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This programme is focused on non-business graduates who wish to develop a career in business and management. The programme assumes no prior knowledge of business and management topics, but does assume the capacity for study and development of an honours degree graduate. Read more

Overview

This programme is focused on non-business graduates who wish to develop a career in business and management. The programme assumes no prior knowledge of business and management topics, but does assume the capacity for study and development of an honours degree graduate.

See the website https://www.maynoothuniversity.ie/school-business/our-courses/msc-business-management-0

Consideration will be given on a case by case basis to students who have a minimum 2.2 honours degree in a business related discipline where the degree was completed at least 5 years previously.

Minimum English language requirements:
- IELTS: 6.5 minimum overall score
- TOEFL (Paper based test): 585
- TOEFL (Internet based test): 95
- PTE (Pearson): 62

National University of Ireland Maynooth’s TOEFL code is 8850

Course Structure

The Masters in Business Management covers all of the core business disciplines considered essential by top employers.

Career Options

Because this extensive and fast-paced programme enables you to develop an in-depth knowledge of up to date relevant theory and concepts in business and management it will make graduates attractive to a wide range of employers. Combined with your existing proficiency from your bachelor’s degree or experience it will signal to prospective employers that you have a grasp of the essentials of business and management.

Find out how to apply here https://www.maynoothuniversity.ie/school-business/our-courses/msc-business-management-0#tabs-apply

Find information on Scholarships here https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/fees-funding-scholarships

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This programme is focused on non-business graduates who wish to develop a career in business and management. The programme assumes no prior knowledge of business and management topics, but does assume the capacity for study and development of an honours degree graduate. Read more

Overview

This programme is focused on non-business graduates who wish to develop a career in business and management. The programme assumes no prior knowledge of business and management topics, but does assume the capacity for study and development of an honours degree graduate.

See the website https://www.maynoothuniversity.ie/school-business/our-courses/msc-business-management

Consideration will be given on a case by case basis to students who have a minimum 2.2 honours degree in a business related discipline where the degree was completed at least 5 years previously. Applicants must have a recognised primary degree which is considered equivalent to Irish university primary degree level.

Minimum English language requirements:
- IELTS: 6.5 minimum overall score
- TOEFL (Paper based test): 585
- TOEFL (Internet based test): 95
- PTE (Pearson): 62

National University of Ireland Maynooth’s TOEFL code is 8850

Course Structure

The Masters in Business Management covers all of the core business disciplines considered essential by top employers.

Career Options

Because this extensive and fast-paced programme enables you to develop an in-depth knowledge of up to date relevant theory and concepts in business and management it will make graduates attractive to a wide range of employers. Combined with your existing proficiency from your bachelor’s degree or experience it will signal to prospective employers that you have a grasp of the essentials of business and management.

Find out how to apply here https://www.maynoothuniversity.ie/school-business/our-courses/msc-business-management#tabs-apply

Find information on Scholarships here https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/fees-funding-scholarships

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Course description. The Postgraduate Certificate in Healthcare Ethics course aims to provide the highest quality of training in healthcare ethics in a flexible and interdisciplinary way. Read more
Course description
The Postgraduate Certificate in Healthcare Ethics course aims to provide the highest quality of training in healthcare ethics in a flexible and interdisciplinary way. There is an emphasis on the application of bioethical theory to real world scenarios, thus catering to the practical needs of healthcare and legal professionals and those in related fields. Students gain an expert knowledge and understanding of bioethical , and the skills needed to apply them to real world scenarios in a diverse range of contexts.
Coursework and assessment
Assessment of all taught course units is by assessed coursework in the form of essays of 4,000 words per 15 credit course unit and up to 7,000 words for the 30 credit core course unit.

Course unit details
Students registered on the PG Certificate in Healthcare Ethics would need to successfully complete 60 credits comprised of:
Philosophical Bioethics (30 credits)
Ethics & Genetics (15 credits)
Research Ethics (15 credits)
Please note that the 15 credits courses on offer each year may vary due to staff availability.
Campus Based students will complete the 30 credit core module in Philosophical Bioethics in Semester 1 and Research Ethics and Ethics and Genetics modules in semester 2, on the full-time basis.
Distance learning students are normally expected to complete the 30 credits core module in Philosophical Bioethics and the 15 credits module in Ethics and Genetics in Year 1 and Research Ethics in Year 2.

English language
Students whose first language is not English are required to hold one of the following English language qualifications:
- IELTS: minimum overall score of 7.0, with 7.0 in Writing and 6.5 in all other sub categories;
- TOEFL (Internet-Based Test): minimum overall score of 100, with 25 in Writing and 22 in all other sub categories;
- Cambridge Proficiency: minimum grade of C;
- Pearson English: minimum overall score of 66, with 66 in Writing and 59 in all other sub categories.

Fees
PGCert (full-time)
UK/EU students: £2,166
International students: £4,833
PGCert (part-time distance learning)
UK/EU students: £2,166
International students: £4,833

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Course description. The Postgraduate Certificate in Healthcare Law course aims to provide the highest quality of training in healthcare law in a flexible and interdisciplinary way. Read more
Course description
The Postgraduate Certificate in Healthcare Law course aims to provide the highest quality of training in healthcare law in a flexible and interdisciplinary way. There is an emphasis on the application of legal theory to real world scenarios, thus catering to the practical needs of health care and legal professionals and those in related fields. Students gain an expert knowledge and understanding of medico-legal theories, and the skills needed to apply them to real world scenarios in a diverse range of contexts.

Coursework and assessment
Assessment of all taught course units is by assessed coursework in the form of essays of 4,000 words per 15 credit course unit and up to 7,000 words for the 30 credit core course unit.
Course unit details
Students registered on the Postgraduate Certificate in Healthcare Law would need to successfully complete 60 credits comprised of:
Medico-Legal Problems (30 credits)
and two of the following
Children, Medicine & Law (15 credits) (this option is not currently available via distance learning)
Medicine, Law & Society (15 credits)
Mental Health Law & Policy (15 credits).
Please note that the 15 credits courses on offer each year may vary due to staff availability.
Campus based students will complete the 30 credit core module in Medico-Legal Problems in semester 1 and either one 15 credit option in both semesters, or two 15 credit options in semester 2, on the full -time basis.
Distance learning students are normally expected to complete the 30 credit Core module in Medico-Legal Problems in Year 1, and the two options in Year 2.

English language
Students whose first language is not English are required to hold one of the following English language qualifications:
- IELTS: minimum overall score of 7.0, with 7.0 in Writing and 6.5 in all other sub categories;
- TOEFL (Internet-Based Test): minimum overall score of 100, with 25 in Writing and 22 in all other sub categories;
- Cambridge Proficiency: minimum grade of C;
- Pearson English: minimum overall score of 66, with 66 in Writing and 59 in all other sub categories.

Fees
PGCert (full-time)
UK/EU students: £2,166
International students: £4,833
PGCert (part-time distance learning)
UK/EU students: £2,166
International students: £4,833

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Entry requirements. Applicants will normally be in, or recently in, public service employment or engaged in community or voluntary activity that gives direct understanding of the public service environment. Read more
Entry requirements
Applicants will normally be in, or recently in, public service employment or engaged in community or voluntary activity that gives direct understanding of the public service environment. Reflection on practice forms an important element of the learning. Applicants unable to demonstrate one of the three requirements above can be permitted to register as a single module student. Students who are successful at studying for one module and are awarded credits may be eligible to enrol for further modules.

Students are normally expected to demonstrate one of the entry requirements below: - an honours degree from a higher educational institution in the UK (minimum of 2.2), or equivalent award from a European, or overseas higher education institution, and some public/health service experience; - an appropriate professional qualification from a body that is represented in public/health services work plus minimum five years working in a public/health services organisation; and an ability to demonstrate skills of applied learning (for example successfully completing some L3 modules - grade C and above); - an HND, or diploma equivalent, in an area applied to public/health services, plus minimum five years working in a public/health services organisation; and an ability to demonstrate skills of applied learning (for example successfully completing some L3 related modules - grade C and above).


This course covers the disciplines associated with health, health care and applied social science, and is aimed at people in public service employment or who may be engaged in community or voluntary activity. Each student on this course is able to create their own unique set of modules associated with health, health care and applied social science to make up the Health MA. At the start of the course you will consult with the course leader, and complete an S.W.O.T. analysis alongside using the university's student profile system enabling you to review your current achievements and highlight areas for further development. On this basis a tailored choice of modules from the Graduate Programme in Health and Social Science is created that will suit your professional, academic and personal aspirations. It is also an option to study for a Health and Management or Health and Education MSc.

Course structure
This course can be studied either full-or part-time and the modules are delivered at different times throughout the year. Each module has approximately 30 hours lecturer contact and approximately 170 hours of individual study. Individual modules employ varying learning and teaching strategies.
For UK-qualified nurses there is an opportunity to undertake a period of study in another health care setting in one of 14 European countries via the European Nursing Network.

Areas of study
All students take a core research-related module, from a selection of four titles. These are offered on different campuses and also online so that a range of student needs are met.
Current students are from range of backgrounds and choose an academic route that facilitates their professional and personal development. For example, a health professional may decide to study a range of clinical modules but a student from a social care background may choose a range of social and health-focused modules.
The dissertation project is an exciting element to this course and again is guided by your career route or employer requirements. This is the opportunity for you to consolidate the transferable masters-level skills gained from the taught modules which include analysing and interpreting data from a range of sources, demonstrating initiative, evaluating and problem solving, developing research skills and project management skills in order to produce a science-based project appropriate to your chosen pathway.

Syllabus
One research module from the following:
Research Theory and Practice
Research Methods and Critical Appraisal
Research Methods for Health Professionals
Qualitative Research
Modules totalling 100 m-level credits from a choice of over 100 in the graduate programme.

Career and progression opportunities
The career planning framework that is integral to this course guides students to choosing an appropriate and personal route through the programme.
Graduates of this course are equipped with skills that are directly transferable to health and social care-focused employment, and have progressed into senior positions in their organisations.
Local health-related employers are consulted during the regular reviews of this course.

It is possible to take modules for this course as single stand-alone modules, either as a sample of Masters level study, or as part of your continuing professional development.

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The taught MA in French is aimed at graduates with a primary honours degree in French, with a minimum of 2.2 or equivalent, who have spent a year in France, or who have equivalent expertise in French language. Read more

Overview

The taught MA in French is aimed at graduates with a primary honours degree in French, with a minimum of 2.2 or equivalent, who have spent a year in France, or who have equivalent expertise in French language. It is designed for graduates of French who wish to take their study of French language, literature and culture to a deeper level and to enhance their language skills. A significant proportion of the course is delivered and assessed through French. Core teaching involves modules on writing and presentation skills in French, practical translation and research methodology. The course is designed around the theme of writing and exile, a topic that corresponds to departmental research expertise in the modern and early modern periods. There are elective modules (taught through English) in women's writing, translation studies and conflict studies. The minor thesis (15,000-20,000 words) involves independent research and collaboration with a supervisor on an agreed subject.

See the website https://www.maynoothuniversity.ie/french/our-courses/ma-french

Minimum English language requirements: please visit Maynooth University International Office website for information about English language tests accepted and required scores. The requirements specified are applicable for both EU and non-EU applicants.

Maynooth University’s TOEFL code is 8850

Career Options

Recent graduates from the taught MA in French have gone on to work in teaching at all levels, translating, administration involving use of Frenchand English, editing, management and tourism.

Find out how to apply here https://www.maynoothuniversity.ie/french/our-courses/ma-french#tabs-apply

Find information on Scholarships here https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/fees-funding-scholarships

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The MA Teaching English to Speakers of Other Languages (TESOL) - web-based is for professionals who wish to develop their critical understanding of recent developments in TESOL theory and practice, reflect on their own teaching and conduct independant research into teaching and learning. Read more
The MA Teaching English to Speakers of Other Languages (TESOL) - web-based is for professionals who wish to develop their critical understanding of recent developments in TESOL theory and practice, reflect on their own teaching and conduct independant research into teaching and learning.

The course is aimed at English language teachers, or those working in a related profession, and is suitable if you are:

• keen to build on your existing knowledge and experience
• interested in improving your career prospects
• planning to take up a more senior position in your institution
• interested in researching your own teaching or applying for a research degree (MPhil/PhD/EdD) after completing a Masters
degree

Course Content and Structure

The MA TESOL (web-based) is designed to be completed in just under three years. It is part-time only. There are Postgraduate Dioloma and Postgraduate Certificate exit points.

It is taught entirely online and has three start dates each year, January, May and September.

The course comprises taught modules totalling 120 credits, plus a 60-credit dissertation.

There are currently three 20-credit core modules, the particular module you start with depends on which of the three entry dates you choose:

• Applied Linguistics for TESOL (January)
• The Language Learner and Language Learning (May)
• Developments in TESOL Methodology (September)

After completing the core modules, you then choose four 15-credit modules from a range of 8 elective modules offered, providing you with considerable freedom in selecting course components to suit your individual needs and interests:

• Leaner Autonomy
• Technology Enhanced Language Learning (TELL)
• Materials Evaulation and Design
• Assessment in English for Academic Purposes
• Issues in Teaching English for Academic Purposes
• The Management of TESOL
• Learning to Train
• English for Specific Purposes

Each 20-credit module is assessed by a written assignment of 4,000 words or equivalent and 15-credit modules by a written assignment of 3,000 words or equivalent. The dissertation is an original piece of research and should be of approximately 12,000 - 15,000 words on an approved topic.

It is possible to replace two elective modules with one 30-credit online module from our MA Education (Flexible) programme, or one 30-credit MA Education module taken intensively face-to-face at Summer School in the UK (subject to availability).
Our online materials provide an interactive learning experience, and allow you to engage with other students and your tutors in a well-organised and supportive environment.

Entry Requirements

You would normally be expected to hold an honours degree at 2:2 or above, or its international equivalent.

You will normally have a minimum of 9 months’ full-time classroom English language teaching experience (650 hours part-time equivalent). Please note that teaching experience calculation should not include any teaching practicum taken as part of a course.

Applicants who have online teaching experience will also need to show how their hours have been calculated, and provide written evidence from employers.

Consideration will also be given if you can demonstrate that your first degree included English language teaching methodology components, or that you have attended a substantial, approved TESOL methodology course and have a minimum of two months’ full-time classroom English teaching experience (145 hours of part-time experience).

If you have relevant teaching experience, but no first degree, you can apply for non-standard entry.

If English is not your first language, you must achieve an overall score on the IELTS test of at least 7.0, with no less than 6.5 in each element, or a TOEFL IBT score of 100 (minimum 20 in Speaking and 19 in all other eleements).

Applications

You apply online at https://portal.nottingham.ac.uk/

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One of Britain's leading industry-accredited broadcast journalism courses it provides a very high-level of vocational training, preparing trainees for careers in radio, television and online news. Read more

About Broadcast Journalism Degrees

One of Britain's leading industry-accredited broadcast journalism courses it provides a very high-level of vocational training, preparing trainees for careers in radio, television and online news.

Leeds Trinity University was the first UK institution to introduce a postgraduate programme in Broadcast (Radio and Television) Journalism and the Diploma is accredited by the Broadcast Journalism Training Council (BJTC). The programme provides thorough training in the techniques of broadcast news and is impressively successful in providing enhanced employment prospects for graduates.

Trainees spend one month on-air where they produce radio bulletins and online material in real time for Bradford Community Broadcasting. During this period all of the Broadcast trainees gain experience in the roles of news editor, newsreader and reporter.

Working to tight deadlines trainees also produce Yorkshire Voice regional news programme, showcasing their television skills, and its associated web content. Each edition is reviewed by senior industry figures.

Our alumni are strongly represented in the BBC, commercial radio and television, and newspaper and magazine newsrooms across Yorkshire and the rest of the country.

Leeds Trinity’s continuing partnership with many of the major news organisations ensures access to placements and monitoring opportunities.

Graduate Destinations

The Postgraduate Diploma in Journalism is a highly vocational, calendar year programme which prepares trainees for roles as journalists in a multi-platform environment.

Our alumni are strongly represented in the BBC, commercial radio and television, and newspaper and magazine newsrooms across Yorkshire and the rest of the country.

The course provides a thorough grounding in the techniques of broadcast news, writing for newspapers and magazines, and website production. Trainees work in dedicated newsrooms and studios with all trainees taking roles of responsibility as editors, producers or presenters.

Trainees who follow the broadcast pathway produce Leeds Today, a regional TV news programme that showcases television skills. They also spend a month on air with Bradford Community Broadcasting during which bulletins are produced in real time against deadlines. Trainees following the Print and Magazine pathways produce the North Leeds Newspaper and MORE magazine. Trainees on all pathways are also expected to produce online video, audio and written material for the course’s main news website.

The Broadcast pathways are accredited by the Broadcast Journalism Training Council (BJTC) while the Print and Magazine pathways have National Council for the Training of Journalists (NCJT) accreditation.

Structure

The following five modules make up the diploma:

- News Skills – an intensive, practical module providing the multi-media skills needed in any newsroom, regardless of platform and including shorthand.
- Law, Ethics and Regulation – the knowledge required to be legally safe and ethical journalists, and to follow regulatory codes.
- Live Production – Producing real packages in real time for Yorkshire Voice and the BCB radio.
- Public Affairs – where public affairs embraces British Central and Local Government.
- Professional Work Placement – all trainees must complete at least four weeks of placement in a professional newsroom environment.

The MA in Journalism consists of one module which trainees may register for up to two years after completion of the Diploma.

Research Methodologies and Journalism Research Project – culminates in the production of a supervised research dissertation.

Assessment – Trainees must attend a four-day introduction session in January and submit their research proposal by Easter. Trainees have 12 months to complete their thesis.

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This course is designed to provide a broad-based education in the principles and practice of GIS. Read more
This course is designed to provide a broad-based education in the principles and practice of GIS. Core modules cover issues such as the representation, acquisition, management and manipulation of spatial data; spatial analysis and modelling; remote sensing; GIS in the commercial environment; spatial databases and web-based programming. Concepts and techniques are illustrated using a variety of applications.

Key benefits

- Study to PgCert, PgDip or MSc level
- Modules may be taken in 'standalone' mode.
- Available both on-campus and by fully online distance learning
- Can be taken part-time or full-time
- Flexibility to transfer between full-time and part-time, on-campus and distance learning
- Strong focus on employable and professional skills
- Extensive hands-on practice with key software
- Entirely assessed by coursework - no formal examinations
- Established course (15 years +) with excellent reputation and feedback

Visit the website: https://www.ulster.ac.uk/courses/course-finder/201617/geographic-information-systems-9141

Course detail

- Description -

Graduates of the course are expected to have a broad overview of the field of GIS, to have extensive practical experience of GIS and related software and hardware, and be able to operate at a professional level in GIS employment.

PgDip modules cover issues such as the representation, acquisition, management and manipulation of spatial data, spatial analysis and modelling, remote sensing, GIS in the commercial environment, databases and web programming. Concepts and techniques are illustrated using a variety of applications. Students can take one optional module from a choice of GIS work experience / work-based project, GIS for environmental management, and customising GIS. Students may also opt for an environmental strand of the course.

In addition to acquiring substantial theoretical knowledge of the subject, students gain extensive practical experience using a variety of software, focusing primarily on ArcGIS but also including ERDAS Imagine, PostgreSQL, PostGIS, MySQL, OpenLayers, Geoserver, QGIS, Excel, SPSS and a number of GIS extensions and plug-ins. One of the core modules gives students experience of web-based programming languages such as HTML, CSS and JavaScript, while an optional module in customising GIS applications introduces them to Esri ModelBuilder and the Python programming language.

- Teaching and learning assessment -

Assessment is 100% by course work (no sessional examinations); a mixture of methods including practical reports, problem analysis, projects, literature reviews and essays, class tests, group work and a research project.

Students are able to use the University's extensive online resources of electronic journals, books and databases.

Career options

Successful students develop a range of skills in the management, processing, analysis, interpretation and presentation of geo-spatial data, as well as skills in project management, report writing and problem solving.

Graduates of the course have secured employment in a variety of roles in Ireland, the UK, Europe and further afield (including Australia, New Zealand, Canada and the Middle East), in GIS positions including technicians and analysts, development and sales, lecturing and research, within organisations such as mapping agencies and GIS companies, environmental consultancies, resource management and environmental agencies, planning, health services, housing authorities, local government, rural development, utilities and infrastructure, education, mining and retail analysis. Knowledge and understanding of geo-spatial data is also increasingly required in a variety of jobs outside of the GI profession, making a GIS qualification a valuable asset enhancing employability in a range of fields.

How to apply: https://www.ulster.ac.uk/apply/how-to-apply#pg

Why study at Ulster?

1. Over 92% of our graduates are in work or further study six months after graduation.
2. We are a top UK university for providing courses with a period of work placement.
3. Our teaching and the learning experience we deliver are rated at the highest level by the Quality Assurance Agency.
4. We are an international university with more than 2,000 international students from over 80 countries and Alumni from 121 countries.
5. More than 4,000 students from over 50 countries have successfully completed eLearning courses at Ulster University.

Flexible payment

To help spread the cost of your studies, tuition fees can be paid back in monthly instalments while you learn. If you study for a one-year, full-time master’s, you can pay your fees up-front, in one lump sum, or in either five or ten equal monthly payments. If you study for a master’s on a part-time basis (e.g. over three years), you can pay each year’s fees up-front or in five or ten equal monthly payments each year. This flexibility allows you to spread the payment of your fees over each academic year. Find out more by visiting http://www.ulster.ac.uk/learnyourway

Scholarships

A comprehensive range of financial scholarships, awards and prizes are available to undergraduate, postgraduate and research students. Scholarships recognise the many ways in which our students are outstanding in their subject. Individuals may be able to apply directly or may automatically be nominated for awards. Visit the website: https://www.ulster.ac.uk/apply/fees-and-finance/scholarships

English Language Tuition

CELT offers courses and consultations in English language and study skills to Ulster University students of all subjects, levels and nationalities. Students and researchers for whom English is an additional language can access free CELT support throughout the academic year: https://www.ulster.ac.uk/international/english-language-support

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This course is all about the research, development and production of creative, original and effective graphic design solutions that function across a range of print and digital media. Read more
This course is all about the research, development and production of creative, original and effective graphic design solutions that function across a range of print and digital media. At the start of the course you’ll work on short projects which are aimed at challenging conventions. You’ll then focus on a subject of your choice through the research, development and production of a single, in-depth project. You will also develop a professional Journal which explores current thought and practice.

Key features:

Develop a project tailored to your own personal interests and career aspirations.
Engage with industry by undertaking short internships and studio visits.
Work in our dedicated Art and Design postgraduate studio.
Benefit from regular lectures from leading figures in the design industry.
Attend workshops covering typography, visual language, branding, storyboarding and life drawing sessions.
Opt for an additional advanced research module if you're thinking of progressing to PhD or Professional Doctorate study.

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COURSE OVERVIEW. We believe that drama is a significant part of school life and needs inspirational teachers. The PGCE Secondary Education. Read more
COURSE OVERVIEW
We believe that drama is a significant part of school life and needs inspirational teachers.

The PGCE Secondary Education: Drama course at Birmingham City University explores drama as an art form and aims to produce confident, dynamic and creative teachers who are committed to making drama accessible for all.

The course enables trainee teachers to work with experienced professionals in secondary education to gain a nationally recognised qualification.

Students will learn from experts who have first-class, first-hand knowledge and understanding of all issues relating to teaching effectively in secondary schools and will be well-supported when on placements.

KEY FACTS
This is a professional teacher training course that leads to Qualified Teacher Status and it is available at both Level 6 (H) and Level 7 (M).

The National College for Teaching and Leadership bursaries are available for trainees on eligible postgraduate courses in England who are not employed as a teacher. Bursary amounts will vary depending on teaching subject and degree class.

In the latest Newly Qualified Teacher (NQT) Survey (2011-13 aggregated data) 95 per cent of Birmingham City University trained newly qualified secondary teachers rated the quality of their training good or very good.

All students are guaranteed outstanding support from both their tutors at the University – all of whom have been exceptional classroom teachers themselves - and from the partnership secondary schools, of which there are more than 200 across the Midlands.

Two thirds of the course takes place in school and we ensure that students are offered a number of placements in a wide range of educational establishments - at least two different schools, plus visits to other schools, including a primary school - so valuable experience is gained in a variety of settings.

ENTRY REQUIREMENTS
You will need to have a good degree (minimum 2:2 but 2:1 or 1st preferred) from a UK higher education institution or equivalent at least 50 per cent of which is in drama or a drama-related subject. You must have a GCSE grade C or above (or equivalent) in both English language and mathematics prior to application and if you are offered an interview you will take a written test to assess your standard of English.

For entry onto a teaching course from September 2014 you will also be required to pass the Skills Tests in Literacy and Numeracy. Please visit the Department for Education website for further information.

Pre-Interview School Experience
For secondary teacher training there is an expectation that you will have had some general experience of working with secondary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher.

As part of the selection procedure, the interview panel will expect you to demonstrate your knowledge of drama and will assess personal qualities such as the potential to relate well to secondary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.

Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).

COURSE STRUCTURE
This course aims to produce highly skilled graduate teachers who have an in-depth knowledge and understanding of teaching and learning, which will enable them to demonstrate the highest levels of professional practice.

This is an intensive and demanding course, which offers superb preparation for anyone who is committed to educating young people.

Central to the curriculum is the study of education, pedagogy and professional practice from both generic and subject-specific perspectives, which is delivered using a combination of workshops, lectures, seminar groups and individual study.

To complement this is a programme of subject knowledge and enhancement that supports the development of subject pedagogy. Specialist subject knowledge is up-dated throughout the course to ensure trainee teachers are fully conversant with curriculum requirements.

ASSESSMENT
Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Professional Development Profile is verified by mentors.

FURTHER STUDY
Our MA Education and Masters in Teaching and Learning (MTL) programmes are designed to serve the continuing professional development (CPD) needs of teachers. Birmingham City University trained teachers with PGCE credits at level 7 benefit from advanced standing on these programmes.

EMPLOYABILITY
This is an “11-16” course with post-16 enhancement, offering graduates maximum flexibility when looking for a teaching post.

Employment prospects are excellent based on consistently high employability scores and demand for Birmingham City University trained drama teachers.

HOW DO I APPLY?
All applications for 2014 entry need to be made via the UCAS Teacher Training website. For more information on how to apply for a teacher training course please visit the UCAS how-it-all-works information page on their website. The UCAS Teacher Training helpline number is 0871 468 0 469.

Course code: W4X1

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COURSE OVERVIEW. We believe music has an important part to play in education. We are committed to producing inspirational teachers who can develop the subject and inspire their pupils. Read more
COURSE OVERVIEW
We believe music has an important part to play in education. We are committed to producing inspirational teachers who can develop the subject and inspire their pupils.

The PGCE in Secondary Education: Music course at Birmingham City University explores the knowledge, skills and understanding that music as an art form offers young people in the context of secondary education.

It seeks to develop confident, dynamic and creative teachers who are committed to making music accessible for all; have an understanding of how pupils learn and can plan musical encounters which will ensure progression and development in music as a practical area of activity, and are creative in their approach to practical music making with pupils.

KEY FACTS
This is a professional teacher training course that leads to Qualified Teacher Status and it is available at both Level 6 (H) and Level 7 (M).

There is the opportunity to complete an optional Instrumental Enhancement.

The National College for Teaching and Leadership bursaries are available for trainees on eligible postgraduate courses in England who are not employed as a teacher. Bursary amounts will vary depending on teaching subject and degree class.

We are justly proud of our educational standards and facilities, which include two specialist music classrooms and seven practice rooms, five of which contain dedicated computer-based recording/sequencing equipment. There is also a fully equipped sound recording studio and Apple Mac computers for sound manipulation.

In the latest Newly Qualified Teacher (NQT) Survey (2011-13 aggregated data) 95 per cent of Birmingham City University trained newly qualified secondary teachers rated the quality of their training good or very good.

We also have ample resources and instruments for you to use in music teaching across the education spectrum. The department prides itself on having the most up-to-date published music education resources for both primary and secondary education.

All students are guaranteed outstanding support from both their tutors at the University - all of whom have been exceptional classroom teachers themselves - and from the partnership secondary schools, of which there are more than 200 across the Midlands.

ENTRY REQUIREMENTS
You must have a good degree (minimum 2:2 but 2:1 or 1st preferred) from a UK higher education institution or equivalent. You must have a GCSE grade C or above (or equivalent) in both English language and mathematics prior to application and if you are offered an interview you will take a written test to assess your standard of English.

For entry onto a teaching course from September 2014 you will also be required to pass the Skills Tests in Literacy and Numeracy. Please visit the Department for Education website for further information.

There is an expectation that you will have had some general experience of working with secondary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher.

As part of the selection procedure, the interview panel will expect you to demonstrate your expertise in music and will assess personal qualities such as the potential to relate well to secondary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.

Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).

COURSE STRUCTURE
This is an intensive and demanding course for those who are able to demonstrate the highest levels of commitment to educating young people and is excellent preparation for the teaching profession.

You will be expected to attend every day at either University or school. Typically, there are school placements one day per week throughout the course, except during block placement periods.

At its core is the study of education, pedagogy and professional practice from both generic and subject-specific perspectives, which is delivered using a combination of workshops, lectures, seminar groups and individual study.

To complement this is a programme of subject knowledge and enhancement that supports the development of subject pedagogy. This includes opportunities to work with the Birmingham Music Service as an instrumental teacher for part of the course. This instrumental enhancement is optional and is subject to a selection procedure when you have been accepted onto the course. Specialist subject knowledge is up-dated throughout the course to ensure trainee teachers are fully conversant with curriculum requirements

ASSESSMENT
Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Professional Development Profile is verified by mentors.

FURTHER STUDY
Our MA Education and Masters in Teaching and Learning (MTL) programmes are designed to serve the continuing professional development (CPD) needs of teachers. Birmingham City University trained teachers with PGCE credits at level 7 benefit from advanced standing on these programmes.

EMPLOYABILITY
This is an “11-16” course with post-16 enhancement, offering graduates maximum flexibility when
looking for a teaching post. Employment prospects are excellent based on consistently high employability scores and demand for Birmingham City University trained secondary music teachers.

HOW DO I APPLY?
All applications for 2014 entry need to be made via the UCAS Teacher Training website. For more information on how to apply for a teacher training course please visit the UCAS how-it-all-works information page on their website. The UCAS Teacher Training helpline number is 0871 468 0 469.

Course code: W3X1

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COURSE DETAILS. There is a national shortage of mathematics teachers, but we are helping to produce teachers of excellence who can inspire young people in the classroom. Read more
COURSE DETAILS
There is a national shortage of mathematics teachers, but we are helping to produce teachers of excellence who can inspire young people in the classroom.

We believe mathematics is an exciting subject and the PGCE Secondary Education: Mathematics course at Birmingham City University enables graduates to develop the skills and knowledge necessary to teach successfully, as well as explore the knowledge, skills and understanding young people need as part of their mathematics education.

As well as taking advantage of the superb facilities at the faculty, trainees have access to the team of tutors, all of whom are outstanding teachers of mathematics.

KEY FACTS
This is a professional teacher training course that leads to Qualified Teacher Status and is available at both Level 6 (H) and Level 7 (M).

The National College for Teaching and Leadership bursaries are available for trainees on eligible postgraduate courses in England who are not employed as a teacher. Bursary amounts will vary depending on teaching subject and degree class.

We are justly proud of our very high educational standards and facilities, including specific mathematics teaching rooms with interactive whiteboards, which enable students to get a genuine feel for teaching in a school even before embarking on teaching practice.

In the latest Newly Qualified Teacher (NQT) Survey (2011-13 aggregated data) 95 per cent of Birmingham City University trained newly qualified secondary teachers rated the quality of their training good or very good.

All students are guaranteed outstanding support from both their tutors at the University - all of whom are exceptional classroom teachers themselves - and from the partnership secondary schools, of which there are more than two hundred across the Midlands.

Two thirds of the course takes place in school and we ensure that students are offered a number of placements in a wide range of educational establishments - at least two different schools, plus visits to other schools, includ­ing a primary school - so valuable experience is gained in a variety of settings.

ENTRY REQUIREMENTS
You must have a good degree (minimum 2:2) from a UK higher education institution or equivalent, at least 50 per cent of which is in mathematics or a mathematics-related subject area. You must have a GCSE grade C or above (or equivalent) in both English language and mathematics prior to application and if you are offered an interview you will take a written test to assess your standard of English.

For entry onto a teaching course from September 2014 you will also be required to pass the Skills Tests in Literacy and Numeracy. Please visit the Department for Education website for further information.

There is an expectation that you will have had some general experience of working with secondary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher.

As part of the selection procedure, the interview panel will expect you to demonstrate your knowledge of mathematics and will assess personal qualities such as the potential to relate well to secondary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.

Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and completing successfully an enhanced disclosure via the Disclosure and Barring Service (DBS).

COURSE STRUCTURE
This course aims to produce highly skilled graduate teachers who have an in-depth knowledge and understanding of teaching and learning, which will enable them to demonstrate the highest levels of professional practice.

This is an intensive and demanding course, which offers superb preparation for anyone who is committed to educating young people.

Central to the curriculum is the study of education, pedagogy and professional practice from both generic and subject-specific perspectives, which is delivered using a combination of workshops, lectures, seminar groups and individual study.

To complement this there is a programme of mathematical subject knowledge and enhancement that supports the development of subject pedagogy. Specialist subject knowledge of mathematics is up-dated throughout the course to ensure trainee teachers are fully conversant with curriculum requirements.

ASSESSMENT
Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Professional Development Profile is verified by mentors.

FURTHER STUDY
Our MA Education and Masters in Teaching and Learning (MTL) programmes are designed to serve the continuing professional development (CPD) needs of teachers. Birmingham City University trained teachers with PGCE credits at level 7 benefit from advanced standing on these programmes.

EMPLOYABILITY
This is an “11-16” course with post-16 enhancement, offering graduates maximum flexibility when looking for a teaching post.
Employment prospects are excellent based on consistently high employability scores and demand for Birmingham City University trained mathematics teachers.

HOW DO I APPLY?
All applications for 2014 entry need to be made via the UCAS Teacher Training website. For more information on how to apply for a teacher training course please visit the UCAS how-it-all-works information page on their website. The UCAS Teacher Training helpline number is 0871 468 0 469.

Course code: G1X1

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The MSc Process Systems Engineering programme will widen your understanding of the fundamental concepts of process systems engineering. Read more
The MSc Process Systems Engineering programme will widen your understanding of the fundamental concepts of process systems engineering.

It will provide you with a thorough grounding in current technologies and trends that will prepare you will for a rewarding career and/or further research.

PROGRAMME OVERVIEW

This Masters programme trains graduates of engineering, science or related disciplines in general and specialist process systems engineering subjects.

Such areas are not generally covered in engineering and science curricula, and BSc graduates tend to be ill prepared for the systems challenges they will face in industry or academia on graduation.

PROGRAMME STRUCTURE

This programme is studied full-time over one academic year and part-time students must study at least two taught technical modules per academic year. It consists of eight taught modules and a dissertation. The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Optimisation and Decision-Making
-Process Modelling and Simulation
-Advanced Process Control
-Renewable Energy Technologies
-Refinery and Petrochemical Process
-Technology, Business & Research Seminars
-Process and Energy Integration
-Process Systems Design
-Supply Chain Management
-Knowledge-based Systems and Artificial Intelligence
-Biomass Processing Technology
-Introduction to Petroleum Production
-Process Safety and Operation Integrity
-Dissertation

FACILITIES, EQUIPMENT AND ACADEMIC SUPPORT

Modules related to the different groups are taught by a total of six full-time members of staff and a number of visiting lecturers.

As part of their learning experience, students have at their disposal a wide range of relevant software needed to support the programme material dissertation projects. In recent years, this work included the design of various knowledge-based and business systems on the internet, the application of optimisation algorithms, and semantic web applications.

Numerous laboratory facilities across the Faculty and the University are also available for those opting for technology-based projects, such as the process engineering facility, a control and robotics facility and signal processing labs.

The work related to the MSc dissertation can often be carried out in parallel with, and in support of, ongoing research. In the past, several graduates have carried on their MSc research to a PhD programme.

CAREER PROSPECTS

Engineers and scientists are increasingly expected to have skills in information systems engineering and decision-support systems alongside their main technical and/or scientific expertise.

Graduates of this programme will be well prepared to help technology-intensive organisations make important decisions in view of vast amounts of information by adopting, combining, implementing and executing the right technologies.

EDUCATIONAL AIMS OF THE PROGRAMME

The programme aims to provide a highly vocational education which is intellectually rigorous and up-to-date. It also aims to provide the students with the necessary skills required for a successful career in the process industries.

This is achieved through a balanced curriculum with a core of process systems engineering modules supplemented by a flexible element by way of elective modules that permit students to pursue an element of specialisation relevant to their backgrounds, interests and/or career aspirations.

An integrated approach is taken so as to provide a coherent view that explores the interrelationships between the various components of the programme. The programme draws on the stimulus of the Faculty’s research activities.

The programme provides the students with the basis for developing their own approach to learning and personal development.

PROGRAMME LEARNING OUTCOMES

Knowledge and understanding
-State-of- the-art knowledge in process systems engineering methods, in the areas of: modelling and simulation of process systems, mathematical optimization and decision making, process systems design, supply chain management, process and energy integration, and advanced process control technologies
-Advanced level of understanding in technical topics of preference, in one or more of the following aspects: renewable energy technologies, refinery and petrochemical processes, biomass processing technologies, and knowledge-based systems

Intellectual / cognitive skills
-Select, define and focus upon an issue at an appropriate level
-Collect and digest knowledge and information selectively and independently to support a particular scientific or engineering enquiry
-Develop and apply relevant and sound methodologies for analysing the issue, developing solutions, recommendations and logical conclusions, and for evaluating the results of own or other’s work

Professional practical skills
-Assess the available systems in the process industries
-Design and/or select appropriate system components, and optimise and evaluate system design
-Apply generic systems engineering methods such as modelling, simulation, and optimization to facilitate the assessment and development of advanced process technologies and systems

Key / transferable skills
-Preparation and delivery of communication and presentation
-Report and essay writing
-Use of general and professional computing tools
-Collaborative working with team members
-Organising and planning of work
-Research into new areas, particularly in the aspect of literature review and skills acquisition

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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Running continuously for over 50 years, our Masters in Biomedical Engineering is one of the longest-established in the world, giving a breadth of expertise with a focus on solving real-world, biomedical problems. Read more
Running continuously for over 50 years, our Masters in Biomedical Engineering is one of the longest-established in the world, giving a breadth of expertise with a focus on solving real-world, biomedical problems.

You’ll benefit from access to world-leading experts and teaching in state-of-the-art facilities, such as the new £12m “Engineering for Health” facility.

PROGRAMME OVERVIEW

In the first semester of the programme, graduates from a range of backgrounds are brought up-to-speed on core knowledge in engineering, biology and research practice.

This is followed by specialist modules in the second semester on human movement analysis, prostheses, implants, physiological measurements and rehabilitation, as well as numerous computer methods applied across the discipline.

The course makes use of different approaches to teaching, including traditional lectures and tutorials, off-site visits to museums and hospitals, and lab work (particularly in the Human Movement and Instrumentation modules).

The core lecturing team is supplemented by leading figures from hospitals and industry.

PROGRAMME STRUCTURE

This programme is studied full-time over one academic year and part-time over two academic years. It consists of eight taught modules and a research project.

All modules are taught on the University main campus, with the exception of visits to the health care industry (e.g. commercial companies and NHS hospitals). The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Human Biology Compulsory
-Instrumentation Compulsory
-Biomechanics Compulsory
-Professional and Research Skills
-Computer Methods in Biomedical Research
-Medical Implants and Biomaterial Applications
-Human Movement and Rehabilitation
-Biomedical Sensors and Signals
-Research Project

EDUCATIONAL AIMS OF THE PROGRAMME

The course aims:
-To educate engineering, physical science, life science, medical and paramedical graduates in the broad base of knowledge required for a Biomedical Engineering career in industry, healthcare or research in the United Kingdom, Europe and the rest of the world
-To underpin the knowledge base with a wide range of practical sessions including laboratory/experimental work and applied visits to expert health care facilities and biomedical engineering industry
-To develop skills in critical review and evaluation of the current approaches in biomedical engineering
-To build on these through an MSc research project in which further experimental, analytical, computational, and/or design skills will be acquired

PROGRAMME LEARNING OUTCOMES

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:

Knowledge and understanding
-Demonstrate breadth and depth of awareness and understanding of issues at the forefront of Biomedical Engineering
-Demonstrate broad knowledge in Human Biology, Instrumentation, Biomechanics, and Professional and Research skills
-Demonstrate specialist knowledge in Implants, Motion analysis and rehabilitation, and Medical signals
-Understand how to apply engineering principles to conceptually challenging (bio)medical problems
-Appreciate the limitations in the current understanding of clinical problems and inherent in adopted solutions
-Understand routes/requirements for personal development in biomedical engineering including state registration
-Understand key elements of the concept of ethics and patient-professional relationships, recognise, analyse and respond to the complex ethical issues

Intellectual / cognitive skills
-Evaluate a wide range of applied engineering and clinical measurement and assessment tools
-Design and implement a personal research project; this includes an ability to accurately assess/report on own/others work with justification and relate them to existing knowledge structures and methodologies, showing insight and understanding of alternative points of view
-Carry out such research in a flexible, effective and productive manner, optimising use of available support, supervisory and equipment resources, demonstrating understanding of the complex underlying issues
-Apply appropriate theory and quantitative methods to analyse problems

Professional practical skills
-Make effective and accurate use of referencing across a range of different types of sources in line with standard conventions
-Use/ apply basic and applied instrumentation hardware and software
-Correctly use anthropometric measurement equipment and interpret results in the clinical context
-Use/apply fundamental statistical analysis tools
-Use advanced movement analysis hardware and software and interpret results in the clinical context
-Use advanced finite element packages and other engineering software for computer simulation
-Program in a high-level programming language and use built-in functions to tackle a range of problems
-Use further specialist skills (laboratory-experimental, analytical, and computational) developed through the personal research project

Key / transferable skills
-Identify, select, plan for, use and evaluate ICT applications and strategies to enhance the achievement of aims and desired outcomes
-Undertake independent review, and research and development projects
-Communicate effectively between engineering, scientific and clinical disciplines
-Prepare relevant, clear project reports and presentations, selecting and adapting the appropriate format and style to convey information, attitudes and ideas to an appropriate standard and in such a way as to enhance understanding and engagement by academic/ professional audiences

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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