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Masters Degrees (Master Of Education)

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Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. Read more
Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. The course positions you to be a thought leader. Step beyond where you are now. Think deeply as you connect with research excellence and transform how you practice.

The course addresses learning in schools, workplaces and community. It connects research and practice to make you a stronger thinker, an engaged practitioner and an advanced specialist. You will broaden your knowledge of key learning constructs, deepen your professional learning in specialist areas and advance your capacity as a professional inquirer.

You will build your research knowledge and extend your expertise in one of the following specialisations:

- Adult learning
- Digital learning
- Early childhood education
- Educational leadership and policy
- Expert teaching practice
- General education studies
- Inclusive and special education.

In the Master of Education you can graduate with a generic, broadly applicable qualification, by choosing general leadership studies and selecting units to suit your requirements. Alternatively, you may prefer to choose one of the other specialisations and graduate with a qualification that highlights your particular leadership expertise. The flexible structure means you do not have to finalise your decision before being admitted to the course.

A flexible course delivery also allows you to continue working whilst completing the course. You can choose to engage via a fully online offering or to combine this with attendance at face-to-face workshops if you are able and interested.

Graduates pursue leadership roles in educational environments, business, and community settings.

Visit the website http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true

Overview

Please select a specialisation for more details:

Adult learning

Your qualification will be a Master of Education in Adult Learning

Do you want to develop your knowledge and expertise in adult education? If so, this specialisation is for you. It focuses on ways to lead and develop communities of learners and their learning - in workplaces, communities and in local, global and virtual spaces. It offers ideas and approaches to enable participation and learning, through formal and non-formal means, and expand and extend practice and skill development in communities.

Through engagement with contemporary theories, approaches and concepts around lifelong learning and participation, you will identify local and global trends and practices around adult education. You will develop a repertoire of strategies to design engaging learning activities for adults.

You will explore how socially inclusive communities are developed and through practical case studies gain an appreciation of the transformative power of education in promoting community inclusion in global settings. You will learn how experiential learning and transformative approaches to teaching and learning can be used in community contexts to address core social issues such as poverty, racism and crime.

Graduates of this specialisation will be well positioned to manage, deliver and administer learning in workplaces, communities, tertiary and vocational sectors.

Digital learning

Your qualification will be a Master of Education in Digital Learning

Do you want to learn how to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings? This specialisation engages with the key issues and debates relating to digital technology in education and the application of effective educational technology practices for learning.

It is suited to professionals across school, tertiary, workplace and community settings, who are grappling with how best to design, facilitate and assess the use of digital technologies in teaching and learning.

You will explore current and emerging trends in digital technologies being used in education and develop your understanding of the social, political, economic, cultural and historical issues surrounding their adoption. Your expert practice will develop through engagement with contemporary theories, models and practical strategies for understanding digital technology in education and society. Key issues such as identity, cyber safety, globalisation, equity and emerging forms of social practice will be examined.

You will be immersed in a collaborative and student-centred environment as you experience, practise and critique the design of digital technologies, materials, activities and assessments. There is a special focus on online teaching and learning but instructional issues relating to emerging technologies and practices, such as social media, digital games, mobile devices, virtual worlds and augmented reality will also be explored.

The specialisation is designed for all students regardless of their familiarity with computers.

Graduates will be well positioned to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings.

Early childhood education

Your qualification will be a Master of Education in Early Childhood Education

If you want to develop your expertise and advance your career in early childhood education, then this specialisation is for you. It develops the expert practice of early childhood educators, leaders, policy makers and others interested in advancing their understanding of young children's learning, addressing the emerging need in global economies to build capacity of professionals in the early childhood sector.

It will equip you to respond to complex issues around children, their families and communities and initiate inclusive teaching and learning practices among young children.

You will develop your awareness of the features of leadership that engages critically and ethically in working with children, families and communities, and apply this to your professional practice.

You will gain an in-depth understanding of the nature of early literacy and numeracy development in the context of everyday life across families and cultures. Contemporary theories and approaches in cross-cultural mathematical and literacy development will form the foundation of a rich repertoire of strategies to promote children's early literacy and numeracy learning.

As a graduate you will be in a position to pursue senior roles in early childhood education, policy, leadership and management. The program will enhance your ability to lead educational work, innovative curriculum, teaching and policy, and professional learning in early childhood contexts.

Educational leadership and policy

Your qualification will be a Master of Education in Educational Leadership and Policy

This specialisation focuses on leadership practices and policy development within educational contexts. It is suited to those who are interested in leading educational initiatives and institutions and extending their knowledge of how to lead, manage and administer capable educational organisations.

You will explore the concept and characteristics of a capable organisation, and evaluate factors that contribute to maintaining and sustaining capable organisations including human intellect, knowledge, values, emotion, learning and organisational culture and climate.

As a result you will acquire a suite of effective leadership strategies for capability building and develop your understanding of how organisations build organisational resilience when confronted with change.

Importantly, you will add to this the capacity to assess organisational capability and develop capacity in particular contexts. Using empirical research you will evaluate the decision making process that occurs within organisations and the aspects that influence it. You will design strategies to improve problem solving and decision making processes and outcomes and enhance organisational capabilities.

Expert teaching practice

Your qualification will be a Master of Education in Expert Teaching Practice

How and what we teach and the way students learn lies at the heart of education. As such, expert teachers and expert teaching are critical ingredients in both formal and informal education. Whether your setting is schools, tertiary education, workplaces or community organisations and groups, this specialisation is designed to extend your interest and deepen your knowledge and practice of teaching and learning in various learning areas and contexts of your choice.

You will address the complexity and the artistry of teaching – advancing your understanding of how learning can be both stimulated and supported – in various learning areas and contexts of your choice.

General education studies

Your qualification will be a Master of Education

Monash understands that professionals are themselves often in the best position to decide the particular knowledge they need to acquire. This specialisation offers the opportunity to select your two specialist units from across the other specialisations.

You can tailor your unit choices to suit your own interests or needs while maintaining a strong focus on leadership. A museum director, for example, may choose a blend of organisational learning and science curriculum and pedagogy in anticipation of leading the museum's science outreach. A current or aspiring principal, planning work in a rural community, may find a Community learning unit an excellent substitute to one suggested for principals.

Inclusive and special education

Your qualification will be a Master of Education in Inclusive and Special Education

Do you want to develop effective strategies to promote inclusion of learners with diverse needs in a range of learning contexts? If so, this specialisation is for you.

It focuses on building inclusive learning environments. You will study theories of, and approaches to, inclusion of diverse learners with particular cultural, social, cognitive and emotional needs across learning contexts. In doing so, you will discover ways in which education can be transformed to include all learners regardless of their age, sexuality, gender, class, ethnicity and disability.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true#making-the-application

Read less
Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

The Brunel Science Postgraduate Certificate (PGCE) is a M-level course with 60 credits that can contribute to further Master's level study in Education, subject to approval.

The course will equip you with the knowledge, understanding and skills necessary to teach science and the ability to:

Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people

Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status

Understand the relationships between Education and science within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people

Recognise the contribution that science as part of the whole school curriculum makes to the development of the individual learner and groups of learners

Think critically about what it means to be scientifically educated and how this informs curriculum planning and design within the subject area

Apply a thorough knowledge and understanding of science (Physics) National Curriculum to the planning of curriculum experiences for pupils in school

Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the mathematics National Curriculum range and content, applying principles of continuity and progression

Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses

Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum

Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils

Utilise a range of resources, including information and communication technology, to enhance pupil learning in physics

Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons

Use a wide range of class management strategies to maximise pupil learning

Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area

Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning

Raise the status of the subject area by demonstrating high standards of professionalism at all times

Understand the crucial role of professional learning for the teacher, the pupils and schools.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I
This module covers the following GPE themes:

Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.

You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II
This module covers the following GPE themes:

Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.

You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III
This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:

Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to ‘A’ level and beyond. To this end, the course aims to facilitate your transformation into a well-educated, well-trained, confident and motivated science educator.

Along with English and mathematics, science is one of the three core subjects of the National Curriculum and since all pupils have to study a broad, balanced curriculum in science there is a demand for well-qualified and skilled science teachers. Most pupils entering secondary school are excited at the prospect of work, for the first time in a fully equipped laboratory, and secondary school science teachers have to build upon and sustain this interest for the subject.

To meet this challenge we need capable, skilled and enthusiastic teachers who are able to motivate young people and lead them to discover the wonders of science.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006.

We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

Read less
Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

-to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
-to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
-to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning. It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I

This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II

This module covers the following GPE themes:
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.
You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III

This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:
Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

The aim of Physical Education is to develop physical competence so that all children are able to move efficiently, effectively and safely and understand what they are doing. The outcome, physical literacy, is as essential as literacy and numeracy to ensure the holistic educational development of young people in our society.

The PGCE Secondary Physical Education course at Brunel University London has a long standing national reputation for high quality teacher education in our subject area. The course is very popular, drawing on outstanding expertise and experience in this field from both academic and school staff. Many of our alumni have gone on to become school leaders, not only within Physical Education, but also as members of senior management teams in school at an early stage in their career because of the high standards and expectations we have for our student teachers. We retain very close links with our community of Physical Education alumni and many of them go on to be mentors for our student teachers, are involved in selection and recruitment of the next generation of PE teachers from Brunel or contribute to aspects of teaching on the programme where they have specific expertise.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list.

The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006. We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.
We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

Read less
The Master of Education is a suite of postgraduate modules in professional development for teachers and professionals who work, or have experience of working, in an educational setting. Read more
The Master of Education is a suite of postgraduate modules in professional development for teachers and professionals who work, or have experience of working, in an educational setting.

Why study for Master of Education at Dundee?

The Master of Education programme is essential for all professionals who work in an educational setting and wish to enhance their professional learning and improve career progression prospects. Students can tailor the educational experience to suit their individual experience, needs and interests. The programme can be accessed entirely at a distance via the University virtual learning environment. There are both workplace based and non-workplace based routes through the programme.

The programme is the first in Scotland to be accredited by the International Baccalaureate Organisation and by successfully completing the programme participants can register for an IB advanced certificate in teaching and learning research affording the opportunity of pursuing a career in public, private or international schools across the world.

Professional Accreditation

The course is fully recognised and accredited by the General Teaching Council for Scotland (GTCS).

Flexible Degrees

Most students study part-time completing one module per semester. In certain circumstances students can undertake more than one module per semester.

MEd 1800 hours of part-time study (6x 30M modules in total)
PGDiploma 1200 hours of part-time study (4x30M modules in total)
PGCertificate 600 hours of part-time study (2 x 30M modules in total)

Degree Combinations

Education (including IB Certificate) MEd
Education (Leading Learning and Teaching) MEd
Education (Inclusion and Learner Support) MEd
Education (Nursery/Early Education) MEd
Education (Pupil Care and Support) MEd
Education (Childhood Practice) MEd
Education (International Education) MEd
Education (Developing Mathematical Thinking) MEd
Education (Into Headship) MEd

Who should study this course?

Entry to the programme is open to teachers and professionals with experience of working in educational settings who have a degree or equivalent and relevant experience. Applicants do not have to be currently employed in an educational setting. There is option for a non-workplace based route through the MEd programme as some modules do not require students to be in a workplace-based setting.

What are the aims of the programme?

The programme is designed to develop the knowledge and understanding, skills, attributes and professional values necessary to enhance international professional practice and builds upon competences developed through experience.

The MEd is inquiry-based and provides flexible routes in:
- Leading Learning and Teaching
- Inclusion and Learning
- Nursery/Early Education
- Pupil Care and Support
- International Education
- Developing Mathematical Thinking
- Adult Literacies

How you will be taught

The start date for this course is either September or March each year.

The Programme can take 2 to 3 years depending on a student's circumstances with modules being delivered by blended and distance learning and are supported by the use of the University's virtual learning environment. Study support is offered through our growing network of learning and study centres. Currently these are based at the University of Dundee but shortly will also be available through our collaboration with the Hellenic Association for Education in Athens, Greece.

Recognition for prior learning (RPL) is available for the MEd Programme. Claims for RPL must match to existing modules o the programme with equivalent content and be at the required SCQF level and SCOTCAT credits. Claims can be made, in exceptional circumstances, for up to 50% of the programme. If you have any questions about RPL

What you will study

Participants undertake two core and two optional modules, and either 1 x 60 credit, or 2 x 30 credit workplace projects at the final stage of the programme. There are modules available by distance learning or mixed mode delivery. The Master of Education is characterised by progression through Certificate, Diploma to Masters with exit points at each level.

These awards aim to build on professionals’ initial training and professionalism which has developed throughout their work experience. Because of the considerable distance learning element in the programme, significant individual support is offered through:
- On-line
- Study guides
- Telephone or video conference tutorials
- Face to face tutorials
- E-mail
- Written feedback (electronic)
- Virtual learning environments

Core modules
Reflecting upon Practice
Research Methods for Professional Inquiry
Optional Modules

International Education
Working Supportively with Learners
Working Towards Inclusion
Continuity of Children’s Development : Birth To Eight
Developing Mathematical Thinking
Innovation in the Curriculum
Leadership, Change and Organisational Development
Enquiry into Collaborative Teaching and Learning
Negotiated Study
Leadership and Management of Childhood Practice
Leading Effective Transitions
Leading Learning through Play
Meeting the Needs of Children with Autistic Spectrum Disorder / Complex Social Communication Needs
Employability

How you will be assessed

Individual modules have assessment tailored to aims and content of each module. Most module culminate with a written assignment based around content covered, or research completed, during the module.

Formative and summative assessments are designed to arise naturally from study and work. Major assessments focus directly on application in the workplace. Students are assessed on 4 x 30 credit modules plus a Workplace Based Project (60 credits).

Careers

A majority of students studying for Masters in Education at the University of Dundee are already in full time employment. In addition a number of students either already hold senior management positions or have moved into senior management positions during their time studying on the programme. By engaging with the MEd Programme students are able to influence their own Professional Learning journeys and take control of their own CPD.

As the Master of Education programme is for professionals with some teaching or educational experience the programme will not qualify you to teach in Scotland.

Flexible Degrees

Most students study part-time completing one module per semester. In certain circumstances students can undertake more than one module per semester.

Degree Length of study
Distance learning (2 optional contact days per module)
MEd 1800 hours of part-time study ( 6 x 30M modules in total)
PGDiploma 1200 hours of part-time study (4 x 30M modules in total)
PGCertificate 600 hours of part-time study (2 x 30M modules in total)

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The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings. Read more
The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings.
Educators are provided with the opportunity to further their qualifications through professional development. This coursework program aligns with the requirements and specifications of the Australian Quality Framework (AQF) and provides three major areas of expertise relevant to professional educators. The Master of Education does not lead to teacher registration.
The flexible 18 month Master of Education coursework program entails four core subjects, including an enquiry-based project, and provides the opportunity to specialise in up to two majors.

Global Contexts Major

The Global Contexts major has been designed for professionals who are seeking to develop a strategic approach to global practices and strategies. It has been developed in response to the steady growth in globalisation and changing international employment relationships.
Studying this major will expand and upgrade your expertise in globalisation and transnational education. Interested parties include: international and national school employees, managerial and non-managerial global careerists, international human resource management staff, professional managers, self-initiated expatriates, cross cultural team members, foreign hires (third country nationals, and mobility managers).
If you undertake our Global Contexts major you will:
*Examine the phenomenon of ‘development’ in Asia- Pacific contexts through an anthropological lens
*Acquire the ability to assess the social and cultural impacts of globalisation and transnationalism, natural resource development and the introduction of new technologies
*Understand the international, national, and relevant state frameworks, statements, policies, curriculum initiatives and resources as regards education for sustainability
*Evaluate educational curriculum and teaching practices in relevant professional settings.

Course learning outcomes

On successful completion of the Master of Education, graduates will be able to:
*Demonstrate advanced knowledge of recent developments, discourses and debates in the field, or a sub-field, of Education and/or area of professional practice
*Demonstrate knowledge of research or inquiry principles applicable to the field, or a sub-field, of Education and/or area of professional practice
*Investigate, analyse, synthesise and evaluate complex information, problems, concepts and theories, at an advanced level, and critically reflect on theory in relation to different bodies of knowledge or practice
*Justify, interpret and present theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
*Demonstrate advanced speaking, reading, writing, listening, collaborating and advocacy skills for Educational leadership in a field or sub field of Education
*Design, plan and ethically execute a substantial research and/or inquiry-based project with creativity and initiative and a high level of autonomy and accountability in the field or a sub-field of Education.

Award title

MASTER OF EDUCATION (MEd)

Course pre-requisites

Completion of:
*An AQF level 7 Bachelor Degree in a discipline other than education, with a minimum 2 years professional work experience in education; or
*An AQF level 7 Bachelor Degree in education, or
*An AQF level 8 Graduate Certificate in education from one of the following JCU courses: Graduate Certificate of Education for Sustainability; Graduate Certificate in Research Methods [Education]; Graduate Certificate in Career Development; Graduate Certificate in Catholic Education; Graduate Certificate in Education (Academic Practice); or
*An AQF level 8 Graduate Diploma in education, or
*An AQF level 8 Bachelor Honours Degree in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position; or
*An AQF level 8 Graduate Certificate or Graduate Diploma in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position;or
Other qualifications recognised by the Deputy Vice-Chancellor, Division of Tropical Environments and Societies as equivalent to the above.

Entry requirements (Additional)

English band level 2 - the minimum English Language test scores you need are:
*Academic IELTS – 6.5 (no component lower than 6.0), OR
*TOEFL – 570 (plus minimum Test of Written English score of 4.5), OR
*TOEFL (internet based) – 90 (minimum writing score of 21), OR
*Pearson (PTE Academic) - 64

If you meet the academic requirements for a course, but not the minimum English requirements, you will be given the opportunity to take an English program to improve your skills in addition to an offer to study a degree at JCU. The JCU degree offer will be conditional upon the student gaining a certain grade in their English program. This combination of courses is called a packaged offer.
JCU’s English language provider is Union Institute of Languages (UIL). UIL have teaching centres on both the Townsville and Cairns campuses.

Minimum English language proficiency requirements

Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of Band 2– Schedule II of the JCU Admissions Policy.

Application deadlines

*1st February for commencement in semester one (February)
*1st July for commencement in semester two (mid-year/July)

Read less
The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings. Read more
The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings.
Educators are provided with the opportunity to further their qualifications through professional development. This coursework program aligns with the requirements and specifications of the Australian Quality Framework (AQF) and provides three major areas of expertise relevant to professional educators. The Master of Education does not lead to teacher registration.
The flexible 18 month Master of Education coursework program entails four core subjects, including an enquiry-based project, and provides the opportunity to specialise in up to two majors.

Leadership and Management Major

The Leadership and Management major is relevant to aspiring, expectant and existing leaders wanting to raise their effectiveness and improve their performance in leadership and management. This major is relevant to professionals working in schools, universities (as well as Government), community and corporate organisations.
Interested parties include: specialist generalists, lead teachers, head teachers, subject masters and coordinators, administrators, support teachers, educational consultants and supervisors, human resource management team members, and system supervisors.
If you undertake our Leadership and Management major you will:
*Acquire knowledge of concepts, theories and models which underpin current successful educational leadership and management practices in schools and school systems
*Critically analyse issues and literature concerning school improvement, effectiveness, review and evaluation
*Develop strategies to analyse and refl ect upon human relations issues in contemporary work environments
*Integrate interpersonal skills to develop a clearer understanding of relevant issues
*Employ critical analysis of key work issues in the new economy such as global integration, workplace diversity, and the impact of technology
*Explore and appreciate the impact of these issues on their own individual career management strategies.

Course learning outcomes

On successful completion of the Master of Education, graduates will be able to:
*Demonstrate advanced knowledge of recent developments, discourses and debates in the field, or a sub-field, of Education and/or area of professional practice
*Demonstrate knowledge of research or inquiry principles applicable to the field, or a sub-field, of Education and/or area of professional practice
*Investigate, analyse, synthesise and evaluate complex information, problems, concepts and theories, at an advanced level, and critically reflect on theory in relation to different bodies of knowledge or practice
*Justify, interpret and present theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
*Demonstrate advanced speaking, reading, writing, listening, collaborating and advocacy skills for Educational leadership in a field or sub field of Education
*Design, plan and ethically execute a substantial research and/or inquiry-based project with creativity and initiative and a high level of autonomy and accountability in the field or a sub-field of Education.

Award title

MASTER OF EDUCATION (MEd)

Course pre-requisites

Completion of:
*An AQF level 7 Bachelor Degree in a discipline other than education, with a minimum 2 years professional work experience in education; or
*An AQF level 7 Bachelor Degree in education, or
*An AQF level 8 Graduate Certificate in education from one of the following JCU courses: Graduate Certificate of Education for Sustainability; Graduate Certificate in Research Methods [Education]; Graduate Certificate in Career Development; Graduate Certificate in Catholic Education; Graduate Certificate in Education (Academic Practice); or
*An AQF level 8 Graduate Diploma in education, or
*An AQF level 8 Bachelor Honours Degree in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position; or
*An AQF level 8 Graduate Certificate or Graduate Diploma in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position;or
Other qualifications recognised by the Deputy Vice-Chancellor, Division of Tropical Environments and Societies as equivalent to the above.

Entry requirements (Additional)

English band level 2 - the minimum English Language test scores you need are:
*Academic IELTS – 6.5 (no component lower than 6.0), OR
*TOEFL – 570 (plus minimum Test of Written English score of 4.5), OR
*TOEFL (internet based) – 90 (minimum writing score of 21), OR
*Pearson (PTE Academic) - 64

If you meet the academic requirements for a course, but not the minimum English requirements, you will be given the opportunity to take an English program to improve your skills in addition to an offer to study a degree at JCU. The JCU degree offer will be conditional upon the student gaining a certain grade in their English program. This combination of courses is called a packaged offer.
JCU’s English language provider is Union Institute of Languages (UIL). UIL have teaching centres on both the Townsville and Cairns campuses.

Minimum English language proficiency requirements

Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of Band 2– Schedule II of the JCU Admissions Policy.

Application deadlines

*1st February for commencement in semester one (February)
*1st July for commencement in semester two (mid-year/July)

Read less
The aim of the MA in Higher Education is to equip students with research skills and substantive knowledge for the study of higher education. Read more
The aim of the MA in Higher Education is to equip students with research skills and substantive knowledge for the study of higher education. You will enhance your ability to facilitate and lead the development of expert knowledge within your specific area of higher education including academic practice.

In an increasingly global world the study of higher education is no longer limited to local, regional or national contexts. Universities influence and are influenced by factors such as globalisation, technological change and ongoing sophistication of higher education national and international characteristics. The study pathway therefore aims to enhance practice, research and policy of higher education within these fluid contexts. The course contributes to the personal development of those concerned with the study of higher education both formally and informally in a wide range of institutional settings and locations. Coursework encourages you to bring together your personal understanding of issues relating to specific aspects of higher education with the established and current body of professional and academic research literature relevant to your professional or personal aims. Underpinned by the development of advanced, specialist research skills, the course allows you to progressively broaden the knowledge and understanding of your chosen aspects of higher education. It emphasises the synthesis of theory and practice, including academic practice, and the importance of both structure and agency when understanding interactions within higher education institutions.

Careers

The MA graduates from a wide range of backgrounds, including tutors, lecturers and academics from different disciplines and educational contexts will benefit from the provision of specialist knowledge and research methods training. The course actively seeks to support the professional development, employability and career progression of managers, administrators and academic-related, professional staff (e.g. learning technologists, academic developers). The offering of a range of specialised research skills is tailored to enhance the expertise of these professionals as well as those aspiring to progress to higher levels of management in the areas of higher education policy, widening participation and access in higher education institutions. Invited lecturers from external higher education and policy institutions will highlight possible pathways for future employment within specialist organisations or universities in a number of countries. The design of authentic course assessment tasks underlines the importance of developing specialised research and professional skills applicable in the workplace. Equally, the research skills element of the course will equip participants with necessary skills for progression to doctoral or independent research.

Module list

• National and International Perspectives on Higher Education Policy

This module examines policy and policy-making as distinct processes of implementation and change. Students will consider the approaches of different countries to important debates in the field including the purpose and nature of universities, funding, internationalisation, access and widening participation, management, quality, and regulation processes. Utilising policy analysis methods as well as key concepts and theoretical frameworks students will critically examine comparative evidence to enhance their knowledge and understanding of higher education principles, processes and practices drawing on individual national case studies. The module covers the following broad areas of higher education policy, policy-making and change:

• Access, recruitment and widening participation
• Quality assurance and regimes of (de)regulation in higher education
• Management and change at institutional, national and international level
• Tiers of higher education provision, rankings and their implications for governments and universities.
• Higher education financing and shifting patterns of funding.
• Internationalisation, global competition and cross-border flow of students and researchers.

• Universities as Contemporary Learning and Teaching Environments

This module examines the historical development of research in teaching-learning with a view to identify key contributions that influenced how we conceptualise teaching-learning in the university sector. Several theoretical traditions are presented (e.g. communities of practice, student approaches to learning, actor network theory) and emphasis is placed on the role of assessment and feedback as well as the wide-scale implementation of technological media in higher education and their impact on new modalities of learning. Students will be offered the means to enhance their critical understanding and use of relevant theory by supporting critical and systematic reflection on the changing nature of teaching-learning in higher education, on the changing management landscape, and on the relationships between them in national and international contexts.

• Special Research Methods in Higher Education

This module provides an overview of the methods and methodologies applied to research in higher education. In doing so, it provides links between higher education and educational and social research in general without losing its particular focus and applicability on higher education settings. The meanings and associations between methods are discussed and their position in wider epistemological paradigms is considered. Students will be given an overview of the development of these methods and methodologies in higher education and will develop applied research skills on methods relevant to their practice or interests. Conclusions will be drawn on the methodological opportunities and challenges of the presented research methods and their supplementary to wider educational and social research will be critically examined.

• Educational and Social Research Methods

This module provides you with the opportunity to consider the aims and intentions of educational research, critique published journal articles, and examine the role of evidence from research as a basis for improving education and social care. You will gain grounding in educational research issues, methods and strategies together with knowledge of how to match intended outcomes with specific educational questions and methods of investigation.

• Postgraduate Major Study

This module supports students in the preparation and submission of their Master's Major project and involves a dissertation of 14,000 words or the equivalent. The Major Project enables students to demonstrate the ability to raise significant and meaningful questions in relation to their specialism which may involve working at the current limits of theoretical and / or research understanding. It will involve the ability to develop solutions to ethical dilemmas likely to arise in their research or professional practice. The project enables students to expand or redefine existing knowledge, to develop new approaches to changing workplace situations and / or to contribute to the development of best practice. It asks the student to communicate these processes in a clear and elegant fashion and to evaluate their work from the perspective of an autonomous reflective learner. Students' research topics must be negotiated with their appointed supervisor. An application for ethical approval and ethics discussion paper must then be submitted. The project may take the form of a written dissertation, a formal presentation and full research paper, an exhibition, a performance, an artefact or the development of software, or other written, aural or visual material. The project may be formed from a combination of these modes but will normally include a written component.

Assessment

You will be assessed in a number of ways, from systematic literature reviews to reflective accounts on your professional practice, to ensure you're learning effectively. Other forms of assessment may include presentations, critical analyses of existing research, producing a dissemination poster and a research project. Each module comprises of one summative assessment and one core formative assessment. The assessment of the modules places emphasis on authenticity of the assessment tasks. Assessment are designed to strengthen your ability to conduct research in higher education settings.

Your Faculty

The Faculty of Health, Social Care & Education is the largest provider of health, social care and education courses in the East of England, with over 6,000 students from more than 20 countries.

With 95% of our students finding full-time employment within six months of graduating, you can be sure that our courses have been designed with your career in mind. We’ve been educating nurses, midwives and social workers for over 25 years.

At the cutting edge of research, we offer a range of internationally recognised undergraduate and postgraduate degree courses taught by friendly, supportive and experienced staff. With over 150 research students across our three doctoral programmes (PhD; DProf and EdD), we provide the multi-disciplinary perspective and potential for academic debate that reflects our position as a leader in practitioner-focused and practice-led research studies.

Designed to enhance your learning experience, our facilities include state-of-the-art simulated skills laboratories that mirror real-life clinical situations and UK hospital wards. Our students also benefit from our Early Childhood Research and Resource Centre; a space in which they can experiment with equipment and play activities.

You’ll study in an exciting, modern faculty which has strong links with regional, national and international organisations, including healthcare trusts, social services, local and regional authorities, schools and academic institutions.

Your enthusiasm. Our passion. Your best foot forward.

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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning.
It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Primary programme prepares you to work with pupils aged 5-11. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Primary course is structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based.

The three PGCE modules are:

1. Education Studies I
This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.

2. Education Studies II
This module aims to develop understanding of the learning, teaching and assessment of the National Curriculum for Key Stage 1 & 2, in the Core (English, Mathematics and Science) and Foundation subjects (Computing, Physical Education, History, Geography, Religious Education, Art and Music).
The primary focus will be on developing approaches to maximise the impact you can make on pupil progress (TS2). This module focuses on special educational needs and disabilities (SEND) and ways to meet the differentiated needs of a range of pupils in relation to theoretical perspectives and real-life classroom applications and strategies are addressed.

3. Education Studies III (Curriculum Enhancement)
The following range of Curriculum Enhancements are usually offered: Bilingualism, Culture & Identities (BCI), Mathematics, Mathematical Thinking, Physical Education, Talk, Science, Computing
This unique module aims to develop curriculum expertise in the chosen area, whereby student teachers can:
research and develop innovative skills and projects within the context of their curriculum enhancement study and school setting;
apply the skills and principles of highly effective planning, teaching and assessment principles of National Curriculum focus areas, using a broad range of learning, teaching and assessment resources and approaches;
explore and develop skills in ‘specialised’ cross-curricula approaches.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools and Pupil Referral Units (PRUs). This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006. We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email .

Teaching

We adopt an enquiry-based learning approach in our PGCE Primary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Primary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of Qualified Teacher Status (QTS). In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:
Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities (Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

Read less
Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning. It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

Generic Course Structure and Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I

This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II

This module covers the following GPE themes:
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.
You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III

This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:
Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

Mathematics is one of the three core subjects in the National Curriculum along with English and Science. As such, it is accorded a high status and there are ample opportunities for the promotion of good teachers.

Attitudes among pupils to the subject are extremely varied. The challenge for you is to bring Mathematics to life and inspire pupils of all abilities to explore the subject's potential at an appropriate level.

You have to be able to encourage and support pupils who struggle with Mathematics or lack enthusiasm for the subject, and learn how to make it accessible to them. You also have to be able to extend those who enjoy and are successful in the subject.

The PGCE Secondary Mathematics Education course is very popular, drawing on outstanding expertise and experience in Education to
build upon your commitment to the teaching profession and the subject area.

The intensive programme combines courses in principles and methods of teaching with practical school-based teaching placements and students are assessed on both elements.

Throughout the course, theory and practice are integrated in both the University and school contexts. The course is planned and delivered in partnership with Mathematics colleagues in local schools.

The Teachers’ Standards are mapped to every aspect of course provision to facilitate the best possible opportunities to support the process of your professional learning.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children.

We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006.

We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

Learning and Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of Qualified Teacher Status. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

Read less
This MA programme is especially designed for those with an interdisciplinary background who wish to more fully comprehend core issues and approaches within International Relations post 9/11. Read more
This MA programme is especially designed for those with an interdisciplinary background who wish to more fully comprehend core issues and approaches within International Relations post 9/11.

At the dawn of a third millennium, the pace of integration among the world’s regions and populations is breathtaking. Powerful forces – the emergence of transnational economies, the lightning speed of global communications, and the movement of peoples, cultures and ideas into new settings – are reshaping notions of citizenship, society and community.

At the same time, however, older religious hatreds, sectarian violence and new fundamentalisms are recasting existing states and disintegrating individual, national and international notions of security. Such dynamics demand that we rethink why we are and where we are today, but also reconsider historical interpretations of past change within and among the world’s regions. To understand the global condition requires a thorough and sensitive understanding of diverse interests, ethnicities and cultures. The purpose of this new postgraduate award in International Relations (IR) is to foster within students a global perspective and encourage a multicultural awareness of contemporary problems.

Why study with us?

IR is a vital and dynamic field of intellectual inquiry that offers an interdisciplinary exploration of human interaction. It is not so much a single discipline; rather it is a study of a particular type of behaviour whose comprehension requires the insight and methods of a number of disciplines. Although your MA is set within a strong political and sociological framework, the course is enhanced through the support of Law, History, and American Studies.

IR provides an opportunity to engage with and adapt to changing international, national and regional realities post 9/11. The security implications of the events of 9/11, and the impact of global developments on everyday lives, are present in the public mind as never before. The Palestinian question, western intervention and civil war in Iraq, nuclear proliferation, international crime and terrorism are just some of the recurrent themes that have taken on a new urgency and demand our attention.

IR develops critical awareness, conceptual understanding, sound research methods, and originality in the application of knowledge. Your MA will provide you with an appropriate set of intellectual skills to enable more informed and effective participation in an ‘ever-changing’ global context. Current social, political and economic globalisation demonstrates the inexorable importance of the ‘international’ and the increased relevance of this knowledge dimension at both academic and practice levels.

Course content

International Relations is a vital and dynamic field of intellectual inquiry that offers an interdisciplinary exploration of human interaction. Students undertaking the course will come from a variety of disciplinary backgrounds and it is not assumed that all students will have similar abilities or skills. It is not our aim to encourage further specialisation along the line of a student’s first degree but rather to complement existing knowledge and build upon transferable capabilities. Overall this is a unique opportunity for graduates both with and without International Relations training to study at a very high level for a postgraduate degree with global relevance.

Our aim is to foster a set of intellectual skills to enable more informed and effective participation in an ‘ever-shrinking’ global society. This goal is to provide a rigorous and intellectually challenging foundation in approaches to the study and practice of international relations while developing an understanding and sensitivity to key issues in diverse areas of the modern world. The MA offers an exciting opportunity for graduates to develop their understanding of international affairs both theoretically and through their own or others’ experience.

Course modules (16/17)

-International Relations Theory: Great Debates, New Directions
-Major Organisations in the International Order
-Methodology and Research Design in International Relations
-The Peoples’ Republic of China: Foreign Policy Dilemmas
-European Integration
-America after 9/11
-The Politics of Latin American Development
-The International Politics of the Post-Soviet Space
-The Politics of Sub-Saharan Africa
-Politics of International Communications
-Dissertation
-The International Relations of the Pacific Rim
-The Political Economy of East African Development
-Comparative Transnational Criminology
-European and International Human Rights
-National Security, Terrorism and The Rule of Law
-Political Economies of International Development
-The Politics of Aid

Methods of Learning

The Master’s award in International Relations is designed to provide a rounded education and broadly based qualification for UK graduates and equivalently qualified foreign students, particularly those who lack an international dimension through their previous study. It is awarded after completion of a mixture of taught courses and a programme of research. The MA lasts at least one year (if taken full time, two years part time), and is to be taken by persons with honours degrees (or equivalent achievement). Also on offer (and commensurate with this standard of education) are advanced short courses leading to Postgraduate Certificates and Postgraduate Diplomas in IR.

In common with all universities, certain elements of the course are compulsory and other elements chosen. To be awarded the MA in International Relations each student must achieve 180 credits at Master’s level (here called CATS (Credit Accumulation and Transfer Scheme)). This includes 40 CATS of compulsory modules in International Theory, 20 CATS of compulsory methodology and research training, and a 60 CATS compulsory dissertation of between 15,000 and 20,000 words. Compulsory modules define the intellectual basis of IR as a multi-disciplinary and interdisciplinary subject while providing a firm foundation in theoretical issues and debates. They also develop the cognitive skills for specialist study and the practical skills for research. You gain the remaining 60 CATS through a wide choice of designated modules. All modules build upon the research and teaching expertise of individual tutors, and cover a wide range of themes in diverse areas of the globe – not just North America and Western Europe but the Middle East, Latin America, China and the Pacific Rim among others. A key aim is to develop a sensitivity and awareness of varied geo-political settings while comprehending the impact of change upon states, societies and individuals. Students are taught to discuss international problems to a high standard while applying the ways of analysis adopted by IR scholars to a range of issues.

We hope all candidates might be encouraged and enthused to achieve the MA. Yet we also recognise that some students may prefer to study in ‘stages’ – funds or time permitting. This is why we provide a named Postgraduate Certificate and a named Postgraduate Diploma. A Postgraduate Diploma in International Relations is available if students successfully complete 120 CATS points but do not complete the 60 CATS dissertation. Alternatively, there is the opportunity to achieve a Postgraduate Certificate in International Relations by successfully gaining 60 CATS points including 40 CATS of IR theory but excluding 20 CATS of methodology/research and of course the 60 CATS dissertation module.

All of this gives you, the student, the added flexibility of opting in or out of awards as personal or financial circumstance change. It gives the added incentive of an identifiable and quantifiable award at each stage of study while consistently encouraging and widening your participation in postgraduate enterprise. This strategy also enables an individual to complete their study within a timescale suitable to their own specific needs. Multiple points of entry (February and September) over a one or two year cycle further facilitate this.

Schedule

At Master’s level study, we aim to encourage student-led debates and exchange of ideas. Modules will typically alternate fortnightly between classes on campus and online learning activities. Each module incorporates a variety of teaching methods in class, including workshops, student presentations and discussions of primary and secondary materials (such as film, images, documentary sources and online resources). Online learning activities include online seminars, discussion boards, podcasts and blogs.

Full-time students get six hours of timetabled contact per week, part-time students have three hours. This does not include individual tutorials or dissertation supervision.

Independent study and assessment time equate to approximately 18 hours per week full time or nine hours part time.

Assessments

Your MA in International Relations is assessed through a variety of types of coursework and the dissertation. Assessment items include essays, literature reviews, presentations and research reports. There are no examinations. All coursework reflects the high level of intellectual demands associated with a taught MA and has the aim of developing a range of oral and written skills. You need to be prepared to commit yourself to substantial reading and thought for successful completion of an MA. This time includes preparation for assignments, seminars and the dissertation element.

Although teaching strategies vary according to individual modules, considerable emphasis is placed upon student-based learning in order to foster effective critical participation and discussion as overall course objectives. This means lectures and tutor-led teaching provide overviews of major theories and themes but the seminar or workshop is where learning is consolidated, exemplified and used in more student-centred contexts.

Modules typically make use of current case study material, video teaching media as well as practical exercises and the more traditional lecture and seminar activities. Tutorials are very important in facilitating and directing the learning of cognitive skills on a personal basis – by working within the context of your individual needs, appropriate goals can be set, for example, in relation to essay preparation and feedback.

At each stage you are encouraged to plan and organise your own learning. This allows greater time to be spent on critical evaluation – so reinforcing and extending your learning experience. Mixed methods of teaching and learning are utilised in seminars to achieve aims and outcomes, including tutor input, structural discussions, small group work, presentations, guided reading of designated course material, and wider reading appropriate to Master’s level. Student-led presentations and small group work develop your transferable skills and enhance your capacity for critical reflection. The academic essay has a central function in every module in allowing you to engage with and reflect upon the key skills required to demonstrate knowledge and understanding in IR. Coursework for all modules, but particularly in methods modules, allows students to acquire skills that they will then use in the dissertation.

Facilities and Special Features

-Strong staff expertise.
-Enthusiastic teaching team providing a supportive atmosphere for research.
-The core modules consider classic texts and the very latest thinking on international theory.
-Focus on the study of distinct global regions not just Europe, North America or the West.
-All students are assigned a personal tutor and will be encouraged to form study groups with colleagues.
-Guest speakers are a feature of this MA.
-Students will find the course team warm and approachable.

Careers

Previous students have used our MA in a variety of ways. It can be a bridge to further study – with several former students having gone on to do a PhD. As a prestigious qualification, it can enhance career opportunities in a wide range of occupations, for example, teachers have used the course to gain curriculum knowledge and career progression. Many students take the course purely because they have enjoyed History as a degree or as a personal interest and wish to pursue the subject further.

Progression to a taught postgraduate course is a path chosen by those wishing to further their careers, those intending to pursue further research and those who seek principally to satisfy their own intellectual interests. Successful completion will lead to the award of MA. This will complement a candidate’s existing qualifications. Additionally, it is envisaged that the programme’s breadth and depth will provide you with a suitable background for careers in public and private sectors where there is a need for international expertise.

The award of MA demonstrates an intellectual flexibility and high level of analytical, written and verbal skills. Increasingly, employers are looking for graduates with skills and knowledge which are not found (or perceived by employers to be found) among many recent graduates. This MA will give you, the graduate, a distinctive product in a highly competitive and expanding graduate employment market. Employers report that a person with a background in International Relations is more likely to find a career in the rapidly changing international environment than a person with another form of postgraduate qualification.

The MA IR thus aims to provide you with a suitable foundation for careers in both private and public sectors where there is a need for international sensitivity. Students wishing to engage in later doctoral research (where we have capacity) or in careers within voluntary organisations, civil and diplomatic service, international organisations, research posts or journalism will particularly benefit from it. We now have excellent links with the Foreign and Commonwealth Office, Members of European Parliament and representatives from the United Nations, as well as a number of pressure groups.

In sum, our core purpose is to nurture not only a robust intellectual flexibility but also the high levels of analytical, written and verbal skills attractive to employers from globally focused agencies and business. Our aim is to provide you with an excellent background and competitive edge for further study or a wide variety of careers in an ever-expanding job market.

Read less
All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

- to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
- to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
- to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning. It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I

This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II

This module covers the following GPE themes:
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.
You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III

This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:
Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

This course has resulted from an initiative by the professional body for physics, the Institute of Physics, in response to current and future needs for specialist physics teachers in secondary schools who may wish to offer mathematics as a second subject. The PGCE is a full time, one year, postgraduate course, carrying 60 Masters Level credits.

Potential students will be graduates of physics or engineering who may be recent graduates or ‘career changers’ of different ages. The normal entry requirement is a bachelor’s degree from a recognised University, at upper second-class honours or above and one where physics topics form at least 50% of the degree content.

This qualification aims to produce reflective, confident and competent teachers of physics and mathematics who are able to be effective at planning, teaching and assessing these subjects in secondary schools and contribute to the whole school community.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go
on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006.

We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM)
and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

Read less
Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

-to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
-to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
-to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning. It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I

This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II

This module covers the following GPE themes:
Applying for your first post:
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.
You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III

This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:
Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to ‘A’ level and beyond. To this end, the course aims to facilitate your transformation into a well-educated, well-trained, confident and motivated science educator.

Along with English and mathematics, science is one of the three core subjects of the National Curriculum and since all pupils have to study a broad, balanced curriculum in science there is a demand for well-qualified and skilled science teachers. Most pupils entering secondary school are excited at the prospect of work, for the first time in a fully equipped laboratory, and secondary school science teachers have to build upon and sustain this interest for the subject.

To meet this challenge we need capable, skilled and enthusiastic teachers who are able to motivate young people and lead them to discover the wonders of science.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006.

We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

Learning and Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

-to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
-to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
-to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning. It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I
This module covers the following GPE themes:

Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.

You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II
This module covers the following GPE themes:

Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.
You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III
This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:

Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to ‘A’ level and beyond. To this end, the course aims to facilitate your transformation into a well-educated, well-trained, confident and motivated science educator.

Along with English and mathematics, science is one of the three core subjects of the National Curriculum and since all pupils have to study a broad, balanced curriculum in science there is a demand for well-qualified and skilled science teachers. Most pupils entering secondary school are excited at the prospect of work, for the first time in a fully equipped laboratory, and secondary school science teachers have to build upon and sustain this interest for the subject.

To meet this challenge we need capable, skilled and enthusiastic teachers who are able to motivate young people and lead them to discover the wonders of science.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006.

We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM)
and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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Study your specialist subject in detail and take the opportunity to contribute to the world's knowledge in that area. Enhance your critical thinking, communication and problem-solving abilities and learn to create and assess new ideas. Read more

Study your specialist subject in detail and take the opportunity to contribute to the world's knowledge in that area. Enhance your critical thinking, communication and problem-solving abilities and learn to create and assess new ideas.

Working alongside some of New Zealand’s leading academic staff, you'll complete a research thesis of up to 40,000 words and emerge as an expert in your subject with highly developed research skills.

Victoria's MA is offered in more than 40 subjects. Most programmes are by thesis only but some include coursework and require a shorter thesis, and others you can complete doing mainly coursework and a research project.

A Master of Arts will give your career prospects a boost and open doors to new opportunities. Be a leader in a humanities or social science field and help make New Zealand a better place.

Available subjects

Duration

If you are doing an MA by thesis you'll normally need to complete it within 12 months, or two years if you're studying part time.

If you are doing your MA by coursework and thesis you'll normally be able to complete your degree within 12 months, but you can take up to one year and six months. Part-time students can take up to four years to complete this MA.

Workload

If you are studying full time you can expect a workload of a minimum of 30 hours a week for much of the year. If you can't commit this many hours you should enrol as a part-time student.



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Our Master of Education program provides both teachers and graduates from non-teaching backgrounds with the opportunity to further their qualifications. Read more

Maximise your employment opportunities

Our Master of Education program provides both teachers and graduates from non-teaching backgrounds with the opportunity to further their qualifications.
Graduates from our Masters of Education program have secured employment in:
*Schools;
*other academic organisations;
*research
*consultancy.

While this course is useful for those wanting to further their professional development it does not lead to teacher registration.

Course learning outcomes

On successful completion of the Master of Education, graduates will be able to:
*Demonstrate advanced knowledge of recent developments, discourses and debates in the field, or a sub-field, of Education and/or area of professional practice
*Demonstrate knowledge of research or inquiry principles applicable to the field, or a sub-field, of Education and/or area of professional practice
*Investigate, analyse, synthesise and evaluate complex information, problems, concepts and theories, at an advanced level, and critically reflect on theory in relation to different bodies of knowledge or practice
*Justify, interpret and present theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
*Demonstrate advanced speaking, reading, writing, listening, collaborating and advocacy skills for Educational leadership in a field or sub field of Education
*Design, plan and ethically execute a substantial research and/or inquiry-based project with creativity and initiative and a high level of autonomy and accountability in the field or a sub-field of Education.

Award title

MASTER OF EDUCATION (MEd)

Course pre-requisites

Completion of:
*An AQF level 7 Bachelor Degree in a discipline other than education, with a minimum 2 years professional work experience in education; or
*An AQF level 7 Bachelor Degree in education, or
*An AQF level 8 Graduate Certificate in education from one of the following JCU courses: Graduate Certificate of Education for Sustainability; Graduate Certificate in Research Methods [Education]; Graduate Certificate in Career Development; Graduate Certificate in Catholic Education; Graduate Certificate in Education (Academic Practice); or
*An AQF level 8 Graduate Diploma in education, or
*An AQF level 8 Bachelor Honours Degree in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position; or
*An AQF level 8 Graduate Certificate or Graduate Diploma in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position;or
Other qualifications recognised by the Deputy Vice-Chancellor, Division of Tropical Environments and Societies as equivalent to the above.

Entry requirements (Additional)

English band level 2 - the minimum English Language test scores you need are:
*Academic IELTS – 6.5 (no component lower than 6.0), OR
*TOEFL – 570 (plus minimum Test of Written English score of 4.5), OR
*TOEFL (internet based) – 90 (minimum writing score of 21), OR
*Pearson (PTE Academic) - 64

If you meet the academic requirements for a course, but not the minimum English requirements, you will be given the opportunity to take an English program to improve your skills in addition to an offer to study a degree at JCU. The JCU degree offer will be conditional upon the student gaining a certain grade in their English program. This combination of courses is called a packaged offer.
JCU’s English language provider is Union Institute of Languages (UIL). UIL have teaching centres on both the Townsville and Cairns campuses.

Minimum English language proficiency requirements

Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of Band 2– Schedule II of the JCU Admissions Policy.

Why JCU?

James Cook University offers professional development opportunities, student flexibility through course design and structure, as well as a successful history in securing funding for major research programs.

Application deadlines

*1st February for commencement in semester one (February)
*1st July for commencement in semester two (mid-year/July)

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