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This programme is for people who are interested in taking an international and comparative perspective on educational issues. We offer two pathways on the . Read more

This programme is for people who are interested in taking an international and comparative perspective on educational issues. We offer two pathways on the International Studies in Education, the general International Studies in Education and the Education and Development specialist pathway. The specialist pathway shares the same core themes and outcomes, however it has a distinctive focus and different compulsory modules.

The International Studies in Education programme may be of interest to teachers, headteachers/principals, education administrators, and those working with non-governmental organisations and international agencies that play a role in formal and non-formal education. It will enable you to have a critical understanding of key debates surrounding education as an international issue and to make analytical comparisons between educational issues in different contexts, including your own.

Download information on all the postgraduate study programmes in the School of Education (PDF)

Course details

This programme is designed for people who want to gain an international perspective on education. You will be studying with a wide range of people from different countries, with diverse career aspirations, and with varied levels of experience. What you will all have in common is an interest in education, and a desire to understand its functions in different parts of the world, and as a global phenomenon. 

Programme Aims

  • You will have a critical understanding of key debates surrounding education as an international issue
  • You will make analytical comparisons between educational issues in different contexts, including your own

Global social justice is a theme of all strands of this programme.

Specialist pathway

The Education and Development pathway is in collaboration with the International Development Department in the School of Government and Society. It follows the same broad lines of the core programme, but has a different focus and different compulsory modules.

Please note that like most Masters programmes, this programme does not confer qualified teacher status.

Ask our current students and alumni a question

These are experienced postgraduates who have previously studied, or are currently studying, at the University of Birmingham, and they will offer help and advice from a student perspective.

You may also be interested in our Management of Special Education in Developing Countries programme

Learning and teaching

Module sessions run in weekly three-hour blocks. In a typical three-hour session, there will be a mixture of tutor presentation, group discussions and exercises, and independent research. We aim for a stimulating variety, and to take advantage of the international nature of the group, we encourage student-to-student learning to develop a comparative and international perspective. There are also opportunities for one-to-one tutorials with lecturers.

Assessment for the modules is typically comprised of one 4,000 word written assignment. For some modules, this will take the form of a traditional essay based mainly on an analysis of relevant literature. Innovative assessment approaches used in some modules include producing a written curriculum, reflections on school visits, or diaries. In the first term, there will be an early opportunity to submit a short piece of written work; the tutor will provide constructive feedback but a grade will not be assigned or counted. The dissertation is for 15,000 words in length, and usually includes some empirical research as well as literature review.

By the end of the programme, students will: 

  • combine the study of education internationally with development studies
  • explore the interconnectedness of theories, issues and practices in education and development
  • carry out empirical research on a question that concerns both education and development
  • develop knowledge and skills that will help them to take up or build on careers in education (eg schools, colleges, higher education) and governmental, non-governmental and international organisations concerned with education in developing countries (eg aid agencies, charities, UNESCO) 

Employability

The employment prospects from the International Studies in Education programmes are as diverse as the students on the course. These courses are not qualifications for a particular role, but the knowledge and skills you gain will enable you to pursue a range of career paths in education. For example, graduates from this programme have gone on to work in the education sector in the following kinds of jobs in different countries:

  • education management at school level 
  • work in Ministries and other national and regional authorities 
  • work in non-governmental organisations promoting education 
  • work in UN agencies 
  • educational research 
  • publishing 
  • teaching in national or international schools 
  • jobs in further or higher education institutions 
  • establishing private schools 
  • education consultancy

International Studies in Education can help you to start your career; advance your career in new directions or to new levels; or it can simply help you to do and to appreciate your current job with an enlightened international perspective.



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Coaching and mentoring have the potential to bring direct benefits to employees, organisations and stakeholders. For example, they can help leaders get the best out of employees improve performance help people through transition and change support people in times of personal challenge and resilience. Read more

Coaching and mentoring have the potential to bring direct benefits to employees, organisations and stakeholders. For example, they can • help leaders get the best out of employees • improve performance • help people through transition and change • support people in times of personal challenge and resilience. They can also contribute to a positive, proactive and open working culture.

About this course

This specialist part-time course is for

  • individuals who want to become capable, confident, professional and ethical coaches and mentors
  • HR, OD, change and strategic leaders and consultants seeking to introduce coaching and mentoring concepts, practices and schemes into their organisations to enable change and improve performance
  • developmental consultants or trainers seeking to develop their coach/mentor training skills and credentials
  • managers, executives and directors seeking to introduce coaching and mentoring into their own sphere of influence.

The postgraduate certificate stage introduces you to coaching and mentoring and the core practices needed to become an effective practitioner. You develop practical skills through coaching demonstrations and substantial coaching practice. You also reflect on your progress as a learner and practitioner, and are supported with reflective practice approaches and supervision.

The MSc stage enables you to become a ethical and critically reflexive practitioner, able to operate effectively as a coach or mentor in a range of different contexts. In addition, you gain the knowledge and skills to engage in research-based inquiry into the theory and practice of coaching and mentoring to enhance the range and depth of your coaching practice.

Course benefits

The postgraduate certificate stage is accredited by the EMCC at Senior Practitioner level. We are the only UK university to offer this.

The course is unique in the market in that it examines how a coach or mentor can best work with an individual in the context of their organisational system. We draw on theories and case studies, and examine individual and organisational psychology.

We help you develop your own practice as a coach or mentor. This involves examining our presence and approaches as well as commercial matters such as business development and networking.

The course is delivered by a team of nationally renowned tutors who are specialists in the field.

You have the opportunity to study emerging areas such as team coaching and applied practice.

We also provide one-to-one coaching supervision throughout the programme to help you reflect on your own personal development and gauge the effectiveness and ethics of your work.

Learning and assessment

During the course you examine and critically analyse coaching and mentoring theories and concepts. We adopt coaching as a learning style, which enhances learning and allows us to examine and reflect on different coaching approaches. You benefit from

  • facilitated group discussions and experiential activity
  • feedback on your skills practice
  • case studies and experiences from tutors
  • supervision groups for further practice and reflection, supported by a member of the tutor team
  • one-to-one coaching/mentoring supervision support
  • one-to-one supervision for the advanced practitioner inquiry module and MSc dissertation stage
  • membership of the coaching and mentoring research group (CMRU) which meets regularly to discuss research projects
  • support you to develop your own network of coachees/mentees.

Professional recognition

The Postgraduate Certificate in Coaching and Mentoring level is primarily focused on developing students' professional practice to meet the professional expectations of the EMCC (European Mentoring and Coaching Council) at Senior Practitioner level. Students successfully completing the Postgraduate Certificate will be entitled to a certificate confirming that they have completed a programme of training accredited by the EMCC at Senior Practitioner level.

Course structure

Part-time – typically eight months for the postgraduate certificate and two years for the MSc.

Modules are taught in four day blocks, with approximately eight weeks between each one.

Postgraduate certificate

For the Postgraduate Certificate you complete an induction day and the following four modules. You also complete 90 hours of off-workshop coaching/mentoring practice.

Modules:

  • Coaching and mentoring: skills
  • Coaching and mentoring: psychology
  • Coaching and mentoring: leadership and change
  • Coaching and mentoring: supervision

Postgraduate diploma

You complete an induction day and the following three modules:

  • Coaching and mentoring: scheme design and evaluation
  • Team coaching
  • Advanced practitioner inquiry

MSc

The dissertation provides an opportunity to undertake in-depth research into a topic of your own choice in the field of coaching and mentoring, supported by your research supervisor. You work at your own pace, meeting with your research supervisor by mutual agreement.

To prepare for this you also attend a half day dissertation workshop. 

Assessment

  • written assignment
  • skills practice by observation
  • MSc dissertation

Employability

This course prepares you to take on one of the following roles:

  • an external or internal executive or team coach
  • a consultant delivering coaching and mentoring schemes
  • a developmental consultant or trainer operating in this field
  • specialist in a particular area, such as medical general practitioner or specialist in dyslexia support, seeking to use coaching/mentoring to enhance your practice
  • academic in coaching, mentoring, organisational development or similar fields
  • leader using coaching and mentoring initiatives in their own organisations, for example commissioning coaching schemes and using coaching as a leadership style to enhance performance or enable change.

As a graduate of the course you may choose to

  • stay in your current organisation
  • set up your own coaching/mentoring/consulting/training practice or join up with others
  • join a larger coaching firm as a permanent or associate member of staff
  • undertake further academic study
  • join a university as a staff member
  • take up a role with one of the professional bodies.


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The Master of Science in Kinesiology (MSc) is a thesis-based degree. Areas of study can include topics broadly related to the natural health and physical sciences. Read more

Master of Science in Kinesiology

The Master of Science in Kinesiology (MSc) is a thesis-based degree. Areas of study can include topics broadly related to the natural health and physical sciences. Graduate students are drawn to the School to work with specific research faculty members and benefit from their expertise in specific content areas. The MSc program operates using a mentor model. The benefits of a mentor model are numerous including clarification of research and other funding support at time of application and focused supervision from the time of registration. The MSc program prepares graduates for a broad range of careers. Former MSc students have pursued additional training including doctoral and post-doctoral degrees. Many former Kinesiology graduates have become successful academics. Other students have pursued careers in Medicine, Physical Therapy, industry, and governmental and non-governmental work.

What makes the program unique?

Graduate students are drawn to the School to work with specific research faculty members and benefit from their expertise in specific content areas. The MSc program operates using a mentor model. The benefits of a mentor model are numerous including clarification of research and other funding support at time of application and focused supervision from the time of registration. The School offers competitive financial packages to highly qualified students in the form of teaching assistantships and entrance scholarships. Individual faculty members can "top up" a financial package from external grant sources to assist with recruitment of exceptional students.

Quick Facts

- Degree: Master of Science
- Specialization: Kinesiology
- Subject: Health and Medicine
- Mode of delivery: On campus
- Program components: Coursework + Thesis required
- Faculty: Faculty of Education
- School: School of Kinesiology

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Why study at Roehampton. The course is accessible with 10 taught days that can be fit around an existing job and personal commitments. Read more

Why study at Roehampton

  • The course is accessible with 10 taught days that can be fit around an existing job and personal commitments.
  • This course fulfils the Statutory requirements of the 2014 Children and Families Act that all new-to-post SENCOs should receive a postgraduate qualification to equip them with the knowledge and skills to undertake this complex role. We are one of the accredited national providers, found on the National Association for Special Education Needs website (NASEN).
  • We provide ongoing support with extensive electronic resources on and off-site and a university tutor and school based mentor assigned to each student.
  • You will be working with a group of your peers and have the opportunity, should you wish, to use the credits gained on this course, towards an MA. 

Course summary

The course meets the learning outcomes agreed nationally by the DFE and the SENCO Award providers’ group for the NASENCO qualification. The course content is informed by current SEN and disability legislation and underpinned by current theory and research led practice pertaining to Special and Inclusive Education.

Special Educational Needs Co-ordinators (SENCOs) play a vital role in leading the co-ordination of provision for children and young people with SEN and/or disabilities in schools. In September 2009 it became law for every new SENCO in a mainstream school to gain the Masters-level National Award for Special Educational Needs Co-ordination within 3 years of taking up the post.

Content

It will consist of 9 taught days and one further day at the university for tutorials, study and research. It provides professional development for new to post SENCOs to enhance the quality of teaching for children and young people with SEN and/or a disability and to improve provision and outcomes for them. Course teaching days always take place on Wednesdays at Roehampton. 

Special Educational Needs Co-ordinators (SENCOs) play a vital role in leading the co-ordination of provision for children and young people with SEN and/or disabilities in schools. In September 2009 it became law for every new SENCO in a mainstream school to gain the Masters-level National Award for Special Educational Needs Co-ordination within 3 years of taking up the post.

Following new legislation around Special Educational Needs included within the Children and Families Bill 2014, the outcomes for the National SENCO Award have changed for the cohort 2014/15. This is to ensure the Award continues to reflect the role of the SENCO, within the changing national and local context of Special Educational Needs.

The National College for Teaching and Leadership has provided provisional learning outcomes for the NASENCO Award next year, focused on three areas:

A. Professional Knowledge and Understanding.

B. Leading and Coordinating Provision

C. Personal and Professional Qualities

Academic Support

Each participant on the programme will be allocated a tutor within the University who will have experience in tutoring and supporting participants from a range of university programmes, including those who are studying whilst working full time. Additionally, the SENCO host school will provide a school-based mentor to oversee and support the school based element of the training, and to mark the portfolio. The school-based mentor will also play a key role in supporting and advising the new to post SENCO.

Assessment

The assessment is in two parts, each of which must be passed and each of which is equivalent to 5000 words.

Part 1: A Portfolio of Evidence

The portfolio must comprise evidence to demonstrate meeting the SENCO training standards. The evidence should be drawn from practice-based experience and from learning through the programme. Reflective commentary on evidence provided must be included. A reflective reading log must be included as an Appendix. The Mentor Handbook must be included as an Appendix.

Part 2: A Report of a Reflective Practitioner Enquiry (5000 word report)

The report must be based on a practitioner led enquiry carried out in the school, which explores an area/issue of inclusive practice or provision in order to support improvement for pupils with SEN and/or a disability.

Career options

The Award should enable SENCOs to develop and demonstrate the personal and professional qualities and leadership they need to shape an ethos and culture based upon person-centred, inclusive, practice in which the interests and needs of children and young people, pupils with SEN and/or disabilities are at the heart of all that takes place.

Our experience is that many students undertaking this award progress quickly to further promotion, especially to school leadership teams.

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Summary. The Post-Graduate Diploma Specialist Nursing (with pathways) is aimed at preparing Nurses for Leadership roles in a field of Nursing of their choice. Read more

Summary

The Post-Graduate Diploma Specialist Nursing (with pathways) is aimed at preparing Nurses for Leadership roles in a field of Nursing of their choice. There are a range of Pathways to suit all Nurses including District Nursing, Mental Health Nursing, Learning Disability Nursing, and Community Children’s Nursing. The full range of Adult Nursing Specialisms include, Palliative Care, Stroke Care, Diabetes Care and Emergency Care.

The programme leads to more than one qualification. You will obtain a degree from Ulster University and a professional qualification from the United Kingdom Nursing and Midwifery Council (NMC). Students of District Nursing also obtain a further professional qualification in Nurse Prescribing.

About

The term, ‘Specialist Nursing’ refers to, the exercising of higher levels of judgment and decision-making in relation to the nursing care of individuals, families and communities. As a future Leader you must display this higher level of decision-making across four areas; clinical practice, care and programme management, clinical practice development and clinical practice leadership.

At Ulster we focus on developing you as a Leader and help you achieve academic and professional competence in all these areas. This programme is a 50-50 programme, meaning that 50% of the programme is university-based and 50% based in the practice learning setting. In the Practice Learning setting you will be allocated to a Sign-Off Mentor. This Sign-Off Mentor who is an established Specialist Nurse and Leader in Clinical Care will supervise you throughout the Programme. He/she will assess you and sign off your competencies prior to recording the professional qualification with the NMC. You will also be allocated to a Pathway Leader who will supervise your academic development and provide support throughout.

The academic component of the programme consists of a four 30-credit modules.

  • Research Module
  • Leadership Module
  • + Two Specialist Focus Modules, depending on your selected pathway.

District Nursing students have an additional 20 credits to complete in order to evidence outcomes related to Nurse Prescribing.

Attendance

Full-time students are expected to attend the University for at least 2 days per week, with the remaining time allocated to Practice Learning. Full-time students are normally time-tabled for Mondays and Fridays.

Part-time students attend the University for 1 day per week during Term-Time. In Semester One this is normally a Monday and in Semester Two a Wednesday. Some Pathways have additional days ( i.e Emergency Care) but you will be informed of this at Induction. Practice Learning is organised on days that suit you and your Sign-off Mentor.

All students are expected to attend all classes associated with the programme and be punctual and regular in attendance. Attendance will be monitored both at the University and in the Practice Learning setting and Employers are informed of all absences.

Professional recognition

Nursing and Midwifery Council (NMC) 

Recognised by the Nursing and Midwifery Council (NMC) for the purpose of recording as Specialist Practice Qualification (SPQ) (child)

Nursing and Midwifery Council (NMC) 

Recognised by the Nursing and Midwifery Council (NMC) for the purpose of recording as Specialist Practice Qualification (SPQ) (adult)

Nursing and Midwifery Council (NMC) 

Recognised by the Nursing and Midwifery Council (NMC) for the purpose of registration as a qualified nurse (learning disabilities).

Nursing and Midwifery Council (NMC) 

Recognised by the Nursing and Midwifery Council (NMC) for the purpose of recording as Specialist Practice Qualification (SPQ) (mental health)

Work placement / study abroad

All students must complete 75 days Practice Learning in an aproved setting. Students must have direct interaction with patients and families during this period. Supervision by an expert Specialist Nurse (Sign-Off Mentor) will occur during Practice Learning. A Specialist Practice Qualification (SPQ) Portfolio is required to evidence achievement of professional outcomes.

Career options

Graduates of this programme take up posts as Specialist Nurses. Most are in Team Leadership positions. There is 100% Employability associated with this programme.



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The dual degree option is a four-year program to pursue the Master of Architecture and the Master of Landscape Architecture at the same time. Read more
The dual degree option is a four-year program to pursue the Master of Architecture and the Master of Landscape Architecture at the same time. The dual degree is certified with both the Canadian Architectural Certification Board and the Canadian Society of Landscape Architects. The dual degree program harmonizes architectural design with ecological consciousness to create an inclusive understanding of built and natural environments.

Innovation

We are the first, and so far the only, school in Canada to offer you the opportunity to pursue both degrees at the same time.

Tradition of excellence

The University of British Columbia is a global centre for research and teaching, ranked among the top 20 public universities in the world. Our school is recognized for its commitment to sustainable research, ranking 20th in the 2015 and 27th in the 2016 QS World University Rankings, the highest of all Canadian architecture schools.

The place

Vancouver is consistently named as one of the top five worldwide cities for liveability and quality of life. With diverse geographic regions and climates, a rich, multi-cultural history and a dynamic arts and culture scene, Vancouver is an amazing place to work and study.

Award-winning faculty

Our faculty are internationally renowned experts in their fields and have chosen to teach here in part because of our school’s reputation for excellence in research. Join us and you will learn from the people who are changing the way we think about design.

Tight-knit community

With low student-faculty ratios, we get to know you by name. We are proud of our small studios, intimate seminars, and personalized learning opportunities. Our support structure ensures that you have a successful experience. From academic guidance to health and wellness, we have an array of services to help you achieve your personal, academic and professional goals.

Mentor program

When entering our program, we pair you with a professional mentor. Our mentor roster includes many of the most prominent pracitioners in Vancouver. Paired with you through to licensure, your mentor will not only contribute to your experience while at SALA, but will help make your transition from school to practice smoother.

International experiences

As a SALA student, you will be able attend summer electives and studios set abroad. These courses range from 3 weeks to a full semester. In recent years, we have taken students to Brazil, Germany, India, Japan, Mexico, and the Netherlands. For a more immersive experience, you can also spend up to a year at one of our partner universities.

Employment opportunities

We have a wide variety of employment opportunities. We currently offer 90 annual teaching assistantships and nearly as many research, administrative, and technical positions. Whether it is leading an undergraduate seminar, analysing data in the lab, or assisting in the workshop, you will find a position that is right for you.

Our students get involved

Our students organize lunchtime lectures, host weekly social events, and curate gallery exhibitions of their work. They create public art on campus, organize design builds and attend conferences around the world. They are passionate about what they do, and we hope you will be too.

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This course will train you to become a chemistry teacher across the 11-16 or 11-18 age range. It will prepare you to teach the National Curriculum and related national strategies, GCSE and A level. Read more

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

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

Throughout the course you will learn how to:

  • Develop the confidence and competence of all pupils in thinking scientifically.
  • Teach and assess pupils' understanding of the different branches of science.
  • Help pupils to develop as independent and collaborative learners.
  • Use practical exercises, information and communication technology (ICT) and `the real world' in the teaching of science.

What our students say:

The course has been fantastic, the experience and most importantly the confidence I have developed whilst being on the PGCE is beyond anything I could have imagined. Yes it has been tough, but it has been completely worth it!

For more details on interviews, please visit our PGCE website .

Aims

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

The University part of the course will enable you to reflect on teaching methods as well as encouraging you to observe how children learn. University sessions will include:

  • science subject knowledge and pedagogy;
  • misconceptions in science;
  • the role of group work and classroom talk in the science classroom;
  • the national curriculum and current debates in science education;
  • planning lessons;
  • assessment for learning;
  • differentiation;
  • managing pupil behavior; and
  • keeping records and using data to support pupils' progress.

What our students say:

'I particularly appreciated the opportunity to go to University to talk with other trainees about their experiences. I have also found the assignments to also be a huge benefit as it gives me time to pick an area I want to develop but I have little knowledge of.'

Special features

  • Top university to study a PGCE in the North of England (Good Teacher Training Guide 2017).
  • Rated as 'outstanding' by Ofsted.
  • Extensive classroom experience supported by experienced science tutors and mentors.
  • 92% of our graduates in a teaching post within six months of completing the course - consistently better than the North West average (The University of Manchester 2013-2016).

Additional course information

Support

Your University tutors will provide excellent support for your academic work and personal needs. We operate an `open door' tutor policy where appointments are seldom necessary for one-to-one meetings. These meetings can be used to facilitate success sharing or to raise any personal or professional needs or concerns. Each school/college has a designated science mentor, trained by the University who will provide advice and guidance whilst you are on placement. The culture of team working and best practice sharing amongst students will provide you with a support network available when you need it the most.

Teaching and learning

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

A wide range of teaching methods are incorporated into the course, including: seminars; lectures; group discussion; practical workshops; trainee-led presentations; and peer review. Peer observations of lessons will enable you to participate actively in your own and your fellow students' development as teachers. You will be encouraged to use similarly active and well-principled approaches in your own science labs and classrooms. You will be provided with a significant amount of responsibility to develop your own teaching style, set targets, take your own initiatives and evaluate your own work in planning, teaching and assessing.

Teaching on our secondary science PGCEs is enhanced by the contribution of a small team of experienced teachers who work alongside PGCE tutors on school visits and in University sessions, plus visitors from exam boards and from the Royal Society of Chemistry, the Institute of Physics and the Society of Biology. Some sessions are run jointly with the University's science departments to benefit fully from the resources of the University, and with Manchester Museum and the Museum of Science and Industry in Manchester.

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

Coursework and assessment

Your school and University experiences are formally assessed. Both your mentors and tutors will help you to record your achievements and set targets. During each placement, a University tutor will observe you teach and at the end of each placement you will receive a report from your mentor. The report will grade you in the following areas: teaching; planning, differentiation and assessment; learning environment and wider professional responsibilities. The grades are awarded by your mentor in conjunction your University tutor. These reports, together with your record of achievement and development facilitate your progression as a teacher.

You are also required to complete a number of written assignments, which will allow you to gain a maximum of 60 master's level credits. On-going guidance and support to complete these assignments will be available from your University tutors.



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This course will train you to teach mathematics across the 11-16 or 11-18 age range. It will prepare you to teach the National Curriculum, GCSE and A level. Read more

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

The course combines master's level academic study of mathematics education with a range of practical experiences. Approximately two-thirds of your time will be spent in partnership schools and colleges developing practical teaching skills with the support of trained mathematics mentors who are experienced teachers. The University works with a large variety of schools, comprehensives, grammar schools, specials schools, pupil referral units and sixth form colleges, which allows us to personalise your school experience to your individual needs.

Your practical training will be underpinned by education theories, ideas and concepts, and by enhancing your awareness of current educational issues and developments.

Mathematics is an exciting and creative subject and you will construct your own understandings through working collaboratively on engaging, challenging tasks and reflecting on your experiences.

What our students say:

Excellent tutors, very experienced and knowledgeable about all areas of teaching and education.

Aims

The course will help you to develop your:

  • understanding of how children and young people learn mathematics;
  • ability to differentiate teaching styles to meet learners' individual needs;
  • motivational and behavior management skills;
  • ability to assess and record learner achievement and raise expectations;¿
  • awareness of historical and cultural roots of mathematics and their relevance to the classroom;
  • appreciation of how mathematics can contribute across the curriculum; and
  • understanding of wider educational issues and current debates in mathematics education.

The University-based sessions will enable you to reflect on teaching learning and pedagogy as well as encouraging you to observe how children learn, including:

  • reflections on mathematics subject knowledge and pedagogy;
  • misconceptions in mathematics;
  • the history of mathematics;
  • the role of proof in the mathematics classroom;
  • the National Curriculum and current debates in mathematics education;
  • planning lessons;
  • assessment for learning;
  • differentiation;
  • managing pupil behavior; and
  • keeping records and using data to support pupils' progress.

Special features

  • Top university to study a PGCE in the North of England (Good Teacher Training Guide 2017).
  • Rated as 'outstanding' by Ofsted.
  • Extensive classroom experience supported by experienced mathematics tutors and mentors.
  • 92% of our graduates in a teaching post within six months of completing the course - consistently better than the North West average (The University of Manchester 2013-2016).

Teaching and learning

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

In University-based sessions, a wide range of teaching methods are used, including seminars, group discussion, practical workshops, lectures and presentations. You will be an active participant and driver in your own development as you make the transition from subject expert to excellent mathematics teacher.

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

What our students say:

'I received excellent support and assistance from my school mentor and all the staff in the department. Everyone was always very willing to help and give advice. Overall a great placement with tons of support!'

Coursework and assessment

Your school and University experiences are formally assessed. Both your mentors and tutors help you to record your achievements and set targets. During each placement, a University tutor will observe you teach and at the end of each school experience you will receive a report from your mentor. The report will grade you in the following areas:   Teaching; Planning, Differentiation and Assessment; Learning Environment and Wider Professional Responsibilities. The grades are awarded by your mentor in conjunction your University tutor. These reports, together with your record of achievement and development facilitate your progression as a teacher.

You are also required to complete a number of written assignments, which will allow you to gain a maximum of 60 master's level credits. On-going guidance and support to complete these assignments will be available from your University tutors.

Scholarships and bursaries

Generous, tax-free funding is available to the best graduates training in a range of subjects. You could get a £20,000 bursary or be awarded a prestigious scholarship - which provides additional support and benefits throughout your training year. You could also receive an additional £10,000 payment once you are in teaching.

Information about additional funding options for September 2018 can be found on the Department for Education website

Home/EU students may be eligible for a repayable tuition fee loan. Home students in England may also be eligible for a repayable student maintenance loan. The loans support available to PGCE students is similar to what is available for undergraduate students and information about government financial support for undergraduate students is available here . 

If you have graduated in the last three years from The University of Manchester with a 1st class honours degree, you may also be eligible for our Alumni Scholarship .



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Gain the qualification you need to teach in the area of Post-16 and Further Education, previously known as Post-Compulsory Education and Training (PCET). Read more

Gain the qualification you need to teach in the area of Post-16 and Further Education, previously known as Post-Compulsory Education and Training (PCET).

This course is for anyone who is new to teaching and needs us to find them a placement, or who is already working as a teacher or trainer and wants to become qualified.

The course maps to the National Framework for teaching qualifications in Post-16 and Further Education and is recognised by the sector body, the Education and Training Foundation (EtF). It enables you to apply for Qualified Teacher Learning and Skills (QTLS) status for Post-16 and Further Education, which is the Post-16 equivalent to Qualified Teacher Status (QTS) in schools. QTLS is currently awarded by EtF who charge a fee for membership and QTLS registration. An employer may be willing to pay the fee for you.

On the course, you

  • develop as a teacher
  • develop your knowledge and understanding of educational ideas and theories
  • engage with the latest developments in the Post-16 and Further Education context

You will learn about the theory and practice of effective teaching and learning at Hallam, so that you can apply it to your teaching practice in placement. You will complete at least 120 hours of teaching over one year, and will be assigned a workplace/placement mentor to support you. During the course, your teaching will be observed eight times by your placement or workplace mentor. Your University tutor will carry out a joint observation with your mentor for four of these observations.

Key areas you will learn about on the course include • planning and preparing to teach • assessment for learning • teaching strategies and approaches • behaviour for learning • using technology to enhance learning • progression against the Professional Standards • understanding your wider professional context.

Settings of Post-16 and Further Education and Training include • further education colleges • school sixth forms • higher education institutions • adult and community learning providers • private training companies • public services • sixth form colleges.

After successfully completing the course, you gain either Professional Graduate Certificate in Education and Training, or a level 5 Professional Certificate in Education and Training. The level 7 qualification includes 60 credits at level 7 that can be used towards a masters course.

Course structure

Modules

  • introduction to learning, teaching and assessment
  • the learner experience
  • professional practice 1 and 2
  • exploring your specialist context
  • extending teaching for learning

Assessment

  • assessment of practical teaching
  • presentations
  • planning and evaluation exercises
  • preparation of teaching materials
  • written assignments

Employability

We have an excellent graduate employment record. Over 96% of our PGCE graduates are teaching or in further study within six months of graduating.

Previous students have gone on to teach in • further education colleges • sixth form colleges • schools • public services • private training organisations • the voluntary sector.

Others work as educational development officers or similar for local education authorities, non-governmental organisations and charities. 



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This course provides student-centred and interdisciplinary opportunities for the development of a critically informed specialist practitioner in community nursing who will be instrumental in changing and developing nursing practice, and who will be a leader of their profession. Read more
This course provides student-centred and interdisciplinary opportunities for the development of a critically informed specialist practitioner in community nursing who will be instrumental in changing and developing nursing practice, and who will be a leader of their profession.

Why Study Specialist Practice Community with us?

Specialist practitioners are defined as leaders who are able to exercise higher levels of judgement and discretion.

The overarching aim of our course is to produce a competent, independent community practitioner working at postgraduate level, capable of promoting the development and delivery of community nursing practice across a variety of settings.

Pathways include:

District Nursing
Mental Health Nursing
Learning Disability Nursing
General Practice Nursing
Community Childrens’ Nursing
The course is 50% theory and 50% practice and this is integrated across the duration of the course. You will undertake the theoretical component in the University, and undertake the practice component in a community setting under the supervision of a qualifi ed Mentor or Practice Teacher from the defined area of practice.

What will I learn?

Our modules focus upon contemporary themes such as public health and leadership in addition to specialist practice. District Nursing students undertake Community Practitioner Nurse Prescribing as a module.

You will also critically explore current political drivers which impact directly upon clinical practice.

How will I be taught?

We use a range of teaching strategies within the course, such as lectures, tutorials and e-learning.

There is also the opportunity for the Pathway Lead to visit you and your Mentor in practice to aid learning and support. This will allow you to reflect upon your practice and to show progression within the course.
Over the 40-week course you will have up to 190 hours of teaching; this will mostly consist of University attendance, but there are also elements of online learning structured within the course.
How will I be assessed?

Practice is assessed via a Practice Learning Portfolio under the supervision of a qualified Mentor or Practice Teacher. Modules are assessed in a variety of ways, e.g. examinations, assignments, presentations, oral examination and portfolio.

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The PGCE programme has been designed to train teachers to practice as a subject specialist teacher for the secondary age range (11-16). Read more
The PGCE programme has been designed to train teachers to practice as a subject specialist teacher for the secondary age range (11-16). Trainees are assessed against the standards for Qualified Teacher Status (QTS) across the age range. Trainees will also often gain experience of the 16-18 age range, although they will not be formally assessed in this phase.

If you have an infectious enthusiasm for mathematics and enjoy working with young people then we are looking for people just like you! The ability to interpret numbers, calculate, handle statistical information and problem solve are essential skills in everyday adult life - you could help young people acquire these skills. We need mathematics teachers who can motivate, inspire, challenge and communicate their passion for mathematics. The PGCE Secondary Mathematics course at UWE will support you in becoming a confident, competent, reflective mathematics teacher.

Course detail

The course is active and practical allowing trainees to develop professional competence through work undertaken in schools and in the University. Trainees work with young people, develop their expertise in their specialist subject area, share and discuss educational issues and study relevant educational research. The course is just the beginning of what we hope will be a process of continual professional development throughout a challenging and rewarding career.

Structure

The course is part of the Department of Education's programme for Initial Teacher Training. Units studied are:

• Enabling Learning
• Meeting Curriculum Challenges
• Becoming a Teacher

These units are studied in both the school and the University-based parts of the course, the work on each site being complementary.

During the 36 week course you will address the various aspects of learning and teaching mathematics - how you learn and, through reflection, how young people might learn, as well as factors which may inhibit their learning. Sessions will involve you in workshops, discussion and informal lectures.

Work in schools is an integral part of the course. You will gain teaching experience in two schools where you will have opportunities to try out your ideas and further your learning skills and experience of mathematics teaching. You will work alongside teachers and student colleagues with small groups and individuals as well as engaging in whole class teaching. In each school there is a mathematics subject mentor who has primary responsibility for your day-to-day work and study. Your subject mentor will support you in your learning to teach, assess and manage classes in mathematics.

Course aims

Throughout the course you will:

• engage in interesting and challenging mathematical starting points, reflecting on your own work and the nature of mathematical activity
• consider how learning environments appropriate to learners of all abilities can be created
• focus on specific issues related to the mathematics classroom, for example, the National Curriculum, numeracy, ICT and mathematics, special educational needs, differentiation and progression, the cross-cultural nature of mathematics, pupil assessment, language, and the teaching of mathematics at post-16 level
• explore strategies for the effective management of learners and resources, including ICT, in the classroom situation
• consider different teaching and learning styles, for example whole-class interactive teaching, problem solving, practical and investigative activity
• use your ability and initiative to create starting points which enable traditional areas of mathematics to be explored in interesting ways
• critically evaluate existing resources for mathematics, including computer software
• work at enhancing your own knowledge and understanding in mathematics and ICT with respect to the National Curriculum, National Strategy, and the 14-19 curriculum, including AS/A2 level

Format

We recognise that embarking on a new course of study can sometimes be quite a challenging undertaking. Students have three main sources of support and information from the University during the course: firstly there is the Group Tutor in their subject area, secondly each student is allocated a Personal Tutor and thirdly any student can get support on a range of issues from the Department Student Adviser.

Assessment

In order to pass the course, trainees are required to pass each unit. They are assessed on a number of written assignments and also on classroom practice against the standards specified by the Secretary of State for the award of QTS.

Placements

You will spend 24 weeks on placement: a total of eight weeks in one placement during the autumn term and 16 weeks in a second placement during the spring and summer.

As well as teaching, the programme includes contact time with a Senior Professional Tutor and a Subject Mentor, directed study time and personal study time.

There is an opportunity to spend time in a primary school and some students may also visit other institutions, such as special schools or colleges of further education.

Careers / Further study

The Postgraduate Certificate in Education (PGCE) programmes now include 40 credits of assessment at Master's Level (Level M). For candidates who opt not to attempt the requisite credit at Level M, a Professional Graduate Certificate in Education will be available as an alternative award.

How to apply

Information on applications can be found at the following link: http://www1.uwe.ac.uk/study/applyingtouwebristol/postgraduateapplications.aspx

Funding

- New Postgraduate Master's loans for 2016/17 academic year –

The government are introducing a master’s loan scheme, whereby master’s students under 60 can access a loan of up to £10,000 as a contribution towards the cost of their study. This is part of the government’s long-term commitment to enhance support for postgraduate study.

Scholarships and other sources of funding are also available.

More information can be found here: http://www1.uwe.ac.uk/students/feesandfunding/fundingandscholarships/postgraduatefunding.aspx

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Gain the expertise to operate within a global economy and develop your writing and presentation skills to engage with audiences across the world on this accredited course. Read more

Gain the expertise to operate within a global economy and develop your writing and presentation skills to engage with audiences across the world on this accredited course.

The use of the internet, mobile technology and social media has had a huge impact on our lives and the way we communicate ? information is quite literally available at our fingertips and word of mouth is spreading faster than ever before. This trend is leading to a greater demand for communications professionals who can plan strategic PR campaigns and implement social media and viral campaigns in order to drive businesses forward in the digital age.

You will be paired with an experienced mentor from industry, who will offer valuable advice on your future career and the latest developments in the field. You will also take on a live public relations consultancy project for a client.

You will have the option to undertake a work placement module in your second semester. 

Research Excellence Framework 2014

Research Excellence Framework 2014: twice as many of our staff - 220 - were entered into the research assessment for 2014 compared to the number entered in 2008.

Course Benefits

Your employability will be enhanced by a three-step system - a work placement, real-life project and through guidance from your mentor. A study abroad option enables you to undertake part of your studies at a partner university in Europe and these opportunities will help you build a strong CV for a career in PR and corporate communication.

This course forms part of our Leeds Business School which has been at the forefront of public relations education, both nationally and internationally, since 1990. We are a centre for excellence for public relations and communications teaching in the UK and Europe and our academics have substantial professional experience in the subject. The late Alan Rawel, who was Head of Education at the Chartered Institute of Public Relations (CIPR), described us as 'one of the leading university PR departments in Europe'.

The bestselling textbook 'Exploring Public Relations' is edited by our very own Prof Ralph Tench and Liz Yeomans, with chapters written by members of our subject group. It is now in its second edition and has been adopted as a standard text by many universities all over the world as well as by the CIPR professional courses.

Our strong relationships with employers and professionals give you the opportunity to do a placement with PR consultancies and in-house PR departments. A study abroad option enables you to undertake part of your studies at a partner university in Europe. These opportunities will help you build a strong CV for a career in PR and corporate communication.

Core Modules

  • Digital Communication Management
  • Dissertation
  • Corporate Communication in an Intercultural Context
  • Public Relations Skills
  • Strategic Communication Planning & Management
  • Communications Audit

Option modules

  • Marketing Communications Strategy
  • Work Placement
  • International Marketing - Emerging Markets
  • Global Business Environment

Job prospects

With guidance from your mentor and backed by the experiences gleaned from your work placement and consultancy project, your career prospects will be significantly strengthened. A study abroad option will enable you to undertake part of your studies at a partner university in Europe. These opportunities will help you build a strong CV for a career in PR and strategic communication.

  • Digital communications manager
  • Public relations manager
  • Press officer
  • Social media manager


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This dynamic and exciting programme offers a fantastic opportunity to enhance your critical thinking an analytical skills whilst developing an enquiring, reflective and innovative approach to contemporary educational and professional practice. Read more

This dynamic and exciting programme offers a fantastic opportunity to enhance your critical thinking an analytical skills whilst developing an enquiring, reflective and innovative approach to contemporary educational and professional practice.

It is suitable for a wide range of individuals from health and social care settings who wish to gain qualified teacher status.

The programme will enable you to pass on to your students the values required in modern healthcare, and within the NHS Constitution, including: compassion, kindness, empathy, advocacy, good communication and teamwork skills, and respect for patients’ privacy, dignity and individuality.

Programme structure

All students are initially registered for five years. The programme is part-time. On successful completion of the Postgraduate Certificate Education for Professional Practice programme NMC registered practitioners may apply to the Nursing and Midwifery Council for recognition of their Qualified Teacher Status and be recorded on their Registration record.

The programme is in line with the NMC Standards for Learning and Teaching in Practice (2008).

Example module listing

This pathway is open to individuals from health care environments who wish to extend their knowledge, skills and develop their understanding through critical thinking and analysis.

For nurses and midwives, this forms part of the NMC standards for Supporting Learning and Assessing in Practice (Stage 4 - Teacher).

On completion of the three core modules, plus the requisite 360 teaching hours, the nurse or midwife can record this study as meeting the standards for the qualified teacher and therefore register the qualification with the NMC.

Learning and teaching module selection

The ethos of the programme is based on an individual’s developmental learning journey and, as such, commences at the initial applicant enquiry.

It is at this stage that an informal discussion will take place possibly with the administrator, module leader and/or the Director of Studies (DOS) to offer information regarding the modules/programmes whether it is Mentorship, Practice Teacher or Qualified Teacher.

Through this enquiry, a general discussion takes place that will assist the individual to make an informed decision as to the right journey of learning based on their learning needs, taking into account previous study and the requirements for their professional role in learning and teaching.

A nurse or midwife could apply for AP(E)L for up to 100 per cent against the Mentorship programme and the Practice Teacher qualification if appropriate study has been successfully completed.

This process takes place rarely but the mechanism is still in place. Each application for AP(E)L is considered on an individual basis by the AP(E)L committee using the University’s standard AP(E)L procedures.

Mentorship module

The Mentorship module can be accessed by a variety of health care professionals who have a responsibility to support learning in practice and forms part of the NMC standards for Supporting Learning and Assessment in Practice (Mentor).

A nurse or midwife wishing to undertake this module will be required to have one year’s post-qualification experience prior to attending. In preparation for this module, you would be encouraged to engage in the Associate Mentor preparation provision, which will be offered within NHS Trusts, led by Trust personnel with educational responsibilities.

The Mentorship module is a generic module (offered at FHEQ Level 6 and FHEQ Level 7) and forms part of the NMC standards to support learning and assessment in practice (stage 2 – Mentor).

It assists participants to develop their knowledge, understanding and skills through exploration, enquiry and reflexivity, aiming to develop and enhance effective assessment and facilitation skills.

Students will have an opportunity to explore learning and teaching strategies relevant to practice; assessment and evaluation in the context of giving feedback, measuring achievements, competence and quality.

The exciting challenge is to contextualise these areas for each student to ensure that the learning experience is meaningful.

Those who show an aptitude for learning, teaching and supporting learners or a keen interest in this area will be actively encouraged to progress on to further study.

Practice Teacher qualification

The Practice Teacher NMC qualification can be accessed by individuals on the NMC register. This pathway includes Supporting Education in Practice, and the Practice Module for the Practice Teacher.

Both modules are offered at FHEQ level 7. Pre-requisite study for this qualification is Mentorship FHEQ Level 6 or FHEQ Level 7.

This qualification forms part of the NMC standards for Supporting Learning and Assessment in Practice (Stage 3 – Practice Teacher), which offers preparation for Primary Care nurses who are supporting learners undertaking Specialist Community Public Health nursing qualifications and Specialist Practice qualifications.

Throughout the Practice Teacher programme, Practice Teacher students are supported by a qualified Practice Teacher to assist in developing skills associated with supporting specialist practice students.

Undertaking the Supporting Education in Practice module gives the opportunity for the student Practice Teachers to consider and critically evaluate links between theory and practice, and to explore strategies relevant for the facilitation and support of learning within the workplace.

The Practice Module for the Practice Teacher is an effective strategy to test and extend your skills in supporting specialist practice students throughout their specialist practice programme.

Opportunities are given to actively be involved in formative and summative assessments whilst being supported by a qualified Practice Teacher.

On successful completion of the Supporting Education in Practice module and the Practice Module for the Practice Teacher, the nurse can record this study as meeting the NMC standards for the Practice Teacher Qualification and be annotated on the local register of Practice Teachers which is held and maintained within their Trust.

Education Leads within the Trusts are sent information as to who has been successful in achieving this qualification.

Once the Practice Teacher qualification has been completed individuals are actively encouraged to continue with their postgraduate studies by undertaking the remaining modules associated with the Postgraduate Certificate.



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Within the travel and tourism industry, there is an increasing focus on the need to adopt responsible business practices that improve the quality of life for communities and conserve the environment and local cultures. Read more

Within the travel and tourism industry, there is an increasing focus on the need to adopt responsible business practices that improve the quality of life for communities and conserve the environment and local cultures. This course helps meet the resulting demand for managers with the ability to implement responsible tourism strategies within marketing, operations and product development.

You will explore domestic and international tourism and you will understand that the principles of responsible tourism are as applicable to the Yorkshire Dales as they are to The Gambia. In addition to developing your subject knowledge, you will learn how to plan, implement and evaluate responsible tourism policies and practices.

This is the only responsible tourism course in the world certified by the UNWTO.TedQual programme established by the United Nations World Tourism Organization. It is taught by staff with first-hand experience in tourism management, research and consultancy, who will share their global expertise with you.

Research Excellence Framework 2014

Research Excellence Framework 2014: 59% of our research submitted was assessed as world leading or internationally excellent.

Course Benefits

To support your studies, you will be assigned a personal industry mentor. Our mentors are experienced tourism professionals and have all graduated from this masters course, so they understand your journey. Your mentor could assist you in a number of possible ways, including discussing career pursuits, giving advice on work placements, helping to improve your CV and providing tips on assignments, course material and work / life balance. We have over 20 mentors from areas as diverse as the Gambia Travel Foundation Programme, TUI UK & Ireland and VisitEngland, so we will attempt to match you with an appropriate mentor.

Our teaching is grounded in industry consultancy and research. The quality of our research is evident in the outstanding results achieved in the Research Assessment Exercise completed in 2014 in which Leeds Beckett came second in the country for sport and exercise science, leisure and tourism.

Staff teaching this course have played a leading role in the responsible tourism and hospitality movement through research and development work with the industry and government which enables our students to also play an important role in this sector. Lucy McCombes is a certified Travelife auditor and Dr Simon Woodward is chair of the ICOMOS-UK Cultural Tourism Committee and a Trustee of the Landscape Research Centre.

PG Cert

Modules

  • Responsible Tourism Theory & Practice
  • Tourism for Local Economic Development & Poverty Reduction
  • Natural Resource & Environmental Management
  • Communities, Culture & Heritage
  • Marketing Responsible Tourism
  • Ethical Tourism Business Management
  • Tourism Destination Management: Planning & Policy
  • Online Marketing - Strategies & Tools

PG Dip

Core modules

  • Responsible Tourism Theory & Practice (Core for part-time & distance learners only)

Option modules

  • Tourism for Local Economic Development & Poverty Reduction
  • Natural Resource & Environmental Management
  • Communities, Culture & Heritage
  • Marketing Responsible Tourism
  • Ethical Tourism Business Management
  • Tourism Destination Management: Planning & Policy
  • Online Marketing - Strategies & Tools

MSc

Core Modules

  • Responsible Tourism Theory & Practice (distance learning only)
  • Tourism Destination Management: Planning & Policy
  • Marketing Responsible Tourism
  • Communities, Culture & Heritage
  • Tourism for Local Economic Development & Poverty Reduction
  • Natural Resource & Environmental Management
  • Masters Research Methods
  • Masters Research Project

Option Modules

  • Ethical Tourism Business Management (full-time only)
  • Online Marketing: Strategies & Tools (full-time only)

Job Prospects

You will enhance your ability to operate effectively at a strategic level within conservation organisations and in both the public and private sectors, and you will have expertise and confidence to devise , implement and manage responsible tourism programmes. Graduates have gone on to work as sustainability and product managers for tour operators and have also taken senior managerial positions in government departments and with international non-governmental organisations.

  • Responsible Tourism Adviser
  • Sustainable Product Manager
  • Charity Development Consultant
  • Sustainable Destinations Manager


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

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

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

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

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

University-led ('Core') route

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

School-led ('School Direct') route

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

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

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

Early Years route (Manchester only)

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

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

Assessment Only Route to QTS in Primary sector

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

Important information

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

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

Features and benefits of the course

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

Placement options

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

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

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

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

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

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

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

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

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

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

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