The Diploma in TESOL at the University of Brighton is a postgraduate professional qualification for experienced English language teachers wanting to develop their practice and understanding of English Language Teaching (ELT).
The Diploma combines assessed teaching practice with academic study into aspects of language teaching and learning such as ELT methodology, use of technologies, materials, language analysis and exploration and second language acquisition.
A key component of the Diploma in TESOL is the development of teaching practitioners’ reflective ability. Our aim is to help teachers deepen their understanding about their own professional practice and this is integrated throughout the course.
The TESOL Diploma is designed around the needs of working teachers. Taught classes run on Tuesday and Thursday afternoons from 2pm, and you book teaching observations to take place when and where it suits your professional circumstances.
The course is comprised of six modules, which relate theories and research to professional contexts. Assessments are varied and most encourage the development of reflective practice, which plays a key part in professional development. This reflection is assessed in the form of a reflective blog that documents your teaching assessments, peer observations and reactions to and thoughts about issues relating to your experiences on the course, in your professional context and from your reading.
The Diploma in TESOL is validated by the University of Brighton and has the appropriate amount of assessed teaching practice and input hours set by British Council guidelines. The course is therefore equivalent to other ELT Diplomas such as the Cambridge DELTA or Trinity DipTESOL.
ELT Methodology – Approaches and Methods – this module informs you of a range of developments in English language teaching methodology and extends your repertoire of teaching skills. It also familiarises you with a range of ELT resources for different contexts and enables you to approach a variety of teaching contexts reflectively. The module is assessed by a portfolio comprising of – a longer reflective essay, where you can relate an issue from the module to your practice, and a presentation that you will give in class. There will also be formative (non-assessed) work to give you practice and experience at producing work at this level.
Language Awareness – this module develops an awareness of language systems. It helps you to critically evaluate analytical and classificatory frameworks of English grammar and pronunciation and to analyse the organisation of discourse in English. The modules is assessed by a three-hour exam.
Second Language Acquisition – this module explores research on second language acquisition (SLA), from the analysis of learner language to current cognitive and sociocultural models. An important focus is the consideration of the implications of SLA research for English language teaching. The module is assessed by a 4,000-word essay that applies SLA research to a professional context.
LT Materials – this module focuses on the role, use and development of materials in the language classroom. It explores the evaluation and design of materials as well as the use of new technologies. The module is continually assessed via your own reflective blog.
Professional Teaching Practice – this module allows you to demonstrate how you are applying new ideas to the English language classroom. You are assessed five times during the course at times and dates that best suit you (where assessor availability allows). Your classes need to demonstrate a variety of levels, content and approaches across the observations.
Teaching and Reflection – this is the most important module, allowing you to gain practical experience teaching English as a second language. Your classes need to demonstrate a variety of levels, content and approaches, as you are assessed in your place of work five times over the duration of the course. From the five assessments, the top four make up your final module grade. Observations are recorded so you can look at your own practice and develop reflective skills and self-awareness. Even students who were at first apprehensive have responded very positively to this experience.
Reflective Teaching Development – in addition, you are required to document your learning and developments through a reflective blog. This blog will contain reflections on your assessed teaching, peer observations and at least five ‘critical incidents’ that have made you question aspects of your own practice or the ELT context in general.
There will be ongoing support and tasks throughout the academic year to enable you to develop reflective skills. There will be ongoing support and tasks throughout the academic year to enable you to develop reflective skills.
From the six assessments, the top four make up your final module grade. Observations are recorded so you can look at your own practice and develop reflective skills and self-awareness. Even students who were at first apprehensive have responded very positively to this experience.
The Diploma in TESOL at the University of Brighton is recognised as being equivalent to other similar Diplomas (DELTA, Trinity DipTESOL) as it has the required amount of teaching assessments and course content. As such, it equips language teachers with the skills needed to develop professionally within a wide range of ELT contexts.
Some students have progressed to further study through our TESOL MA.
The Executive MBA at Winchester is ideal for managers who want to develop the strategic knowledge and skills essential for successful careers in organisations with a global outlook. The course balances theoretical knowledge with grounded discussions of key themes including consumer marketing, leadership and power in organisations, innovation and sustainability, financial management, and the new frontiers in technology and data management. This approach provides you with valuable personal and professional frameworks which can be readily applied to your working environment.
Increase your ability to creatively and systematically apply knowledge from multiple data sources, and develop your capability to communicate ideas clearly in order to influence specialist and non-specialist audiences. This management education programme encourages participation from a variety of working backgrounds, and it is taught in an intensive but supportive small-group environment, providing frequent opportunities for discussion and debate.
You are encouraged to engage with academic literature, up-to-date management case studies and with other students, by reflecting on your own managerial experiences and by applying theories and ideas to your own working environment. Classroom sessions are highly interactive and build on the diversity of students’ work experience for the benefit of the whole group.
Core modules include Sustainability, Ethics and Responsibility, Markets and Consumers, Innovation and Change, and Strategy in Organisations. There are also two non-credit bearing modules that you can take as part of your professional development: Reflecting on Personal and Professional Learning and Reflecting on Personal and Professional Practice. Each core module requires one piece of coursework, and the two reflective modules make up a portfolio demonstrating personal reflection on learning and practice.
The Executive MBA at Winchester is designed to enhance the skills and careers of practising managers and professionals.
The Executive MBA at Winchester is designed to enhance the skills and careers of practising managers and professionals.
UK, EU, World
We pride ourselves on our small-group teaching led by our knowledgeable, experienced and supportive academic staff.
Classroom sessions are highly interactive and build on the diversity of students' work experience for the benefit of the whole cohort. Small groups provide opportunities for a person-centred approach to teaching, frequent small group discussions and the application of knowledge to students' own working environments.
A distinctive (optional) component of the Executive MBA is the emphasis on one-to-one coaching, delivered through two sequential modules across the course.
Start date: January
Teaching takes place: Weekends (all day Friday and Saturday). Students attend one weekend each calendar month, and each module is taught over two weekends.
Distance learning available: Weekend face-to-face seminar teaching is supplemented by online interaction.
King Alfred or West Downs, University of Winchester
Each core module requires one piece of coursework, and the two reflective modules make up a portfolio demonstrating personal reflection on learning and practice. Students must pass Research Methods in Business prior to submitting their dissertation.
Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.
We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.
We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.
Food and drink manufacturing is vital to the UK economy. It is the single largest manufacturing sector in the UK, employing 15% of the entire manufacturing workforce.
Food and drink manufacturing companies make up 7% of all manufacturing businesses, and they buy two thirds of all the UK's agricultural produce. Food producers must address environmental concerns, social responsibility and economic viability when designing sustainable food processing techniques. Sustainable food processing is all about finding new ways of meeting present needs without compromising future viability in constantly changing economic and environmental conditions.
This is not just a corporate social responsibility issue but directly relates to efficiency, cost-saving and profitability and so the food industry must increasingly embrace sustainable food processing to succeed. The global food and agricultural biotechnology research base and product development pipeline, including genetically modified seeds, is expanding at a rapid rate as a direct response to the global food security challenge.
This innovative and topical programme is ideal for graduates new to this dynamic and exciting sector. It's also particularly suitable if you're seeking career enhancement by studying food science and biotechnology at master’s level. The programme will be of particular interest to graduates with an interest in developing knowledge and skills in subjects such as food biotechnology, food safety management and analytical techniques currently used in the food industry. It is also suitable if you already work in the industry and wish to develop your skills in these areas.
Teesside University’s School of Science & Engineering is highly praised for the links it maintains with local and national industries and businesses such as Marlow Foods (Quorn), SK Chilled Foods and Sainsbury’s. The commitment of the School to integrate with industry in the Tees Valley and beyond is reflected in the School’s record of producing employment-ready problem solvers and innovators. This postgraduate programme embeds key transferable skills through visits to industry and talks by industry speakers.
You may also be interested in our MSc Food Processing Engineering.
For the postgraduate diploma (PgDip) award you must successfully complete 120 credits of taught modules. For an MSc award you must successfully complete 120 credits of taught modules and a 60-credit master's research project.
This programme develops comprehensive knowledge and understanding of food science and bioprocessing in the 21st century. As such it focuses on food production and processing, biotechnology and sustainability alongside food quality and supply chain management. You also have the option to explore food product development and enterprise, food microbiology and safety, or project management in great depth depending on your interest or desired career choice.
You are encouraged to take a voluntary placement within local industry to conduct real-world research projects.
Modules offered may vary.
How you learn
Making the transition to postgraduate-level study can be challenging. Support with making this transition is seen as an important element of this programme.
Support is provided during the programme induction and within the module, Food Product Design and Manufacturing Processes. This support is designed to help you understand the requirements of academic study at postgraduate level, to enhance your skills in academic writing and referencing, and to help you develop the skills necessary to operate professionally, safely and ethically in planning and implementing a master’s-level research project.
By including work-based problem-solving projects and case study exercises this programme emphasises real-world working. This helps to blend theory and knowledge in the context of business, allowing you to develop the skills employers are seeking to set you on a successful career path.
A significant feature of the programme is the inclusion of blended learning to provide a rich and varied learning experience. This also provides additional flexibility if you are in employment.
On campus you have access to a dedicated food product development laboratory and a pilot-scale processing equipment facility, allowing you to gain valuable hands-on experience of food processing and product development. Fully equipped microbiological and chemical analysis laboratories enable you to undertake a series of relevant practical investigative projects, through which you explore a range of ingredients and food products.
How you are assessed
You are assessed on subject knowledge, independent thought and skills acquisition through formative and summative assessment.
Assessment may include:
• oral presentations
• technical interviews
• technical reports
• laboratory reports
• literature surveys, evaluations and summaries
• dissertation or thesis (MSc only).
You are presented with an assessment schedule providing details of the submission deadlines for summative assessments.
Food and drink manufacturing is vital to the UK economy. It is the single largest manufacturing sector in the UK, employing 15% of the entire manufacturing workforce. Food and drink manufacturing companies make up 7% of all manufacturing businesses, and they buy two thirds of all the UK’s agricultural produce. The industry generates 18% of total manufacturing turnover.
To meet the demands of this dynamic sector, the food industry needs to recruit more than 49,000 new skilled professionals and managers by 2022 which is great news for the next generation of talent wanting to study toward a rewarding career in a dynamic and highly innovative sector (The National Skills Academy for Food & Drink).
Graduates can seek jobs in many areas in the food sector including:
• food analysis
• new product development
• quality management and food safety management
• food production management
• technical management.
There may be short-term placement opportunities for some students, particularly during the project phase of the course.
Delivering excellence in health and social care at an individual, team and organisational level is not just desirable but achievable.
The philosophy of this programme is that for excellence to flourish every member of staff must be committed to, and play their part in, an integrated governance approach. This is where people-centredness and people-centred approaches to care are afforded the same esteem and recognition as finance, performance, risk management, safety and quality.
The programme is designed to develop and equip critical champions and ambassadors for quality, safety and governance in health and social care. It enables you to apply your comprehensive knowledge, understanding, expertise and advanced skills to lead evidence-based enhancement of quality, safety and governance in your health and social care settings and evaluate the impact of this. The programme is suitable for individuals from the public, independent and voluntary sectors from any professional background, including clinical and support services.
Year 1 focuses on the transition to mastery and explores the context of safety, quality and governance in terms of policy, theory and experience, at a personal, local, national and international level. You also study different types and sources of evidence. You use these to identify a quality, safety or governance issue of relevance to your role based on an in-depth study of the principles, practices and tools of safety and governance in health and social care. You then develop and justify a business case for change based on this.
The modules studied in Year 1 make up the Advancing Quality Improvement in Health and Social Care, PgCert.
In Year 2, you plan and implement a change project based on your business case presented at the end of Year 1. To help you achieve this you study topics such as a human factors approach, strategic change management, action learning and leadership and evaluation methodologies. You then develop and critique an evaluation study proposal in Year 2 which you take forward during your dissertation module in Year 3. The modules studied in Year 2 make up the Advancing Human Factors in Health and Social Care, PgCert.
Year 1 core modules
Year 2 core modules
Year 3 core modules
Modules offered may vary.
How you learn
In Years 1 and 2 the programme is taught in short study blocks spread across the academic year over a total of 14 days. We use a range of teaching methods including lectures and workshops, student-led seminars, action learning, real-life scenarios and case study analysis, interactive and online learning activities, directed and self-directed study activities. Year 3 is mainly guided self-directed study with the support of a dissertation supervisor. You are supported by module tutors with extensive experience in this subject area and the programme leader who is a member of the founding cohort for the NHS England and Health Foundation Q initiative.
How you are assessed
We use a range of assessment modes throughout the programme. These include an essay on the nature and use of evidence, analysis of a quality, safety or governance issue using a human factors approach, a business case and the final dissertation evaluating the change you have implemented.
Other modes of assessment include a poster presentation and defence, and an oral presentation with questions and answers.
The programme is supported by a critical friends stakeholder support forum which consists of service users and carers, employer representatives and academic staff. Members of this group participate in student assessment as well as supporting programme design and delivery as a means of ensuring the person-centred approach pervades all aspects of the programme and to maximise employer/organisational benefit.
On successful completion of this programme you are equipped with a range of knowledge, expertise and experiences such as advanced reasoning and decision-making skills. You are also able to work collaboratively, present and research. And you have strong ICT skills that are highly sought by employers. The programme is relevant for you if you are working in or would like to work in a specialist quality, safety or governance role, or one covering these issues.
This program explores the theories, practices and business models that make up the tourism and leisure field. Focusing on the development of management skills and strategic thinking, students will develop key industry competences as well as international and intercultural management abilities which are needed in this dynamic and fast-changing sector.
An increasingly globalized world has led tourism to become one of the fastest growing industries in business today. Modern companies require academically qualified, visionary leaders to create new business models and understand changes in technology and consumer trends. Focusing on the development of executive skills and strategic aptitudes, this program explores the theories, practices and frameworks that make up the tourism and hospitality field, while developing your understanding of international and intercultural management needs.
The Master in Tourism & Hospitality Management (60 ECTS) is a one-year program, divided into three terms. Each term comprises four courses (4 ECTS each) and one seminar (2 ECTS). Throughout the year, students are also exposed to real-life case studies, games and business simulations. In order to graduate, participants must also complete a business plan (6 ECTS).
In addition to industry-specific modules, this program focuses on development strategies and management styles geared towards creating leaders in the industry who can also apply the same skills to the wider commercial market. Students will:
The MSc / MA Health and Wellbeing ‘Top Up’ course is designed to allow you to ‘top up’ your existing Post-graduate Diploma qualification (or equivalent) in any health, welfare or social care related subject to a full master’s qualification. This will be achieved by you producing a 60 credit independent study in one of three options.
Whichever option you choose this module will consist of an independent project designed, planned and carried out by yourself and written up in a minimum of 15,000 and a maximum of 20,000 words. You will be provided with appropriate individual supervision to support your independent study.
You will complete your Master’s level education in the concepts, theories and academic skills of relevance to your work arena or chosen career path. The course caters for both students who are currently working in the health, welfare or social care fields and for students who are not currently working in these fields but hope to enhance their post-graduate skills and knowledge in order to take up such employment. The course aims to offer a flexible approach to the topic chosen for your independent study, will foster independence and responsibility in taking control of your own learning and professional development needs, and build on your existing knowledge and experience.
This course aims to meet professional development needs in the health, welfare and social care sectors, which are undergoing significant transformation and change.
The Faculty of Education Health and Wellbeing series of seminars and lectures spans education, sport, care, psychology health and wellbeing, bringing you a variety of engaging speakers and experts from the University of Wolverhampton and many other UK universities, visit http://www.wlv.ac.uk/fehw/lectures
Many students will choose this course because they are already working in the health, welfare and/or social care fields. Gaining this award will enhance their professional development and promotion prospects.
Many of our students go on to achieve new posts as a result of their studies. Often this happens during their course not only after completion. Participating in academic study at any level will encourage analysis and criticality and hence will improve the opportunity for promotion and advancement. Successful completion of an academic qualification will facilitate students in providing a justification for progression through the skills escalator and will often act as a catalyst to enable the student to pass through the band gateways. Some Masters level students have used the findings from their independent research studies to make recommendations which they have gone on to implement at work.
Other students may choose this course because they wish to move into the health arena. Our past Masters students have taken posts as public or voluntary service administrators, managers and researchers and as teachers or researchers in Further and Higher Education Institutions.
All students will be able to focus on their particular research interests in their independent research studies. This course allows students to pursue these interests in depth, to engage with current research and to carry out their own, high quality, research studies.
On completion of your Masters degree you can now progress to a Doctorate in Health and Wellbeing, within our Institute of Health Professions.