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Masters Degrees (Manchester University)

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Manchester Metropolitan University has a national reputation for initial teacher education which has been established over 100 years. Read more
Manchester Metropolitan University has a national reputation for initial teacher education which has been established over 100 years. Our Department of Primary Teacher Education has a team of over 40 primary teaching staff who between them have expertise in all primary curriculum subjects, enabling us to offer a wide range of specialisms. The majority of teaching staff are actively involved in research, linked to our Education and Social Research Institute, one of the leading UK centres for educational research. We have an Initial Teacher Education Partnership with over 500 primary schools and strong community links across the North West region, ensuring we can offer our trainees a diverse range of placement experiences.

Our aim is to train confident teachers and reflective practitioners who will have strong prospects for employment and career progression. Trainees have access to Manchester Met's dedicated Careers and Employability Service and within the PGCE programme are supported in securing their first teaching appointment.

After graduation we continue to provide support and advice to our Newly Qualified Teachers (NQTs), including online resources, conferences and peer networking.

Our full-time PGCE Primary Education provides intensive training leading to Qualified Teacher Status ('QTS') for early years establishments and primary schools in the 3-7, 7-11 or 5-11 age range.

School-based training is combined with taught sessions at university and independent study. Applicants can choose our University-led ('Core') PGCE training route, or one of our School-led ('School Direct') routes, both of which lead to QTS. We work in partnership with 18 school alliances in the North West of England to offer School Direct places (salaried and non-salaried).

University-led ('Core') route

Trainees typically spend around 12 weeks in university during the year, including a block at the start of the course, combined with at least 120 days of school-based training, in at least two different schools. Manchester Met organises placements.

School-led ('School Direct') route

Trainees are attached to a lead school within an alliance of schools - Manchester Met works in partnership with 18 school alliances across the North West region. Depending on the term times of the school(s) involved they will typically spend around 30 weeks in school and around four weeks in university for taught sessions. Placements are organised by the lead school.

On both routes trainees will experience school-based training in at least two different schools, and have the opportunity to undertake an inclusion placement with a focus on Special Educational Needs and Disability (SEND). The School-led also includes a visit to a Key Stage 3 setting. Throughout the PGCE trainees are supported by a personal tutor, experienced teaching staff and mentors in university and at school.

Candidates can apply for both School Direct and University PGCE routes; both have the same entry requirements. Successful completion of either route includes 60 Masters level credits.

Early Years route (Manchester only)

This route mirrors the PGCE Primary Education programme, with an Early Years focus. Completing this course will enable practitioners to teach in both the Foundation Stage and Key Stage 1.

Applications for PGCE routes starting in September 2017 should be made online via UCAS Teacher Training which is expected to open in late October this year. Early application is recommended as places are limited. Please check our entry requirements before applying.

Assessment Only Route to QTS in Primary sector

Experienced, but unqualified graduate teachers, wishing to complete a formal qualification to gain Qualified Teacher Status may be eligible for this route. It will suit those who have taught in at least two schools or colleges, and who have substantial experience in two consecutive age ranges. It is not sufficient for candidates only to have experience of two schools.

Important information

Manchester Metropolitan University has been undertaking a review of the long-term future of academic provision at its Cheshire campus. It has now been confirmed that the University will withdraw from the Cheshire campus. This means that we expect the campus to close in the summer of 2019.

As the withdrawal from the campus will be a phased process we are still pleased to receive applications for one year full time postgraduate taught courses starting in 2017 on the Cheshire campus. We also continue to welcome applications for part time postgraduate courses of two years in duration in the Exercise and Sport Science department starting in 2017. Applications for courses that are expected to take longer than two years to complete are currently on hold.

Features and benefits of the course

-Choice of location - Manchester or Cheshire* for PGCE Primary Education. Early Years route also available at Manchester
-Choice of University led or School Direct routes
-Strong mentor and tutor support for trainees' personal, academic and professional needs (identified as a key strength by Ofsted in their 2015 inspection)
-Varied placement opportunities, including opportunity to do an inclusion placement with SEND focus
-Research-led teaching
-NQT support and opportunities for continuing professional development at Manchester Met
-Assessment Only route to QTS available for experienced, but unqualified teachers

Placement options

Manchester Met organises placements for trainees on our University-led ('Core') PGCE route through our extensive Initial Teacher Education Partnership. Our Partnership vision is to train 'outstanding, critically-literate professional teachers who will challenge and inspire their learners'.

The schools we work with share our commitment to aspiration and excellence, with a focus on strong mentor training and support for trainees. There is also an emphasis on national priorities, including behaviour management, literacy and numeracy.

Our partner schools cover a wide geographical area and diversity of social, economic and cultural backgrounds, ranging across inner city, suburban and rural settings, enabling us to offer our trainees a broad range of placement opportunities.

We organise placements starting with the trainee's term-time postcode and matching this with placement offers from schools. Trainees are expected to travel up to 90 minutes each way from where they live and to arrive in school 45 minutes before the school day commences. We take into consideration special circumstances, such as disabilities, cultural requirements and medical conditions. In addition, we match carefully to ensure a breadth of experience across different key stages.

Trainees spend at least 120 days on contrasting placements in two schools related to the two age phases of their particular route through the course, with time spent in each key stage/phase. They are attached to each school for a substantial period of time and expected to engage in the full life of the school.

In their first placement trainees gain experience across the full age range of the school and teach in one class for an extended period, taking increased responsibility for that class.

They then begin to teach a range of curriculum areas, as well as gaining an understanding of cross-curricular themes.
The second placement focuses on the whole curriculum and extended management of the classroom in order to meet the requirements for the Teachers' Standards.

Trainees are required to pass both periods of school-based training.

School Direct trainees will undertake teaching practice at their lead school and other schools within the alliance. Placements are organised by the lead school.

All trainees are supported in various ways whilst on placement:
-Every trainee has a personal tutor - this is the tutor who knows the trainee best at university and will usually teach them for some aspects of their studies. Personal tutors write trainee references for employment. For School-led routes the school writes a reference.
-Every trainee is allocated a visiting tutor whilst on placement. This tutor supports the school when assessing the trainee's progress and do do this observes each trainee teaching.
-Every trainee has a school mentor, this may be their class teacher or someone in the school who oversees placements
-Often there are multiple trainees on placement in each school, providing an inbuilt support network

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The Manchester School of Architecture (MSA) is well integrated with the vibrant architectural community of a culturally diverse city, a powerful regional profession and an extensive and active array of international partners. Read more
The Manchester School of Architecture (MSA) is well integrated with the vibrant architectural community of a culturally diverse city, a powerful regional profession and an extensive and active array of international partners. The Master of Architecture (MArch) programme at MSA is highly respected for the capability of its graduates who succeed in the transglobal setting of research and practice in architecture.

The MArch is a lively student centred environment, where peer-to-peer learning, practice based research and live events projects connect students, expert academics, design professionals and wider communities. Internationally recognised study tour research and access to the exchange programmes, connects the MArch with other leading Schools of Architecture. The extensive MSAplus alumni network, Manchester Society of Architects and Digital Innovation, are examples of a vibrant academic and professional context, where students are supported to develop their own links and approaches to architecture. Students can access sports clubs, societies and activities available at both Manchester and the University of Manchester.

The course is for students who have completed RIBA Part One for example a BA (Hons) Architecture course. The Master of Architecture (MArch) programme is a professionally recognised award (prescribed at Part 2 level by the Architects Registration Board and validated at Part 2 level by the Royal Institute of British Architects) leading towards a career as a professional architect. The MArch course is an opportunity to complete the academic components of architecture education and develop a portfolio suited to employment opportunities in contemporary professional practice at one of the most popular and highly regarded architecture schools in the UK. The award is jointly conferred by Manchester Metropolitan University and the University of Manchester and students benefit from access to the physical and intellectual resources of both institutions.

The content, duration and structure of the programme are defined by regulatory requirements in the EU and the particular arrangements for student finance that apply in the UK context of architecture education. Within this framework Full-time, Hybrid and Part-time routes are offered to promote choice that reflects individual ambitions and particular circumstances, to qualify as architects or pursue further postgraduate study.

Special Features

-Manchester School of Architecture is a unique collaboration between Manchester Metropolitan University and the University of Manchester.
-Consistently ranked as one of the best schools of Architecture in the UK.
-Engaged and responsive design teaching, working with expert, research active academic staff and leading design professionals.
Students actively take part in the research culture of the school.
-Opportunities for study exchange in Europe through the Erasmus programme.

Our RIBA award winning Manchester School of Art building gives high quality environments:
-Open Studio: Managed and organized by MSA students for model making, digital and analogue drawing, supporting collaborative peer groups.
-Review Studio: Used for formal discussion and review of work.
-Workshops: High quality making supported by large well-equipped specialist workshops and trained technical staff at Manchester Metropolitan and the University of Manchester.
-Lecture: Digitally equipped lecture theatres across both university estates support delivery of formal and open lectures and events.
-Library: Excellent 24/7 library resources, supported by specialist architectural librarians, enable access to a vast amount of recently published and archival material. IT systems support working away from the main Studios when appropriate.

Course Content

This course is for students who have completed a RIBA Part One course in Architecture. The course comprises of studio, research methods, dissertation and professional studies units, delivered through a diverse range of research driven ateliers and workshops. Each group approaches architecture from a different specialised position, offering expertise, skills and knowledge that respond to contemporary events and issues. Course units are delivered through studio days, workshops, seminars and lectures, made available digitally for distance learning. Students vote at the beginning of each academic year from a selection of ateliers and workshops. Student projects connect with research-based design, contemporary investigative methods and live workshops, aligned with strong areas of research activity and professional practice undertaken by the academic team within the wider cultural context.

Studio units centre on face to face discourse, focused on the creative and exploratory design thesis. Units are aligned (e.g. Methods and Dissertation) to capitalise on research themes and methodologies located in both theory and studio practice and delivered through lectures, seminars and talks. Professional Studies combines the benefits of employment contexts and academic environments to deliver technologically and professionally responsive design projects and case studies. Blending digital communication and live discourse, Professional Studies also facilitates distance learning as a part of the Hybrid route.

Study tours and international collaborations with other leading Schools and organisations take place each year and there is the possibility for exchange under the Erasmus programme.

All students will be required to make a number of different submissions, including detailed examinations of building proposals, 12000-word dissertation, annotated reports, methods exploration and a design thesis.

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The MA in Political Economy programme at Manchester University offers a cross-disciplinary curriculum of study in political economy. Read more
The MA in Political Economy programme at Manchester University offers a cross-disciplinary curriculum of study in political economy. The MA is housed in the Centre for the Study of Political Economy, which brings together the world-class research strengths in the field of political economy at Manchester University. The programme is taught from members across the Faculty of Humanities in the School of Social Sciences, the School of Environment and Development, and the Alliance Manchester Business School.

Each student will pursue their particular interests in political economy through one of four pathways:
-Theoretical Political Economy
-Political Economy of Society, Space and Environment
-Political Economy of Finance, Business and Work
-Political Economy of Development.

Each pathway offers courses drawn from across the different disciplines in the schools, offering the student a unique exposure to the full breadth of the field of political economy. The research route is an ESRC recognised 1 + 3 programme which offers training in both quantitative and qualitative research methods that prepare students for doctoral research.

Teaching and learning

Part-time students complete the full-time programme over two years. There are NO evening or weekend course units available on the part-time programme.

You must first check the schedule of the compulsory modules and then select your optional modules to suit your requirements.

Updated timetable information will be available from mid-August and you will have the opportunity to discuss your module choices during induction week with your Course Director.

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The MA in Political Economy programme at Manchester University offers a cross-disciplinary curriculum of study in political economy. Read more
The MA in Political Economy programme at Manchester University offers a cross-disciplinary curriculum of study in political economy. The MA is housed in the Centre for the Study of Political Economy, which brings together the world-class research strengths in the field of political economy at Manchester University. The programme is taught from members across the Faculty of Humanities in the School of Social Sciences, the School of Environment and Development, and the Alliance Manchester Business School.

Each student will pursue their particular interests in political economy through one of four pathways:
-Theoretical Political Economy
-Political Economy of Society, Space and Environment
-Political Economy of Finance, Business and Work
-Political Economy of Development.

Each pathway offers courses drawn from across the different disciplines in the schools, offering the student an exposure to the full breadth of the field of political economy.

Teaching and learning

Part-time students complete the full-time programme over two years. There are NO evening or weekend course units available on the part-time programme.

You must first check the schedule of the compulsory modules and then select your optional modules to suit your requirements.

Updated timetable information will be available from mid-August and you will have the opportunity to discuss your module choices during induction week with your Course Director.

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This course will train you to become a physics and mathematics teacher across the 11-16 or 11-18 age range. It will prepare you to teach the National Curriculum and related national strategies, GCSE and A level. Read more
This course will train you to become a physics and mathematics teacher across the 11-16 or 11-18 age range. It will prepare you to teach the National Curriculum and related national strategies, GCSE and A level. Completion of this 10 month course leads to both a postgraduate qualification and qualified teacher status (QTS).

The physics with mathematics combination is now firmly established as an alternative to the traditional combination of physics, biology and chemistry in a teacher training course. Physics with mathematics trainees focus on the two highly valued subjects of physics and mathematics and being qualified to teach both these shortage subjects will increase your employability.

The course combines master's level academic study of physics and mathematics education with a range of school experiences. Approximately two-thirds of your time will be spent in our partnership schools and colleges developing your practical teaching skills with the support of trained mentors and experienced teachers. When on placement, you will observe and teach classes under the guidance of an experienced science teacher mentor, improving your skills in planning, teaching and assessment.

Throughout the course you will learn:
-How to develop the confidence and competence of all pupils in thinking scientifically.
-How to teach and assess pupils' understanding of the different branches of science.
-How to help pupils to develop as independent and collaborative learners.
-How to use practical exercises, ICT and `the real world' in the teaching of science.

Aims

We will prepare you to help your pupils develop their capabilities in all aspects of scientific practice, such as: observing; experimenting; measuring; testing; creative thinking; reasoning; calculating; planning; arguing; and critiquing.

The University part of the course will enable you to reflect on teaching learning and pedagogy as well as encouraging you to observe how children learn. University sessions will include:
-Science subject knowledge and pedagogy
-Misconceptions in science
-The role of group work and classroom talk in the science classroom
-The national curriculum and current debates in science education
-Planning lessons
-Assessment for learning
-Differentiation
-Managing pupil behavior
-Keeping records and using data to support pupils' progress

Teaching and learning

The structure of our PGCEs includes both school-based and University-based learning. On our secondary PGCEs, around two thirds of your time will be spent in secondary schools, academies or colleges on placements. You will also need to undertake self-directed study in the evenings and weekends, such as background reading, creating lesson plans and completing written assignments.

A wide range of teaching methods are incorporated into the course, including: seminars; lectures; group discussion; practical workshops; trainee-led presentations; and peer review. Peer observations of lessons will enable you to participate actively in your own and your fellow students' development as teachers. You will be encouraged to use similarly active and well-principled approaches in your own science labs and classrooms. You will be provided with a significant amount of responsibility to develop your own teaching style, set targets, take your own initiatives and evaluate your own work in planning, teaching and assessing. You will also need to undertake self-directed study in the evenings and weekends, such as background reading, creating lesson plans and completing written assignments.
Teaching on our secondary science PGCEs is enhanced by the contribution of a small team of experienced teachers who work alongside PGCE tutors on school visits and in University sessions, plus visitors from exam boards and from the Royal Society of Chemistry, the Institute of Physics and the Society of Biology. Some sessions are run jointly with the University's science departments to benefit fully from the resources of the University, and with Manchester Museum and the Museum of Science and Industry in Manchester.

The course is a partnership between the University and schools and colleges drawn from a wide area, including Bolton, Bury, Cheshire, Deeside, Lancashire, Manchester, Merseyside, Oldham, Rochdale, Salford, Staffordshire, Stockport, Tameside, Trafford, Warrington and Wigan. In your placement schools and colleges, you will observe and teach classes under the guidance of experienced subject mentors.

Career opportunities

On completion of your PGCE and being granted qualified teaching status (QTS), you will work for a year as a newly qualified teacher (NQT). We keep in touch with our former students and continue to support them throughout their NQT year.

A Secondary Physics with Mathematics PGCE from The University of Manchester is a valued qualification regionally, nationally and internationally. You will be given clear direction, advice and support when making applications for teaching posts and our employment rates are consistently high. 88% of our secondary science PGCE 2013 graduates were in a teaching post within six months of completing their course.

Qualified teachers undertake continuous professional development throughout their career, both to maintain the latest subject knowledge and teaching techniques, and if desired, to facilitate progression into leadership and management positions. A PGCE qualification counts as 60 of the 180 credits required for a master's degree and The University of Manchester offers a part-time MA in Educational Leadership should you wish to continue your professional development by completing a master's in the future.

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This course will train you to teach secondary History in the UK, including the National Curriculum, GCSE and A level. y. Completion of the 10 month course leads to both a postgraduate qualification and qualified teacher status (QTS). Read more
This course will train you to teach secondary History in the UK, including the National Curriculum, GCSE and A level. y. Completion of the 10 month course leads to both a postgraduate qualification and qualified teacher status (QTS).

Your University tutors and school/college mentors will help you to transform your subject knowledge into teaching skills and educational theory into practice. University tutors have substantial experience of teaching and of examining at a senior level for GCSE and AS/A level.

We also use the expertise of experienced teachers from our partnership schools to complement the teaching of University-based sessions. This includes sessions led by subject mentors, who will help you develop your subject knowledge and provide advice about teaching methods. The University-based sessions will give you creative and innovative ideas to take into the classroom.

Special features

-97% of graduates in a teaching post within six months of completing the course (2013 graduates from The University of Manchester).
-Course rated as `outstanding' by Ofsted.
-Top university Secondary PGCE provider in the North West ( Good Teacher Training Guide ).
-Extensive classroom experience - up to two thirds of the course is school-based learning.
-You may be eligible for a bursary of up to £9,000 whilst you train.

Career opportunities

On completion of your PGCE and being granted qualified teaching status (QTS), you will work for a year as a newly qualified teacher (NQT). We keep in touch with our former students and continue to support them throughout their NQT year.

A Secondary English PGCE from The University of Manchester is a valued qualification regionally, nationally and internationally. You will be given clear direction, advice and support when making applications for teaching posts and our employment rates are consistently high. In 2013, 97% of The University of Manchester's Secondary English PGCEs graduates were in a teaching post within six months of completing the course, which is higher than the sector average.

Qualified teachers undertake continuous professional development throughout their career, both to maintain the latest subject knowledge and teaching techniques, and if desired, to facilitate progression into leadership and management positions. A PGCE qualification counts as 60 of the 180 credits required for a master's degree and The University of Manchester offers a part-time MA in Educational Leadership should you wish to continue your professional development with a master's in the future.

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This course will train you to teach secondary English in the UK, including the National Curriculum, GCSE and A level. It also includes drama, media and information and communication technology. Read more
This course will train you to teach secondary English in the UK, including the National Curriculum, GCSE and A level. It also includes drama, media and information and communication technology. Completion of the 10 month course leads to both a postgraduate qualification and qualified teacher status (QTS).

Your University tutors and school/college mentors will help you to transform your subject knowledge into teaching skills and educational theory into practice. University tutors have substantial experience of teaching and of examining at a senior level for GCSE and AS/A level.

We also use the expertise of experienced teachers from our partnership schools to complement the teaching of University-based sessions. This includes sessions led by subject mentors, who will help you develop your subject knowledge and provide advice about teaching methods. The University-based sessions will give you creative and innovative ideas to take into the classroom.

Aims

Topics covered in the University-based training sessions include:
Frameworks - the National Curriculum, GCSE and AS and A level.

Classroom skills - lesson planning, setting objectives, task setting, questioning skills, collaborative learning, differentiation and drama-based approaches.

Assessment - assessment for learning as well as summative assessment for KS3, GCSE, AS and A level.

Teaching language - writing, spelling, punctuation and grammar as well as AS and A level English language, and English language and literature.

Teaching literature at KS3, GCSE, AS and A level - teaching poetry, teaching Shakespeare, teaching pre-1914 English literature and teaching children's literature.

Drama in English - the place of drama in the National Curriculum.

Media and information, communication and technology (ICT) in English - the place of media and of ICT in the National Curriculum and at GCSE.

Working with our partnership schools and colleges, you will learn how to:
-Organise lessons and schemes of work
-Assess effectively
-Teach spoken language, reading and writing
-Develop students' understanding of language
-Teach classic literary texts, including Shakespeare
-Use drama, media and ICT in English teaching

Teaching and learning

The structure of our PGCEs includes both school-based and University-based learning. On our secondary PGCEs, around two thirds of your time will be spent in secondary schools, academies or colleges on placements. You will also need to undertake self-directed study in the evenings and weekends, such as background reading, creating lesson plans and completing written assignments.
The University-based elements of the course are taught by tutors with expertise in teaching in schools and colleges and examining KS4/GCSE and AS/A level English. Your tutors have been outstanding teachers in a wide range of schools and colleges and their expertise is complemented by the experience of current outstanding teachers who contribute to teaching on the course.

School-based mentors actively contribute to the course, focusing on aspects of pedagogy and practice in the English classroom. These practical sessions include: teaching language and literature at A level; catering for Special Educational Needs; catering for students for whom English is an additional language; using technology in the classroom; and using drama as an effective teaching tool.

On placement in schools and colleges, you will observe and teach classes under the guidance of an experienced English teacher, who will also act as your mentor. We will endeavour to allocate you to placements which will secure the optimum educational benefit for your professional development needs. Teaching hours are established to reflect the time that is required to spend on planning and assessment, particularly in the early stages of your placements. Your mentors will help you to plan lessons, deal with marking and assessment and improve your teaching skills.

Career opportunities

On completion of your PGCE and being granted qualified teaching status (QTS), you will work for a year as a newly qualified teacher (NQT). We keep in touch with our former students and continue to support them throughout their NQT year.

A Secondary English PGCE from The University of Manchester is a valued qualification regionally, nationally and internationally. You will be given clear direction, advice and support when making applications for teaching posts and our employment rates are consistently high. In 2013, 97% of The University of Manchester's Secondary English PGCEs graduates were in a teaching post within six months of completing the course, which is higher than the sector average.

Qualified teachers undertake continuous professional development throughout their career, both to maintain the latest subject knowledge and teaching techniques, and if desired, to facilitate progression into leadership and management positions. A PGCE qualification counts as 60 of the 180 credits required for a master's degree and The University of Manchester offers a part-time MA in Educational Leadership should you wish to continue your professional development with a master's in the future.

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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 school and colleges across the North West region and beyond.

MFL is a national shortage subject and government priority with training bursaries available and this course has an excellent reputation. There is a growing need for high calibre language teachers and as such our trainees are very employable. Where appropriate, sessions are conducted in the relevant target language. We welcome applications from native speakers.

We offer specialisms in French, German, Mandarin and Spanish. Subject to confirmation of DfE funding, we usually run Subject Knowledge Enhancement courses as part of the PGCE. These will be identified at interview for applicants who need support learning a second language and confirmed with a PGCE place offer.

Trainees take a course of supporting study, including English as an additional language (EAL) and special educational needs (SEN).
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.

These courses are 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 teaching facilities at our Brooks Building in Manchester
-Experience in a diverse range of schools and colleges
-Choice of University led, School Direct or Assessment Only routes to Qualified Teacher Status
-Subject Knowledge Enhancement courses available (subject to DfE funding and eligibility)
-Opportunity to undertake course enrichment overseas
-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. Trainees on the University-led ('Core') route typically spend at least 120 days on school-based training. 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 are organised by Manchester Met and will be in at least two different schools or colleges and ranging 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.

School Direct trainees are attached to a specified ('lead') school within an alliance of schools and will typically spend at least 135 days on school-based training, depending on the term-times of the school(s) involved. The lead school organises placements.

In addition we have exchanges with France, German and Spain to offer placements abroad during the Enrichment phase of the course. We are also working closely with the Confucius Institute to develop links with China.

About the Course

The duration of this one year full time programme is 36 weeks (September to June). 24 weeks will be spent in school and 12 weeks in university.

In addition to your main language, you will take one of the other three languages as your second language. You will be prepared to teach your main language throughout the 11-18 age range. In your second language, you will be prepared to teach up to either key stage 3 or key stage 4/GCSE, according to qualifications and linguistic competence. Where possible, we take into consideration other languages you may have. We offer SKE (Subject Knowledge Enhancement) in French, German, Spanish and Mandarin to support trainees learning a language from scratch. In addition we have exchanges with France, German and Spain to offer placements abroad during Enrichment phase of the course. We are also working closely with the Confucius Institute to develop links with China.

This course enables you to acquire and develop language teaching skills. You will become aware of the needs of pupils of different abilities and of the goals and methods appropriate to them. You will be prepared for a wide variety of teaching situations by observing good practice in schools and modelling in university sessions, through discussions, peer teaching and practical workshops and through intensive practical teaching to a range of abilities. Feedback from experienced teachers and tutors facilitates your professional development.

Classroom management skills are given high priority both at the University and during school placements. Equally, an emphasis is placed upon careful planning, and you will develop the skills of linguistic analysis and sequencing.

You will learn how to teach both the spoken and written language, how to approach teaching grammar and how to plan for using the target language in the classroom. The course aims to develop a thoughtful and critical approach to the relationship between teaching strategies and the pupils' language learning in the classroom. You will learn how to assess and evaluate pupils' learning and how to use this in future planning. Other issues that form part of the course include language acquisition, cultural background, global citizenship and equal opportunities.

In addition to preparation for Key Stages 3-5, we also include provision for Key Stage 2 and you will compile a Primary Languages Portfolio. Methodology sessions in the university are conducted in your main foreign language where appropriate foreign language tutors will help you develop or maintain your language skills in your second foreign language.

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.

Trainees will engage with current educational issues and recent and relevant research in order to further develop their 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

Assessment details

Our PGCE Secondary programme combines practical teaching experience with written assignments. Trainees will complete a portfolio detailing their Record of Professional Development and a Career Entry Profile. Satisfactory attendance and professional engagement with the programme are also necessary factors in the successful completion of your chosen route.

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-Gain the specialist knowledge, understanding and skills you need to practice rheumatology. -Cover topics including epidemiology, aetiology and pathogenesis, and the diagnosis and management of musculoskeletal disease. Read more
-Gain the specialist knowledge, understanding and skills you need to practice rheumatology.
-Cover topics including epidemiology, aetiology and pathogenesis, and the diagnosis and management of musculoskeletal disease.
-Study at a university ranked 9th in the UK and among the top 50 in the world for medicine (QS World University Rankings 2017).
-Become able to contribute to the development of rheumatology services at both a regional and national level.

Course description

Our MSc Clinical Rheumatology and Musculoskeletal Medicine course is designed for doctors who are pursuing a career in rheumatology or a related subject.

You will cover topics including:
-Aetiology and pathogenesis
-Epidemiology
-Diagnosis and management of the different forms of musculoskeletal disease
-The structure and function of joints and supporting tissues in health and when diseased

You will also gain an understanding of the principles of clinical research methods, including:
-Clinical trials
-Developing measurement tools
-Designing and conducting observational studies
-Reading scientific papers critically

In addition, you will build the knowledge and skills you need to carry out and write up a piece of supervised research.

Aims

This course aims to:
-Develop your knowledge, understanding and skills relevant to the clinical practice of rheumatology
-Enable you to contribute to rheumatology service development regionally and nationally
-Provide experience in undertaking and analysing research
-Emphasise the importance of research as a basis for evidence-based practice
-Help you to gain skills required for scientific and clinical presentations

[[Teaching and learning[[
We use a range of teaching and learning methods, including lectures, seminars and demonstrations.

Facilities

Teaching will take place at various locations around Manchester, including:
-University Hospital of South Manchester
-Manchester Royal Infirmary
-Salford Royal Foundation Trust
-The Stopford Building, The University of Manchester

The University also offers extensive library and online services to help you get the most out of your studies.

Career opportunities

Some of our graduates have continued their studies and gone on to complete a PhD at The University of Manchester.

There is a wide variety of possible areas of research from the broad spectrum of musculoskeletal disease. The majority of clinical trainees use their knowledge to augment their clinical training and, as the curriculum aligns with the rheumatology core curriculum, this MSc provides the tools required to pass the Specialty Certificate Examination in Rheumatology.

The MSc qualification can also be a useful tool for international students to carry back to their home country.

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Our MSc in Skin Ageing and Aesthetic Medicine is specifically designed for qualified medical or dental practitioners who wish to develop their knowledge in the field of cosmetic medicine. Read more
Our MSc in Skin Ageing and Aesthetic Medicine is specifically designed for qualified medical or dental practitioners who wish to develop their knowledge in the field of cosmetic medicine.

This course seeks to develop future leaders in aesthetic practice by offering a high quality programme at an internationally recognised institution.

This MSc is an intensive part-time postgraduate taught programme encompassing the science of skin ageing and aesthetics, the application of evidence-based practice, the clinical assessment and management of patients presenting with aesthetic problems.
You will be encouraged to develop a translational, professional approach to learning throughout the course, which can be applied to your future learning.

In addition, supervision and training is provided by national and international leaders in the field of aesthetic research, regulation and clinical practice.

The unique amalgamation of research and clinical expertise in Skin Ageing and Aesthetic Medicine at The University of Manchester and Salford Royal NHS Foundation Trust allows us to develop a unique programme supported by an interdisciplinary faculty of dermatologists, plastic surgeons, oculoplastic surgeons, maxillo-facial surgeons, dentists and psychologists in addition to skin ageing and wound research basic scientists.

Aims

The aim of the programme is to develop professionals with the ability to apply scientific principles and the latest evidence base to the practice of skin ageing and aesthetic medicine. You will develop clinical knowledge, specialist practical skills and critical awareness of non-surgical procedures supported by leading experts in the field.

Special features

We offer specific patient-centred teaching underpinned by evidence-based theory to ensure students understand the relationship between practical and theoretical aspects of aesthetic practice.

Each student will be provided with one-to-one tutor support throughout the programme with small group sessions and bedside training with volunteer models during the clinical sessions.

The programme has been recognised as a gold standard for education in aesthetic practice by the UK Higher Education governing body: Higher Education England. It aligns directly with the outcomes of the UK Department of Health review on cosmetic practice and General Medical Council guidance in this area.

As a Russell Group university, Manchester is a centre for world-class research, outstanding learning and student experience and social responsibility. The University of Manchester Dermatological Research Sciences group sits within the Faculty of Biology, Medicine and Health and is led by Professor Chris Griffiths. The centre is recognised as global leader in basic science, translational and clinical research in skin health and disease.

The programme is run in collaboration with The Dermatology Centre at Salford Royal Foundation Trust, one of the largest clinical dermatology units in the UK.

As a University of Manchester master's-level degree programme, this course will offer content and assignments meeting rigorous criteria to support development expected of aesthetic practice leaders of the future.

Teaching and learning

The programme structure has been designed using established educational theory and practices to enhance student experience and learning.

The University of Manchester virtual learning environment (Blackboard) guides participants through module content, assessment submission and programme information.

Modules utilise blended teaching methods aligned with learning outcomes and assessment. The course contains e- learning case work, small group work, interactive forums, clinical debriefs, and practical sessions with volunteer models. Students are taught in small ratios (1:5) to maximise opportunities for clinical learning.

We hold two face-to-face 6-day residential sessions during the first 24 months of programme, one in each of the two first years. Both of these will be scheduled in the second semester and dates should be circulated in September. Attendance in at the residential sessions is compulsory for all students.

An initial Induction Day is held in Manchester at the start of the first academic year to familiarise participants with the on-line e-learning software and library resources. Attendance at the Induction Day is also compulsory for all students.

Coursework and assessment

You will be required to pass group and written assignments for each module. Those with a highly practical element will also include assessments of procedural skills.

Career opportunities

With the gap in training highlighted by the UK government review of cosmetic practice, it is likely all aesthetic practitioners in the UK will need to provide evidence of their credentials.

This programme does not provide a professional competence framework, but goes beyond this to offer integrated knowledge and the application of critical skills enveloped within high quality professional behaviours.

Those who complete this programme will be forerunners in acquisition of a comprehensive knowledge base which can be applied to their future or current clinical practice.

Students from the UK and abroad will benefit substantially from the opportunity to complete a programme from one of the world-leading institutions in skin health and research.

The master's element of the course will be assessed through a written dissertation (12,000 words).

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Our Masters in Research Methods (MRes) is designed to develop high calibre research students versed in building theory and all aspects of investigating business and management practice. Read more
Our Masters in Research Methods (MRes) is designed to develop high calibre research students versed in building theory and all aspects of investigating business and management practice. Being a ESRC-recognised degree, the course introduces the students to a broad range of orthodox approaches in business and management research practice, and then blends these with emerging techniques. The result is a course that attends to the dynamic range of research practice in the fields; as the world moves, so do the demands being placed on business and management researchers. Given the range of ideas and techniques students will be exposed to, the programme will be both challenging and rewarding in terms of student experience.

The programme serves two communities:

1) The programme provides grounding for those intending to expand their studies into a PhD in Business and Management. The advantage of an MRes at Liverpool is that students have the opportunity to gain a Master’s qualification after one year of study. If successful in gaining a PhD place, students will be able to use their MRes training to fast track the early part of their PhD studies.

2) The programme will be of interest to those working or intending to work in commercial, policy and professional organizations where research is a significant part of the work activity. These include: consultancies, research units, and non-governmental organizations.

Our MRes is run by faculty of the University of Liverpool Management School using dedicated modules. This enables faculty and students to learn from one another as peers with common research interests. It means the teaching follows the expertise of those delivering the modules, and ensures the content responds both to the history of, and emerging challenges in, the Business and Management field. Our MRes has two distinctive characteristics. For one thing, whilst modules provide a thorough grounding in established methods, students will also be introduced to innovative and even experimental approaches that have been used and written about by those doing the teaching. For another, the cohorts will be small, which is a deliberate act to foster individual guidance and fruitful relationships between faculty and students - all this in a congenial environment.

The University is a member of the prestigious Russell Group comprising the 20 leading research-intensive institutions in the UK. As a significant part in the University, the Management School is committed to being research-led, a commitment in which research students have a large role to play. MRes students will benefit from being taught by faculty who publish their work in top-tier international journals (e.g., Organization Studies, Human Relations, Journal of Management Studies), who have experience of writing and undertaking research grants, and who are actively considering how the methods being used by Business and Management scholars can work, and work better. Inquiries about the degree can be directed to Dr Dirk Lindebaum, Director of Studies Mres in Management ().

Projects

The North West Doctoral Training Centre

The University of Liverpool Management School is part of a successful partnership with Lancaster University Management School and Manchester Business School to create a Doctoral Training Centre (DTC). Since 2011, students have also the opportunity to obtain credits by attending research training sessions at Lancaster University Management School and Manchester Business School. In the same vein, joint supervision across these institutions is set to become common practise.

Further information from: http://www.nwdtc.ac.uk/

The Northern Advanced Research Doctoral Training Initiative.

This is an Economic and Social Research Council sponsored project involving Business and Management Schools from fourteen universities across northern England. It is run by a central group of three universities: (Durham, Leeds and Liverpool) and the ESRC grant funding the initiative is hosted here at the Management School.

Further information from: http://lubswww2.leeds.ac.uk/narti/about-us/

Key Facts

REF 2014
27th in the UK for 4* and 3* (world leading and internationally excellent), 100% impact and 88% environment at 4* and 3*.

Why University of Liverpool Management School?

'Learning to make a difference'

AACSB-Accredited, the University of Liverpool Management School is in the top 5% of business schools worldwide. Regarded as one of the most rigorous assessments, many top global recruiters will only consider candidates from AACSB-Accredited schools – a clear signal that our programmes respond to the needs of business and meet specific standards of excellence.

The University of Liverpool Management School works with today's leaders in business and management to prepare its students to be the leaders of the future. The school's mission is 'Learning to make a difference' and there is a fundamental belief that the purpose of the School's research and teaching is to develop students who are not only good managers, but individuals who are truly committed to making a difference. We hope that our students will use the knowledge and skills they gain here in their future roles to help solve some of the most endemic problems individuals, enterprises and communities face.

Career prospects

The aim of this programme is to jointly prepare tomorrow’s business leaders with unique exposure to the rapidly evolving field of Big Data and the opportunities, challenges and developments associated with running or expanding digital business enterprises.

Careers Support

From the moment you start your MSc you will have access to a specialist careers team which includes a professionally qualified MSc Careers Adviser and a dedicated International Employer Engagement Officer.

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This course will prepare you to teach Spanish across the 11-16 or 11-18 age range. It is a 10 month course which allows graduates to train to teach, gain a postgraduate qualification and qualified teaching status (QTS). Read more
This course will prepare you to teach Spanish across the 11-16 or 11-18 age range. It is a 10 month course which allows graduates to train to teach, gain a postgraduate qualification and qualified teaching status (QTS).

The course combines master's level academic study of key language learning theories and methods with a range of practical experiences. Approximately two-thirds of the course is spent in our partnership schools and colleges developing practical teaching skills with the support of trained mentors and experienced modern language teachers.

The University teaching team has an international reputation for research, teaching and publications in education. We are dedicated to developing your expertise and we believe passionately in the benefits of creative, motivating and engaging language lessons in order to create the next generation of life-long modern language speakers. Our sessions are all interactive and good pedagogy is modelled by skilled and highly motivated tutors and guest speakers. Your University tutors combine experience as outstanding teachers with academic knowledge of innovative, current and relevant educational research.

We have strong partnerships with schools and colleges, many of which are involved in research projects with the University. We work with a large variety of schools, comprehensives, grammar schools, specials schools and sixth form colleges, allowing us to personalise your placement experiences to your individual needs. University tutors and school-based mentors will provide support and challenge to help you achieve your potential.

Scholarships/sponsorships

If you have graduated in the last three years from The University of Manchester with a 1st class honours degree, we will grant you a £1000 tuition fee discount.

For September 2017, graduates with a 2:2 degree or higher are eligible for a Department of Education bursary of £25,000. You do not need to apply for a bursary - if you are enrolled and meet the eligibility criteria, you will begin receiving payment by instalments from October. Graduates with a degree gained outside of the UK should refer to the overseas degree equivalency table to see the bursary your degree may attract.

British Council Languages Teacher Training scholarships of £27,500 are available for the 2017/18 academic year. They are selected through an additional application and assessment process. If successful, you will not also be eligible for a bursary.

Home/EU students may be eligible for a repayable tuition fee loan. Home students in England may also be eligible for a repayable student maintenance loan. Amounts are dependent on your household income. Loans are provided by Student Finance England and repayments will start once you are earning over £21,000 per year.

Career opportunities

On completion of your PGCE and being granted qualified teaching status (QTS), you will work for a year as a newly qualified teacher (NQT). We keep in touch with our former students and continue to support them throughout their NQT year.

A Secondary Spanish PGCE from the University of Manchester is a valued qualification regionally, nationally and internationally. You will be given clear direction, advice and support when making applications for teaching posts. 84% of 2013's graduates from our modern language PGCEs were in a teaching post within six months of completing the course.

Qualified teachers undertake continuous professional development throughout their career, both to maintain the latest subject knowledge and teaching techniques, and if desired, to facilitate progression into leadership and management positions. A PGCE qualification counts as 60 of the 180 credits required for a master's degree and The University of Manchester offers a part-time MA in Educational Leadership should you wish to continue your professional development with a master's in the future.

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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.

This PGCE course, which is closely linked to the Royal Northern College of Music, will prepare you for a career in music teaching and challenge your thoughts about music education. The Specialist Instrumental Teaching route combines learning to teach music in the classroom and teaching your instrument (wind, brass, percussion, strings or voice) in different contexts.

Our award-winning Brooks building in Manchester has specialist music facilities, including practice rooms.

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.

Applicants should note these are two separate PGCEs within the same programme so they will need to specify which one they are applying for.

These courses are 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 music facilities at the Brooks Building in Manchester
-Experience in a diverse range of schools and colleges
-Choice of University led, School Direct or Assessment Only routes to Qualified Teacher Status
-Opportunity to apply for enrichment experience overseas
-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. Trainees on the University-led ('Core') route typically spend at least 120 days on school-based training. 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 are organised by Manchester Met and will be in at least two different schools or colleges and ranging 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.

School Direct trainees are attached to a specified ('lead') school within an alliance of schools and will typically spend at least 135 days on school-based training, depending on the term-times of the school(s) involved. The lead school organises placements.

All 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

The music input of these courses is based at the prestigious Royal Northern College of Music in Manchester and we have a long-established reputation based on an extensive schools and colleges partnership.

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.

Assessment details

Our PGCE Secondary programme combines practical teaching experience with written assignments. Trainees will complete a portfolio detailing their Record of Professional Development and a Career Entry Profile. Satisfactory attendance and professional engagement with the programme are also necessary factors in the successful completion of your chosen route.

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“One of the greatest pleasures of my working life continues to be the Manchester Writing School at Manchester Metropolitan University – a department with a real sense of family, achievement and celebration, and an ethos of nurturing and innovation.”. Read more
“One of the greatest pleasures of my working life continues to be the Manchester Writing School at Manchester Metropolitan University – a department with a real sense of family, achievement and celebration, and an ethos of nurturing and innovation.”
Carol Ann Duffy – Poet Laureate and Creative Director of the Manchester Writing School

At the heart of the Manchester Writing School are our Masters programmes in Creative Writing, available to study on campus in Manchester, and also from anywhere in the world via online distance learning.

On our Master of Fine Arts (MFA) programme, you will explore and practice techniques and styles of modern and contemporary writing and apply these through the development of your own full-length book. MFA students undertake all of the elements of our MA Creative Writing programme (a taught element blending writing workshops with reading units, an elective, and a dissertation), then take an additional unit about the publishing industry and submit a full-length manuscript: a completed novel, poetry collection, book for children or young adults, or book about place. The MFA is available to complete over two years full-time or three years part-time/online.

You will be introduced to professionals from the publishing industries – agents, editors, publishers and publicists – and the School has strong links with many major arts, educational and cultural organisations. Our MFA model is unparalleled in coaching students through the development and completion of a full-length book under the sustained guidance of distinguished, practising writers and seeing those students achieve success in publishing.

You will specialise in one of the following routes:
-Novel Writing (including Short Fiction)
-Poetry Writing
-Writing for Children & Young Adults
-Place Writing

Applications are also welcome from those already holding an MA in Creative Writing (180 credits) – from Manchester Metropolitan or other universities – who would like to top-up to an MFA by taking an additional 120 credits (including the Manuscript unit).

Placement options

The Manchester Writing School is one the UK’s leading schools of creative writing. It is also home to ground-breaking outreach activities, international writing competitions, series of city-wide literary events, innovative publishing projects, and the Manchester Children’s Book Festival. These activities provide our students with many opportunities to get involved and develop their experience in a number of exciting directions.

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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.

Our PGCE Mathematics has an outstanding reputation for producing high calibre Mathematics teachers. Mathematics teaching is a stated government priority nationally and a shortage subject, meaning successful trainees are highly employable. Attractive bursaries are available from the National College for Teaching and Leadership.

Subject to confirmation of DfE funding, we usually run free pre-entry Subject Knowledge Enhancement courses for national priority subjects, including Mathematics. These will be identified at interview for applicants who need support in some areas and confirmed with a PGCE place offer.

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.

This course 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 teaching facilities at our Brooks Building in Manchester
-Subject Knowledge Enhancement courses (subject to DfE funding and eligibility)
-Experience in a diverse range of schools and colleges
-Choice of University led, School Direct or Assessment Only routes to Qualified Teacher Status
-Opportunity to apply for enrichment experience overseas
-Course includes 60 Master's Level CATS points, or one third of a Master's degree
-Access to NQT alumni support in your first year of teaching
-Close links with our Educational and Social Research Institute and STEM Education Centre

Placement options

School placements are central to the course. Trainees on the University-led ('Core') route typically spend at least 120 days on school-based training. 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 are organised by Manchester Met and will be in at least two different schools or colleges and ranging 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.

School Direct trainees are attached to a specified ('lead') school within an alliance of schools and will typically spend at least 135 days on school-based training, depending on the term-times of the school(s) involved. The lead school organises placements.

All 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 offers you a very practical introduction to teaching. It is designed to make strong links between school and university based work. You will have the opportunity to develop both the appropriate teaching skills and the ability to analyse your teaching. Trainees will be supported in this by a strong team of university tutors and school mentors. Tutors have a particular interest in how pupils learn and how teachers can utilise this knowledge in their teaching.

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.

Assessment details

Our PGCE Secondary programme combines practical teaching experience with written assignments. Trainees will complete a portfolio detailing their Record of Professional Development and a Career Entry Profile. Satisfactory attendance and professional engagement with the programme are also necessary factors in the successful completion of your chosen route.

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