positive community setting
• Focus on practical, vocational work that puts you in direct contact with marginalised groups, as you explore key issues in the inclusive arts debate
• Dedicated professional development module that gives you transferable skills in budget management, health and safety, partnership development and marketing
• Impressive employment rate, with graduates finding work as inclusive arts practitioners with various charities and trusts
• Support from specialist arts practitioners and professionals for collaborative working with diverse groups
• Guest speakers from the arts, health and voluntary sectors

Areas of study

Studies are based around a core of experiential work-related learning, integrated with theory. The course is designed to support participants' development and creativity as art practitioners within the contexts of inclusion, learning disability and marginalised community groups. Students work alongside diverse groups of people in a workshop setting, sharing experiences as partners in the process of learning.

Modules:

Working Together: Introducing Practical Collaboration
Participatory Practice and Creative Exchange: Inclusive Approaches to Collaboration
Research in Progress
Practice as Research
Looking Ahead: Continuing Professional Development
Option

Assessment takes place through presentations, seminar discussions, practical work and workbooks. The final research project is assessed through an exhibition rather than a dissertation.

Please visit the website to find out more about the syllabus:

https://www.brighton.ac.uk/courses/study/inclusive-arts-practice-ma-pgcert-pgdip.aspx

Careers and employability

On completion of the course, students are ideally placed to seek employment in a range of art, disability, community, health and education settings. Recent graduates have gone on to work for various organisations including Project Art Works, The Royal Academy and Kings College Hospital Trust as inclusive arts practitioners and workshop facilitators.

The course would also make a significant contribution to an artist's independent studio practice. Recent alumni have exhibited work at various locations including Phoenix Arts, Brighton Dome and Pallant House. Others have founded organisations such as Red Octopus Sensory Theatre and contributed to a wide range of projects and events .

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The Faculty of Education has a longstanding national reputation for providing high-calibre initial teacher training with over 20 Secondary specialisms available. Read more
The Faculty of Education has a longstanding national reputation for providing high-calibre initial teacher training with over 20 Secondary specialisms available. We have a well established partnership with over 800 secondary schools and colleges across the North West region and beyond.

Successful trainees are in demand to teach this national shortage subject and these routes will equip you with the skills and experience to teach at GCSE and A/AS levels, also on vocational courses. You will specialise in one aspect of design and technology, either Resistant Materials, Food or Textiles, depending on your degree subject and will be trained to teach a minor subject that you will be teaching to Key Stage 3.

A minimum of 120 days school based practice training is combined with university based training and periods of independent study. Trainees are supported throughout by university and placement mentors.

We will consider applications from people without a degree directly related to D&T if you have relevant industry experience. Subject to confirmation of DfE funding, we usually run free pre-entry Subject Knowledge Enhancement courses for national priority subjects, including Design and Technology. These will be identified at interview for applicants who need support in some areas and confirmed with a PGCE place offer.

This PGCE is available via University led and School Direct routes.

We also offer an Assessment-Only route to Qualified Teacher Status (QTS) aimed at experienced, but unqualified graduate teachers, wishing to complete a formal qualification.

Features and benefits of the course

-State-of-the-art design and technology specialist teaching facilities
-Subject Knowledge Enhancement courses and minor subject training available (subject to DfE funding and eligibility)
-Experience in a diverse range of schools and colleges
-Opportunity to apply for enrichment experience overseas
-Choice of University led, School Direct or Assessment Only routes to Qualified Teacher Status
-Course includes 60 Masters Level CATS points, or one third of a Masters degree
-Access to NQT alumni support in your first year of teaching
-Close links with our Educational and Social Research Institute

Placement options

School placements are central to the course. As an intending teacher you will begin by developing professional awareness, understanding and skills common to learning and teaching in a variety of settings. You will begin to understand the inter-relationship between the school and its community.

Placements will be in at least two different schools or colleges and will range from inner city to rural settings, mixed and single gender schools, City Academies, Comprehensives and Selective Schools, 11-16, 11-18, sixth form and further education colleges.

Trainees on School Direct routes will be attached to a particular school within an alliance of schools during their PGCE year.

Trainees also have the opportunity to apply for a four week enrichment experience overseas. These help to develop an international educational perspective and provide the chance to gain some teaching experience in an international school. Enrichment is in addition to PGCE units of study and opportunities may differ year on year, for example, in 2016 trainees were placed at British International Schools in Kazakhstan, Cyprus or Norway or public schools in Orleans, France.

About the Course

This course will provide you with a critical framework for understanding recent developments in the Design and Technology curriculum. Taking account of your particular academic strengths and specialisms you will be prepared to teach National Curriculum Design & Technology and be equipped with an understanding of GCSE, A/AS Levels and vocational courses.

You will be supported in developing your subject knowledge through the use of a subject audit which identifies individual strengths and areas for development. Assignments and teaching experiences are designed to confirm your broad understanding of professional issues and confidence in your curriculum area.

As a major subject you will study either Food, Resistant Materials or Textiles Technology and support this with a minor subject study of either Food, Electronics or Textiles Technology.

This course includes:
-Practical sessions on aspects of the teaching and assessment of subjects within the Design and Technology curriculum area
-Full integration of Information Communication Technology as applied to the teaching of Design and Technology
-High levels of individual support from experienced subject tutors
-Opportunities to access activities at a national level through the professional contacts of the tutorial team

We aim to develop analytical, successful and enthusiastic beginning teachers who are fully aware of the excitement and challenges which lie ahead and who can work effectively in a variety of educational settings.

You will engage with current educational issues and recent and relevant research in order to further develop your understanding and to generate challenging and lively debate.

There will be a focus on:
-Promoting an inclusive learning and teaching environment
-Working in multi-professional teams
-Creating a climate for learning in the classroom
-Learning and teaching strategies
-Managing students' behaviour
-Planning and evaluating students' learning
-Developing knowledge and understanding of teachers' professional responsibilities

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The Special and Inclusive Education MA will develop a student's knowledge of key concepts and issues related to special and inclusive education, enhancing their understanding of disciplinary and theoretical perspectives. Read more
The Special and Inclusive Education MA will develop a student's knowledge of key concepts and issues related to special and inclusive education, enhancing their understanding of disciplinary and theoretical perspectives. It will give students the ability to analyse, evaluate and synthesise evidence, theory and practice, and help them to apply conceptual and theoretical frameworks to professional policy and practice.

Degree information

By the end of the programme, students should be able to:
-Contribute to contemporary international and national debate in the field of special education and inclusion and disability studies.
-Produce and communicate evidence-informed, reasoned argument in writing and orally.
-Demonstrate how concepts, theories and evidence can inform an understanding of issues and practice.
-Carry out a focused special, and inclusive education inquiry into educational practice.
-Enhance professional practice through greater knowledge, skills, understanding and awareness.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), optional modules and either a research report (30 credits) or a dissertation (60 credits).

Core modules
-Concepts and Contexts of Special and Inclusive Education
-Research Design and Methodology

Optional modules - in addition to the two core modules students take at least one module from the following:
-Autrism: Research and Practice
-Inclusive Pedagogy: Changing Practice through Action Research
-Language Development
-Psychology for Special Needs
-Social, Emotional and Behavioural Development
-Understanding SpLD (Dyslexia)

Students choose either one or two further options from the list above or, subject to the Programme Leader's approval, from elsewhere at the UCL Institute of Education.

Dissertation/report
All students undertake an independent research project which culminates in a 10,000 to 12,000-word dissertation or 6,000 to 7,000-word report.

Teaching and learning
The MA is taught through lectures, group discussions, small group one-to-one tutorials, and computer lab classes. Compulsory and optional modules are assessed by range of assessment strategies including presentations and a 4,000-5,000 word written assignment; students may choose from a range of assessment titles. In addition, students may choose to write either a report (6,000-7,000 words) or a dissertation (10,000-12,000 words).

NB: this MA is not a teacher training programme and does not aim to train students via school-based training and teaching placements.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as managers in mainstream and special schools and other educational settings, while others support those with special educational needs (SEN) and disabilities directly. Graduates can also be found working as staff in specialist services for children and young people with SEN and/or disabilities.

Top career destinations for this degree:
-Secondary School Teacher (IT), Langley Park School
-Special Educational Needs (SEN) Teacher, Special School of Piraeus
-Special Educational Needs (SEN) Teaching Assistant, Grange Primary School
-Special Needs Support Assistant, The UCL Academy
-Behavioural Co-Ordinator, The National Autistic Society

Why study this degree at UCL?

This programme provides students with the opportunity to study in one of the country's leading specialist departments in special educational needs and disability (SEND), and educational psychology, working with internationally-recognised tutors who have published widely in the areas of special education, inclusion and disability studies, and who contribute to Master's and doctoral programmes worldwide.

The programme team is committed to creating an intellectually challenging context in which students are encouraged to discuss practical knowledge, experience and ideas in order to extend their understanding of special and inclusive education.

This programme attracts students with rich and varied professional and personal experience, both nationally and internationally, and fellow students provide a valuable networking resource.

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The Special and Inclusive Education MA will develop a student's knowledge of key concepts and issues related to special and inclusive education, enhancing their understanding of disciplinary and theoretical perspectives. Read more
The Special and Inclusive Education MA will develop a student's knowledge of key concepts and issues related to special and inclusive education, enhancing their understanding of disciplinary and theoretical perspectives. It will give students the ability to analyse, evaluate and synthesise evidence, theory and practice, and help them to apply conceptual and theoretical frameworks to professional policy and practice.

Degree information

Graduates will be equipped to contribute to contemporary international and national debate in the field of special education and inclusion and disability studies; produce and communicate evidence-informed, reasoned argument in writing and orally; demonstrate how concepts, theories and evidence can inform an understanding of issues and practice; carry out a focused special, and inclusive education inquiry into educational practice; enhance professional practice through greater knowledge, skills, understanding and awareness.

Students undertake modules to the value of 180 credits.

The programme consists of four taught modules (30 credits each) and a dissertation (60 credits).

Core modules
- Concepts and Contexts of Special and Inclusive Education (Cairo)
- Research Design and Methodology (Cairo)
- Social, Emotional and Behavioural Development (Cairo)
- Understanding Specific Learning Difficulties (Dyslexia)

Dissertation/research project
All students undertake an independent research project in special and inclusive education which culminates in a 10,000 to 12,000-word dissertation.

Teaching and learning
This MA is taught by UCL Institute of Education tutors in Cairo, Egypt. The programme is modular; two to three modules are taught each year and these will vary from year to year to cover the full requirement of the MA. Modules are taught in intensive blocks of four days at the Learning Resource Center in Maadi, Cairo. Skype meetings and tutorials are available for all students enrolled on this programme of study.

The MA is taught through lectures, group discussions and small group one-to-one tutorials. Modules are assessed by a 4,000 to 5,000-word written assignment. In addition, students write a dissertation (10,000-12,000 words).

Note: this MA is not a teacher training programme and does not aim to train students via school-based training and teaching placements.

Careers

This programme provides students with the opportunity to study at one of the UK's leading specialist departments in special educational needs and disability (SEND), and educational psychology, working with internationally recognised tutors who have published widely in the areas of special education, inclusion and disability studies, and who contribute to Master's and doctoral programmes worldwide. Note: this programe is only available to students living and working full-time in Egypt.

The programme team is committed to creating an intellectually challenging context in which students are encouraged to discuss practical knowledge, experience and ideas in order to extend their understanding of special and inclusive education.

This programme attracts students with rich and varied professional and personal experience.

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In a world constantly in flux there’s a greater need for more coherent, sustainable cities. You’ll gain advanced understanding of how architecture can engage with and improve our changing world. Read more
In a world constantly in flux there’s a greater need for more coherent, sustainable cities. You’ll gain advanced understanding of how architecture can engage with and improve our changing world. Hone your skills, knowledge and thinking to RIBA and ARB Part 2 level. Test your work in the public domain through live projects. Explore architecture as a tool to create more sustainable, inclusive and resilient places. Immersed in our design studio, we’ll help you become the architect you aspire to be.

Our course is fully validated by the Royal Institute of British Architects (RIBA) and prescribed by the Architects Registration Board (ARB). Over 95 per cent of our recent graduates have found work in the UK, the Middle East and Australia – with award-winning architects such as Allies and Morrison, Feilden Clegg Bradley, Hopkins, John McAslan, Keith Williams, Make, Nicholas Hare and Walters and Cohen.

Advice from graduate Madhusha Wijesiri

"Architecture is one of the most competitive fields. You will experience this competitive nature during your education as well as when you step out into the real world. Competition should not be taken as an opportunity to defeat someone, but to improve yourself and to push yourself a bit beyond where you stand today.

Competition should be the nitrous oxide for your engine, which gives you additional energy to improve your performance. Never forget to offer your helping hand and to carry others with you, so that you will see competition within you disappear and turn into strength. This recarveals a wonderful purpose and a meaning to all the design work you do."

Key features

-Get creative with our amazing facilities and resources. You’ll be based in our eye-catching Faculty of Arts building in the heart of the campus, with students and staff from other art courses to bounce ideas off and collaborate with. And, you’ll have 2.5 square metres of desk to call your own.
-Study a programme fully validated by the Royal Institute of British Architects (RIBA) and prescribed by the Architects Registration Board (ARB) – with National Student Survey results consistently above 90 per cent satisfaction.
-Interact with the public domain with architecture that’s responsive to people, places and tectonics. Work with local communities and institutions, including city councils, business organisations and non-governmental organisations.
-Choose one of the few programmes of this kind to be assessed by 100 per cent coursework – no exams.
-Work on live studio-based projects, both in the UK and abroad. Previous projects have been based in the UK, Spain, Portugal, Latvia and Poland.
-Benefit from our future-facing programme that features a strong urban and sustainability dimension.
-Learn from tutors with industry experience and interdisciplinary research interests. Our school was described as ‘charged’ by Architects’ Journal.
-Find employment after graduating from our programme. Over 95 per cent of our recent graduates have found work in the UK, the Middle East and Australia – with award-winning architects such as Allies and Morrison, Feilden Clegg Bradley, Hopkins, John McAslan, Keith Williams, Make, Nicholas Hare and Walters and Cohen.

Course details

Year 1
In your first year, you’ll undertake design studio projects set around live UK or overseas urban regeneration projects. You’ll study your core subjects this year – exploring key theories and tools through philosophies of sustainability; considering urban design praxis through urban methodologies; and deepening your understanding of professional practice through professional studies.

Core modules
-ARCH652A Detailed Design
-ARCH655A Professional Studies
-ARCH651A Inception and Strategic Design
-ARCH653A Connecting Sustainable Practices
-ARCH654A Urban Methodologies

Final year
In your final year, you’ll have a more flexible timetable. You’ll combine the skills and knowledge you've developed in the design studio with the individual study of an area of your choice. Your design studio projects this year are set around live urban regeneration projects overseas or in the UK. And for your individual study topic, you’ll be able to choose from a selection of modules grounded in current research activity in the School of Architecture, Design and Environment.

Core modules
-ARCH752A Advanced Detailed Design
-ARCH754A Technical Design
-ARCH751A Advanced Inception and Strategic Design
-ARCH753A Emerging Research in Architecture

Every undergraduate taught course has a detailed programme specification document describing the course aims, the course structure, the teaching and learning methods, the learning outcomes and the rules of assessment.

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Teaching is an extremely rewarding and challenging career. Our course is designed to provide you with the knowledge, understanding and skills that you need to be an outstanding teacher. Read more
Teaching is an extremely rewarding and challenging career. Our course is designed to provide you with the knowledge, understanding and skills that you need to be an outstanding teacher. We aim to nurture teachers who are passionate about the development of their own and their pupils' learning.

While we may be one of the oldest higher education institutions in the UK, we’re also a modern and innovative institution, with a well-deserved reputation for the quality of our education. The Faculty of Education and Children’s Services has been awarded 'Outstanding' status by Ofsted, credited with delivering "high levels of academic and pastoral care" - Ofsted Report 2016.

Why Study Secondary Art and Design with QTS with us?

During the course, you will learn how to encourage young people’s understanding of art and design through your subject specialism.

We encourage Art and Design trainees to be:
- enthusiastic and confident in the classroom
- pedagogically skilful and adaptable
- specialists in the teaching of Art and Design: demonstrating practical skills and a knowledge of subject history
- able to see their subject in the context of the whole curriculum
- competent in a number of areas that cross secondary school curriculum boundaries
- able to work as part of a team

The course is designed to ensure you are confident in all basic national curriculum requirements.

What will I learn?

In essence, the course will start you on your professional journey as a teacher. We aim to provide high-quality education and training, and modules will provide you with:
- critical understanding of pedagogy, assessment and curriculum
- critical knowledge, understanding and skills in specialist age phases and subjects
- critical knowledge and understanding of wider professional issues, e.g. behaviour management and inclusive practice
- enrichment opportunities at least 120 days of school-based learning.

How will I be taught?

Professional and academic learning takes place within University and partnership settings in lectures, seminars, practical workshops and tutorials.

School-based learning will move you from observation through group work to whole class teaching.
You will be expected to undertake 10 independent preparation and consolidation study hours (minimum) per week for the University course, in addition to full teaching days when on placement.

How will I be assessed?

Professional and academic learning is assessed through assignments and directed activities.

School-based learning is assessed holistically against the Teachers’ Standards.

Postgraduate Visit Opportunities

If you are interested in this courses we have a number of opportunities to visit us and our campuses. To find out more about these options and to book a visit, please go to: https://www1.chester.ac.uk/study/postgraduate/postgraduate-visit-opportunities

Request a Prospectus

If you would like to know more about the University please request a prospectus at: http://prospectus.chester.ac.uk/form.php

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