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Masters Degrees (Numeracy)

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This diploma course offers an additional qualification for functional skills/numeracy teachers who have already undertaken an initial teaching qualification. Read more
This diploma course offers an additional qualification for functional skills/numeracy teachers who have already undertaken an initial teaching qualification. It is also appropriate for teachers of other subjects who wish to teach numeracy.

The course provides a framework for teachers to complete a Christ Church University diploma and meets the requirements for functional skills/numeracy teachers working in the Lifelong Learning Sector.

There is an emphasis on allowing teachers to develop their knowledge of issues in functional skills/ numeracy through relevant academic study and interaction with other course members.

On most courses participants are drawn for a wide range of professional settings, so you'll learn from the experiences of your peers and expand your professional network.

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/teaching-mathematics.aspx

Course detail

The main focus of the course is on working with teachers of functional skills/numeracy or those training to be teachers, to enhance and develop their subject knowledge. Students attend a course lasting approximately 50 taught hours.

• Numeracy and the Learners
• Understand the roles of mathematics and numeracy in the world at large
• Develop knowledge of the effects of learner backgrounds and needs on numeracy and mathematics learning
• Developing Numeracy Knowledge and Understanding
• Understand the origins and status of mathematical knowledge and the effect on mathematics curriculum development
• Develop learners' mathematics and numeracy in a range of settings and contexts
• Numeracy Teaching and Learning
• Plan mathematics and numeracy-related module outlines and lessons considering learner needs, curriculum requirements, diversity and equality of opportunity
• Select, develop and use appropriate resources for mathematics/ numeracy learning, including ICT where appropriate

Throughout each module you're encouraged to develop your subject knowledge and adopt appropriate approaches to mathematics and numeracy teaching.

Assessment

Assessment is through written assignments and four observed lessons.

What can I do next?

Completion of the diploma in addition to a recognised teaching qualification allows Numeracy teachers to apply for QTLS (Qualified Teacher Learning and Skills).

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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This programme leads to initial teaching qualifications for those who intend to teach in further education colleges, sixth-form colleges, adult education centres, art colleges, healthcare or community organisations, the public services and a wide range of commercial and voluntary organisations. Read more
This programme leads to initial teaching qualifications for those who intend to teach in further education colleges, sixth-form colleges, adult education centres, art colleges, healthcare or community organisations, the public services and a wide range of commercial and voluntary organisations. The programme covers the skills needed for teaching and classroom management and helps students to explore the theory underpinning teaching and learning. The core programme takes place in a placement college. Student teachers complete a minimum of 100 hours of teaching experience during the programme. In Phase 1, you will be attached to a placement college of further education or similar institution for three days a week to observe teaching and undertake teaching in your subject area. You will be supported and assessed by a mentor as well as your tutor at the university. You will attend the university for the remaining two days of the week. You will complete between 25 and 50 hours of teaching during this phase. In Phase 2, you will attend your placement college for four days a week to complete your teaching practice and to participate fully in a range of professional activities. You will attend the university for the remaining day of the week.

The aims of the programme are:

- To enable trainees to develop knowledge and understanding of mathematical concepts and processes in light of a range of learning theories, as well as equipping them with the pedagogical skills needed to teach numeracy in the lifelong learning sector.

- To review and analyse innovative approaches to the teaching of mathematical thinking and processes, strategies for dealing with errors and misconceptions, and resources and activities for inclusive mathematics teaching and learning across a range of contexts and embedded models.

- To use theories of learning to reflect on and evaluate your own numeracy learning and teaching.

- To plan, deliver, assess and evaluate teaching and learning strategies that generate enthusiasm for mathematics and challenge and empower your learners.

Visit the website http://www2.gre.ac.uk/study/courses/pg/edll/numpgce

Education - Lifelong Learning Sector

Our lifelong learning programmes leads to teaching qualifications for those who would like to qualify or are already teaching in further education colleges, sixth-form colleges, adult education centres, art colleges, healthcare or community organisations, the public services and a wide range of commercial and voluntary organisations.

Course content

Professional Graduate Certificate in Education
Full time
- Year 1:
Students are required to study the following compulsory courses.

Professional Development Portfolio Part 1 – Numeracy Specialism (Level 5)
Professional Development Portfolio Part 2 – Numeracy Specialism (Level 5) (30 credits)
Theories of Learning, Behaviour and Inclusion (30 credits)
Policy and Curriculum Issues (Level 6) (30 credits)
Research and Scholarship for the Development of Subject Specialist Expertise (Level 6) (30 credits)
Numeracy and the Learners (15 credits)
Improving Numeracy Knowledge, Understanding and Practice (15 credits)

Postgraduate Certificate in Education
Full time
- Year 1:
Students are required to study the following compulsory courses.

Professional Development Portfolio Part 1 – Numeracy Specialism (Level 6)
Professional Development Portfolio Part 2 – Numeracy Specialism (Level 6) (30 credits)
Theories of Learning, Behaviour and Inclusion (Level 6) (30 credits)
Policy and Curriculum Issues (Level 7) (30 credits)
Research and Scholarship for the Development of Subject Specialist Expertise (Level 7) (30 credits)
Numeracy and the Learners (15 credits)
Improving Numeracy Knowledge, Understanding and Practice (15 credits)

Fees

Your time at university should be enjoyable and rewarding, and it is important that it is not spoilt by unnecessary financial worries. We recommend that you spend time planning your finances, both before coming to university and while you are here. We can offer advice on living costs and budgeting, as well as on awards, allowances and loans.

Assessment

The programme is entirely coursework based. You will be assessed on the quality of written assignments and also your classroom teaching. Your teaching will be observed on eight occasions and you will need to pass all courses.

Career options

Graduates for this programme can pursue a teaching career in the lifelong learning sector.

Find out about the teaching and learning outcomes here - http://www2.gre.ac.uk/__data/assets/pdf_file/0011/645491/Lifelong-Learning-PGCE.pdf

Find out how to apply here - http://www2.gre.ac.uk/study/apply

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The MA Policy and Practice in Basic Skills Education (Numeracy) is for teachers, trainers, team leaders and heads of department/section who work in the field of basic skills education. Read more
The MA Policy and Practice in Basic Skills Education (Numeracy) is for teachers, trainers, team leaders and heads of department/section who work in the field of basic skills education.

This flexible course will support your professional development and enhance your career prospects by adding to your existing knowledge in the field. It includes the study of government policies and initiatives on adult numeracy, key theoretical issues that have an impact on adult numeracy provision, the history of adult numeracy provision and approaches to numeracy.

In addition, studying on a masters course at the University of Bolton will help you to further develop career-enhancing skills including research, oral and written presentations, independent working and time and project management skills.

What you will learn

The course will enhance your existing knowledge of the field of numeracy and mathematics education by critical analysis of government policy in this area.

You will have the opportunity to share your experiences and observations as basic skills practitioners and will research, critique and analyse UK and international policy in numeracy and mathematics education.

You will also increase your knowledge of the historical development of numeracy provision and the impact of policy decisions on standards and achievement. The course will give you the opportunity to debate and analyse cultural origins in order to establish what impact these have on achievement and enjoyment of numeracy and mathematics.

For more information please visit http://www.bolton.ac.uk/postgrad

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Ofsted rated Grade 2. Good in 2010, this nationally-recognised award is endorsed by Standards Verification UK (SVUK), and provides teacher education geared towards the post-compulsory sector (16+). Read more
Ofsted rated Grade 2: Good in 2010, this nationally-recognised award is endorsed by Standards Verification UK (SVUK), and provides teacher education geared towards the post-compulsory sector (16+).

It helps you develop the knowledge, skills and attributes identified within the LLUK Standards for Teaching and Supporting Learning.

This is a full-time pathway for graduates or applicants with an equivalent professional qualification. It is designed for applicants who wish to teach Adult Basic Skills, Numeracy. We expect you to have a relevant Level 3 qualification, e.g. ‘A’ level Maths. Some experience of Basic Skills teaching in further education, normally gained by visiting your local FE college and a relevant degree would also be ideal.

It offers initial teacher education for those who wish to be employed in a variety of post-16 educational and training establishments and will eventually enable the holder to submit evidence for Professional Formation and QTLS status once registered with the Institute For Learning (IfL). It is not therefore an appropriate training course for applicants who wish to teach in primary or secondary schools. It does not confer qualified teacher status (QTS) and does not provide the participant with a DFES number.

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This programme is specifically to train teachers wanting to teach in education and training sector educational settings, such as further education colleges, and adult and community settings. Read more
This programme is specifically to train teachers wanting to teach in education and training sector educational settings, such as further education colleges, and adult and community settings. Due to government changes, if you complete this award you may also be able to gain employment in a secondary school setting, particularly in the post-14 age range - subject to the completion of Qualified Teacher Learning and Skills (QTLS).

Course details

Demand for places on this course is very high, so we encourage you to submit your application as early as possible.The programme is delivered full time and part time. The full-time programme is a pre-service award for those intending to teach in the sector and is offered at Teesside University Middlesbrough campus, Darlington College and Stockton Riverside College. The full-time award, delivered at Stockton Riverside College, is specifically for those wanting to be adult literacy or numeracy specialists.The part-time award is offered at Darlington College, Hartlepool College of Further Education, Middlesbrough College, Redcar & Cleveland College, and Stockton Riverside College. The part-time programme is available as an in-service award if you are currently employed in teaching or training in the sector. If you are not in a paid teaching post, a pre-service part-time route is available but you must be able to find your own teaching practice. We promote the values of reflective practice, equality of opportunity, inclusiveness and learner autonomy. Both full-time and part-time routes cover a range of topics including planning and assessment, theories and principles for enabling learning, curriculum design and development plus being a professional in the sector. You study specialist modules if you choose to follow the literacy or numeracy subject-specialist programme. Your award title on qualification will also reflect your chosen specialist route rather than the generic award title.

Professional accreditation

This qualification meets the national units of assessment and overarching professional standards. It also meets the national requirements for practitioners carrying out the full teaching role.

On completion of the full award, you will have met the national requirements for the Diploma in Education and Training and will be in a position to apply for Qualified Teacher Learning and Skills status (QTLS). Please note this course does not confer Qualified Teacher Status (QTS).

This course is Ofsted inspected.

What you study

You study a range of modules that takes you from preparing to teach through to more advanced practice skills. You also study issues affecting the education and training educational sector, such as educational policy, quality assurance, and your own personal and professional development needs.

If you are studying a subject-specialist award, there are modules that develop your subject knowledge and understanding as well as modules that focus on how you develop this into subject-specialist pedagogy in your teaching practice.

All programmes are mapped to the Professional Standards for Teachers and Trainers in Education and Training – England (The Education and Training Foundation) and are in line with national requirements for Award in Education and Training, Certificate in Education and Training, and Diploma in Education and Training. These are referred to throughout your progression through the programme, as they are the occupational standards used throughout the sector.

Core modules (all awards)
-Educational Theories and Concepts
-Extending Approaches to Learning and Teaching
-Introduction to Learning and Teaching
-Learning and Teaching in the Specialist Subject
-Theory and Policy in Education

Core modules (Adult Literacy Specialist award only)
-Concepts and Learning in Literacy
-Learning and Teaching in Literacy
-Theories and Frameworks in Literacy

Core modules (Adult Numeracy Specialist award only)
-Concepts and Learning in Numeracy
-Learning and Teaching in Numeracy
-Theories and Frameworks in Numeracy

Modules offered may vary.

Teaching

Generally you are taught through seminars, lectures and workshops. A range of specialist tutors contribute to your lecture and seminar sessions – these are supported through our virtual learning environment where you access a range of resources to support course activities.

The course has a substantial element of teaching practice – vital to your learning and development as a practitioner. In addition, you are encouraged to develop your teaching skills by observing experienced practitioners, using simulations and/or training classes, and by watching good practice videos.

Your practice mentor supports your time on placement and helps you develop reflective practice skills as an aid to your learning and professional development. The course also helps develop your employability skills. You develop an individual learning portfolio which holistically tracks your development over the programme with specific reference to your academic and teaching skills.

Typically you are assessed by a combination of written assessments, reflective teaching journals, teaching portfolios, and observations of your teaching practice.

At the end of the year there is a compulsory (assessed) student conference where you work with fellow subject specialists. If you are already in employment you must make arrangements to attend.

Employability

You must complete a minimum of 100 hours of teaching practice in an appropriate teaching environment. If studying part time these practice hours are split into 40 hours in Year 1 and 60 hours in Year 2.

At your teaching practice a placement mentor supports you with orientation with the school/college and beginning your teaching ideas. This mentor also helps you transfer your knowledge from theory to practice, observes your practice and gives you formative and summative feedback towards module outcomes.

Appropriate careers are in the full teaching role in learning and skills sector educational contexts. Our graduate employment record is very good. Students go on to work in a variety of professions including further education colleges and training organisations.

Some students gain employment in secondary schools or higher education. Other students have taken the opportunity to further their studies on relevant continuing professional development or masters’ courses at the University.

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This one year full-time programme equips trainees to teach Mathematics up to and including A Level within the secondary sector (including Welsh medium if requested). Read more
This one year full-time programme equips trainees to teach Mathematics up to and including A Level within the secondary sector (including Welsh medium if requested).

The programme has recently been updated to reflect contemporary issues and changes within the national curriculum. Numeracy skills are a key priority within the National Curriculum across all subjects so you will be involved in offering numeracy-support sessions to other students within the university. These sessions provide you with the opportunity to gain additional work experience.

The South West Wales Centre of Teacher Education has excellent graduate employment rates with 99% of graduates going into employment or further study (DLHE 14/15).

Course Overview

The course is split into a number of modules, each designed to give you all the skills you need to teach within the secondary sector. You will study various styles of teaching Mathematics to pupils, including lesson planning, resource preparation and selection, teaching approaches for examination courses, class management and control, assessment of attainment, and the impact of Mathematics on learning.

You will be assisted in developing the range of your specialist knowledge and skills to cover all the content required for the National Curriculum at key stage three, GCSE at key stage Four and GCE 'A' level at key stage five and equivalent vocational courses.

The course will involve concept and skill development in all aspects of Mathematics. You will be expected to work together in groups to present seminars such as ICT in Mathematics, A level topics and research into mathematical misconceptions.

Other aspects of the course include the Literacy and Numeracy Framework and as a Mathematics PGCE student you will be expected to lead support sessions on Numeracy to the whole Secondary PGCE cohort. There are also opportunities to teach and be involved with Further Mathematics A Level teaching and also to be involved in Mathematics master classes with local Year 9 pupils, both in conjunction with Swansea University.

The PGCE Mathematics room is well equipped with internet-linked computers and a networked interactive whiteboard. There is good access to other ICT suites for timetabled sessions and plentiful open access to ICT facilities for trainees.

The PGCE Mathematics course uses partner schools and colleges across South Wales. Placements are decided after consultations between mentors, subject tutors and the Programme Director. All placements will be found within realistic commuting distances; however, trainees are expected to be prepared to travel to placements.

Key Features

It is available with English and Welsh medium student provision using long established English and Welsh medium partnership schools and colleges.

Most importantly we have the best employment rate throughout Wales.

The course has recently been updated to reflect contemporary issues and changes within the world of education. It is taught by highly respected tutors who have considerable knowledge within their field and chosen specialism.

The course is challenging, but motivating and invigorating, combining practical strategies and skills with academic enquiry and theory.

There are opportunities to investigate areas of specialist interest.

The course is split between university and professional teaching practice, with approximately 12 weeks and occasional days and 24 weeks split between two placements. The weeks at University are designed in such a way that you experience lead lectures both with your own subject area and with students from different subject areas in order to have an insight about how a particular issue relates to different specialist subjects. These may be given by University Staff or by guest lecturers with specialist expertise.

There are also plenty of opportunities where your experience can be enhanced such as involvement with the Further Mathematics scheme, Year 9 Mathematics Masterclasses, numeracy support sessions and expert speakers from local schools and exam boards.

Within the newly designed course if you are achieving your QTS early it is envisaged that should you wish to take the opportunity you can arrange a fortnight placement at an establishment of your choice within the Secondary or 14-19 sector. This will enable you to observe, experience a specialist area that you may wish to pursue. It could include special needs schools, independent schools and training establishments. This opportunity is likely to increase your experience and employability.

The University offers excellent support to trainees in seeking their first posts. Participants are trained in interview techniques. There is also a large and popular annual Teaching Employment Fair in January.

The employment rate for the course is one of the best in Wales and many graduates of the course are now Heads of Department or Senior Teachers and act as Mentors for the programme.

Assessment

The course comprises of 120 credits, 40 of which are at Masters level and is assessed by a combination of written assignments and Professional Teaching Experience.

The assignments are a combination of level 6 and level 7 assignments and are designed to combine practical teaching strategies and academic enquiry.

The Professional teaching practice is assess through teaching observations by both experienced placement mentors and university tutors against the Qualified Teacher Standards.

Career Opportunities

The South West Wales Centre of Teacher Education has excellent graduate employment rates with 99% of graduates going into employment or further study (DLHE 14/15).

Many school and college departments, both locally and nationally, are staffed with several of our teachers and many of our trainees have gone on to forge successful teaching careers at strategic, professional and management levels at home and abroad.

Our PGCE graduates usually remain in close touch with us as they make their careers in the teaching profession and they often become Subject Mentors on the programme. This creates a very strong, sustainable professional network of teachers which is a rich source of continuing professional development.

Recently our PGCE Maths graduates have gone on to work as Secondary teachers in many independent and state schools in Wales, England and abroad including (but not limited) to: City and County of Swansea, Merhyr Tydfil County Borough Council, Aldworth School (Basingstoke), Cwmtawe Community School (Swansea), Pontypridd High School (Pontypridd), Burnham Grammar School (Slough), Llangatwg Comprehensive School (Neath), Downham Market Academy (Norfolk), Ysgol Gyfun Gwmraeg Llangynwd (Bridgend), Lingfield Notre Dame School (Surrey), Eastern High School (Cardiff) and Pontllanfraith Comprehensive School (Caerphilly).

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Current government policy recognises the need for specialist practitioner nurses who are prepared to take on leadership and management roles, develop research skills and be innovative and creative in practice. Read more

About the course

Current government policy recognises the need for specialist practitioner nurses who are prepared to take on leadership and management roles, develop research skills and be innovative and creative in practice.

This postgraduate diploma aims to develop specialist practitioners who are competent to practise and able to influence and facilitate change within the community nursing environment. It enables nurses to qualify as community specialist practitioners able to influence and facilitate change within the community environment.

Literacy and Numeracy Tests

Literacy and Numeracy tests are being held as part of the centralised application process for Health Visiting and School Nursing. To gain sponsorship for the Health Visiting and School Nurse pathways most Trusts will require a numeracy and literacy assessment undertaken at a participating university. Click the link below for further information and to book your place.

https://www.eventbrite.co.uk/o/scphn-programme-teams-city-university-of-london-brunel-university-london-kings-college-london-london-south-bank-university-university-of-greenwich-9439138668

If you are considering studying Specialist Community Public Health Nursing at Brunel University London then you are committed to working jointly with the NHS to demonstrate the values and beliefs of the constitution.

NHS values
Patients, public and staff have helped develop this expression of values that inspire passion in the NHS and that should underpin everything it does. Individual organisations will develop and build upon these values, tailoring them to their local needs. The NHS values provide common ground for co-operation to achieve shared aspirations, at all levels of the NHS.


The following specialisms are available:

Health Visiting: Develops skills in the promotion of health and the prevention of ill health at the individual, group and community level.

Occupational Health Nursing: Develops skills in the provision of healthcare in the workplace.

School Nursing: Develops practitioners able to lead a school nursing team and plan quality health care for school children and their families.

Course Content

Compulsory Modules - all programmes:

Mental Health and well being

Optional Modules - all programmes:

Nursing Prescribing

Compulsory Modules - all programmes:

Developing Specialist Community Public Health Nursing Practice
Health Promotion and Public Health Leadership
Approaches to Research
Consolidated Practice
Dissertation

Occupational Health Nursing Programmes:
Managing Professional Perspective in SCPHN-OHN

School Nursing Programmes:
Managing Professional Perspective in SCPHN-SN

Health Visiting Programmes:
Managing Professional Perspective in SCPHN-HV

Work Placements

Fifty per cent of the course involves supervised work placements within the chosen area of specialist practice. You will be allocated an experienced practice teacher who provides support and undertakes assessment in practice. Strong links have been forged between the University, practice teachers, managers and purchasers to ensure a quality programme.

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This one year full-time programme equips trainees to teach Mathematics up to and including GCSE and ICT at KS3 within the secondary sector (including Welsh medium if requested). Read more
This one year full-time programme equips trainees to teach Mathematics up to and including GCSE and ICT at KS3 within the secondary sector (including Welsh medium if requested).

This programme refreshes and extends students' mathematical and ICT knowledge and provides opportunity to make a difference to young people's lives and aspirations.

The South West Wales Centre of Teacher Education has excellent graduate employment rates with 99% of graduates going into employment or further study (DLHE 14/15).

Course Overview

The course is split into a number of modules, each designed to give you all the skills you need to teach within the secondary sector. You will study various styles of teaching Mathematics and ICT to pupils, including lesson planning, resource preparation and selection, teaching approaches for examination courses, class management and control, assessment of attainment, and the impact of Mathematics and ICT on learning.

You will be assisted in developing the range of your specialist knowledge and skills to cover all the content required for the National Curriculum at key stage three, GCSE at key stage Four and GCE 'A' level at key stage five and equivalent vocational courses.

The course will involve concept and skill development in all aspects of Mathematics and ICT. You will be expected to work together in groups to present seminars such as ICT in Mathematics, A level topics and research into mathematical misconceptions.

Other aspects of the course include the Literacy and Numeracy Framework and as a Mathematics PGCE student you will be expected to lead support sessions on Numeracy to the whole Secondary PGCE cohort. There are also opportunities to teach and be involved with Further Mathematics A Level teaching and also to be involved in Mathematics Masterclasses with local Year 9 pupils, both in conjunction with Swansea University.

The PGCE Mathematics room is well equipped with internet-linked computers and a networked interactive whiteboard. There is good access to other ICT suites for timetabled sessions and plentiful open access to ICT facilities for trainees. At University you will receive specialist sessions in ICT as well as Mathematics.

The PGCE Mathematics with ICT course uses partner schools and colleges across South Wales. Placements are decided after consultations between mentors, subject tutors and the Programme Director. All placements will be found within realistic commuting distances; however, trainees are expected to be prepared to travel to placements.

Key Features

It is available with English and Welsh medium student provision using long established English and Welsh medium partnership schools and colleges.

Most importantly we have the best employment rate throughout Wales.

The course has recently been updated to reflect contemporary issues and changes within the world of education. It is taught by highly respected tutors who have considerable knowledge within their field and chosen specialism.

The course is challenging, but motivating and invigorating, combining practical strategies and skills with academic enquiry and theory.

There are opportunities to investigate areas of specialist interest.

The course is split between university and professional teaching practice, with approximately 12 weeks and occasional days and 24 weeks split between two placements. The weeks at University are designed in such a way that you experience lead lectures both with your own subject area and with students from different subject areas in order to have an insight about how a particular issue relates to different specialist subjects. These may be given by University Staff or by guest lecturers with specialist expertise.

There are also plenty of opportunities where your experience can be enhanced such as involvement with the Further Mathematics scheme, Year 9 Mathematics Masterclasses, numeracy support sessions and expert speakers from local schools and exam boards.

Within the newly designed course if you are achieving your QTS early it is envisaged that should you wish to take the opportunity you can arrange a fortnight placement at an establishment of your choice within the Secondary or 14-19 sector. This will enable you to observe, experience a specialist area that you may wish to pursue. It could include special needs schools, independent schools and training establishments. This opportunity is likely to increase your experience and employability.

The University offers excellent support to trainees in seeking their first posts. Participants are trained in interview techniques. There is also a large and popular annual Teaching Employment Fair in January.

The employment rate for the course is one of the best in Wales and many graduates of the course are now Heads of Department or Senior Teachers and act as Mentors for the programme.

Assessment

The course comprises of 120 credits, 40 of which are at Masters level and is assessed by a combination of written assignments and Professional Teaching Experience.

The assignments are a combination of level 6 and level 7 assignments and are designed to combine practical teaching strategies and academic enquiry.

The Professional teaching practice is assess through teaching observations by both experienced placement mentors and university tutors against the Qualified Teacher Standards.

Career Opportunities

The South West Wales Centre of Teacher Education has excellent graduate employment rates with 99% of graduates going into employment or further study (DLHE 14/15).

Many school and college departments, both locally and nationally, are staffed with several of our teachers and many of our trainees have gone on to forge successful teaching careers at strategic, professional and management levels at home and abroad.

Our PGCE graduates usually remain in close touch with us as they make their careers in the teaching profession and they often become Subject Mentors on the programme. This creates a very strong, sustainable professional network of teachers which is a rich source of continuing professional development.

Recently our PGCE Maths with ICT graduates have gone on to work as Secondary teachers in many independent and state schools in Wales, England and abroad including (but not limited) to: City and County of Swansea, Merhyr Tydfil County Borough Council, Aldworth School (Basingstoke), Cwmtawe Community School (Swansea), Pontypridd High School (Pontypridd), Burnham Grammar School (Slough), Llangatwg Comprehensive School (Neath), Downham Market Academy (Norfolk), Ysgol Gyfun Gwmraeg Llangynwd (Bridgend), Lingfield Notre Dame School (Surrey), Eastern High School (Cardiff) and Pontllanfraith Comprehensive School (Caerphilly).

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-Do you want to study with Faculty members who have diverse interests in economics and econometrics?. -Are you looking for rigorous and balanced training in modern economics and econometrics that will prepare you for a career as a professional economist or further studies at MRes or PhD level?. Read more
-Do you want to study with Faculty members who have diverse interests in economics and econometrics?
-Are you looking for rigorous and balanced training in modern economics and econometrics that will prepare you for a career as a professional economist or further studies at MRes or PhD level?
-Do you want teaching that's research led and which will expose you to forefront economic theories and econometric methods?

This programme aims to provide balanced and rigorous training in modern theories in economics and econometrics at the postgraduate level. Although similar to the MSc in Economics, its differs in the level of econometric course units it provides, as well as extending the coverage in macroeconomic and microeconomic theory by providing a course unit in mathematical economics. The aims of the course are:
-To provide advanced instruction and rigorous training in economic and econometric theories and the relevant methods of empirical research in those areas
-To develop students' powers of inquiry, critical analysis, and logical thinking and to apply theoretical knowledge to current issues of policy and practice
-To encourage initiative, independent learning, and create awareness of the range of methodological approaches to research and problem solving and their implications for research findings
-To equip students with core skills in: computer literacy, numeracy, use of databases and IT skills, problem-solving, written and oral communication, report writing and presentation
-To provide students with the knowledge and skills to equip them for a range of careers in economics and/or econometrics, in government, in industrial firms and the service and public sectors
-To provide training for those who wish to subsequently pursue a research and/or academic career via a PhD in economics and/or econometrics
-To enable students to apply advanced research skills to a relevant research area in economics and/or econometrics, via course units and a dissertation.

Aims

-Provide advanced instruction and rigorous training in economic and econometric theories and the relevant methods of empirical research in those areas
-Develop students' powers of inquiry, critical analysis, and logical thinking and to apply theoretical knowledge to current issues of policy and practice
-Encourage initiative, independent learning, and create awareness of the range of methodological approaches to research and problem solving and their implications for research findings
-Equip students with core skills in: computer literacy, numeracy, use of databases and IT skills, problem-solving, written and oral communication, report writing and presentation
-Provide students with the knowledge and skills to equip them for a range of careers in economics and/or econometrics, in government, in industrial firms and the service and public sectors
-Provide training for those who wish to subsequently pursue a research and/or academic career via a PhD in economics and/or econometrics
-Enable students to apply advanced research skills to a relevant research area in economics and/or econometrics, via course units and a dissertation

Teaching and learning

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

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

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

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This programme will enable you to teach across the curriculum in two consecutive primary school age ranges, with either French, German or Spanish as a specialist subject. Read more
This programme will enable you to teach across the curriculum in two consecutive primary school age ranges, with either French, German or Spanish as a specialist subject. Our exciting and challenging course aims to develop both competence and confidence- http://www.gold.ac.uk/pgce/primary-modern/

In this course you will follow an innovative structure combining three strands that will help you develop the knowledge, skills and understanding you need in teaching and learning modern foreign languages at primary level. You will be engaged in practical and theoretical enquiry, both in College and on a school placement, to enable you to reach your full potential as a qualified teacher.

You follow the same programme as other PGCE (Primary) students, but also take these modern languages elements as part of curriculum studies:

-theories of second language learning and some aspects of bilingualism
-pedagogical approaches to modern language learning
-impact of parents, teachers and socio-cultural context on language learning
-critical and analytical approach to teaching strategies and resources
-curriculum design for primary modern language teaching (QCA guidelines for KS2, linguistic progression, differentiation, assessment)
-planning of modern languages in conjunction with other curricular areas (cross-curricular links with literacy, numeracy, citizenship, ICT, etc)
-planning the implementation of modern languages into primary school and the transition from primary to secondary education
-a linguistic component to support the development of your own language skills
-a cultural component (awareness and understanding)
-school experience in England. As part of your school placement, you teach French, German or Spanish alongside all other curriculum areas

Additional costs

You will have to cover your travel costs to your school placements.

We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

Contact the department

If you have specific questions about the degree, contact Department of Educational Studies.

Structure

Two modules are offered at Masters (M) level. These are General Professional Studies – a classroom-based research project with a pedagogic focus – and Curriculum Studies, which has an integrated focus in which there are a number of options. School Experience is offered at higher (H) level.

For the award of Qualified Teacher Status (QTS), you are also formally assessed on your competence in the classroom and your ability to meet Department for Education Professional Standards including computer-based tests in literacy and numeracy, which are now a condition of entry to the programme.

Research

We have been training teachers since 1904, and have established a reputation for excellence in this field

We see education as a window through which to view the world, and as something with the power to define who we are and how we live

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.

Teaching placements

We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.

Support

We offer a high level of support through a system of school and personal tutoring.

Research

Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

Learning & Teaching

A range of teaching methods are employed, including:

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is one of a range of special educational needs courses that are offered by the University of South Wales at postgraduate level. Read more
The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is one of a range of special educational needs courses that are offered by the University of South Wales at postgraduate level.

This course is for you if you have at least two years experience of working with students with SpLD and are looking to gain a qualification to enable you to apply to the British Dyslexia Association (BDA) for either Approved Teacher Status (ATS or ATS HE/FE) or an Associate Membership of the BDA (AMBDA or AMBDA FE/HE).

The course may also be of interest to other approved professionals, such as speech and language or occupational therapists and educational psychologists.

The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is recognised by the British Dyslexia Association for the award of Associate Member of the British Dyslexia Association (AMBDA). It is also recognised by the Joint Council for Qualifications as the appropriate training for completing Access Arrangements in Secondary Schools.

Those who have obtained the PG Diploma in Spld (AMBDA) are eligible to assess and diagnose dyslexia.

See the website http://courses.southwales.ac.uk/courses/1280-postgraduate-diploma-sen-specific-learning-difficulties

What you study

To gain a Postgraduate Diploma SEN in SpLD you must pass four taught modules:

• Understanding Learning Difficulties and Disabilities which is taught on the campus or can be accessed via e-learning
• Specific Learning Difficulties
• Managing and Supporting Children and Young People with Specific Learning Difficulties
• Research Methodology

Both SpLD modules focus not only upon specific difficulties in literacy and numeracy, but address the wider spectrum of potentially associated conditions eg. Dyspraxia, Attention Deficit Disorder and Asperger’s Syndrome.

The course enables participants to gain knowledge of:

• The vast range of differences within the SpLD continuum
• Current research on the identification of learners experiencing problems with literacy and numeracy
• Assessing individual learning needs, using both standardised and non-standardised methods
• Planning programmes of work for individual pupils based on initial and on-going assessment
• The effects on learning, self esteem and behaviour of SpLD
• Monitoring the progress of learners who may show uneven or intermittent standards of achievement
• A variety of strategies and resources, including ICT and technical aids, for assisting pupil organisation, drafting and presentation of work
• The monitoring, evaluation and auditing responsibilities within school or service, in respect of the quality of provision for pupils with SpLD.

Learning and teaching methods

Students undertake two modules in year one, and two modules in year two. Both SpLD modules are taught on Monday evenings for three hours on campus over a period of 12 consecutive weeks.

Assessment methods

The first module is assessed on the basis of a written assignment of 5,000 words (or equivalent).

The second module is assessed in two ways:
- For students seeking a professional award, the successful completion of 30 hours of teaching experience and assessment of relevant files (equivalent to 5,000 words)

- For other participants, one 5,000 word assignment, or the equivalent

Employment Prospects

Most students proceed to the MA dissertation, in order to achieve the award of MA SEN.

Following successful completion of the course, some students have gained posts as school and college SENCOs, specialist tutors in SPLD services, set up their own SpLD consultancies, or become LEA Advisors. Others have published books and papers on the subject and gained doctorate awards.

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This course is specifically designed for nurses, midwives and allied health professionals who wish to undertake part-time study to prepare them to become a non-medical prescriber. Read more
This course is specifically designed for nurses, midwives and allied health professionals who wish to undertake part-time study to prepare them to become a non-medical prescriber. Nurses and midwives will be awarded the NMC recorded qualification (V300 Independent and Supplementary Prescribing) and allied health professionals will be awarded an annotation with the HPC as a Supplementary Prescriber.
The leading principle within the Non-Medical Prescribing course is to prepare you to deliver high quality care by equipping you to:
- Prescribe safely and effectively
- Use resources to your optimum effect for service users
- Improve well-being and reduce inequalities
- Provide evidence-based effective care
- Engage in policy making and actively participate in the multidisciplinary prescribing team

You can expect to study four modules:

•Pharmacology and therapeutics for prescribers (30 credits) will prepare students to understand and apply the principles of pharmacodynamics and pharmacokinetics directly related to prescribing practice. Practitioners will have the opportunity to critically analyse evidence based practice including risk assessment and management and to synthesise information relating to their own area of practice.
•Outline content includes: pharmacodynamics and pharmacokinetics; adverse drug reactions; numeracy; safe principles of prescribing; anatomy and physiology across the life span.
•Professional, legal and ethical issues for prescribers (15 credits) focuses on critically evaluating and synthesising ideas from the evidence in relation to the legal, ethical and professional issues implicit in non-medical prescribing decision making and consultations. Outline content includes: legislation and policies related to prescribing; accountability and responsibility for assessment, diagnosis and prescribing independently and within the multi-disciplinary team; patient safety in supervising, managing and evaluating prescribing decisions; prescribing effectively within a finite prescribing budget.
•Applied prescribing in the clinical context (15 credits) aims to critically evaluate the skills required for a comprehensive consultation for safe effective prescribing. In addition it is designed to promote synthesis of ideas influential in prescribing decision making. Outline content includes: appraisal of self and others regarding consultation skills in achieving medicines adherence; external pressures impacting on prescribing; different management options used to treat patients.
•Prescribing in practice for nurses and midwives / allied health professionals (0 credits) prepares students to prescribe from the British National Formulary as both independent and supplementary prescribers for nurses and midwives or as a supplementary prescriber for allied health professionals. Outline content includes: application of theory to practice; rationale for prescribing decisions; numeracy skills, writing prescriptions; prescribing in a range of scenarios. All practice experiences and practice outcomes for the whole course are based within this module.
Teaching and assessment
Our student-centred and enquiry-based approach to learning incorporates a wide variety of learning and teaching strategies, including; case studies, scenarios, small group work, action learning sets, workshops, pod casts, reflection, student presentations, supervised consultations with service users in practice and clinically focused tutorials. An essential part of the course will take place in practice settings under the guidance of a Designated Medical Practitioner, facilitated by your personal tutor. Students will also be supported by a designated qualified nurse prescriber, lead midwife for education, or supplementary prescriber for allied health, who will take up the role of preceptor at the end of the course.

Expertise
Our course team have a wide range of experience in non-medical prescribing provision. A key strength is that most are, or have been, independent and or supplementary prescribers from primary and secondary care in nursing, midwifery and pharmacy practice. The external examiner is also experienced in non-medical prescribing.

Graduate careers
A qualification in non-medical prescribing will be an essential aspect of your professional portfolio and will support your career progression through the advancement of your own practice in providing high quality patient care; thus enhancing your continued professional development needs.

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This is a new strand of the PGCE Science where you will specialise in Physics. Students who successfully complete this route will be in a strong position to gain employment as teachers of Physics up to post-16 and general science at least to KS3 and possibly KS4. Read more
This is a new strand of the PGCE Science where you will specialise in Physics. Students who successfully complete this route will be in a strong position to gain employment as teachers of Physics up to post-16 and general science at least to KS3 and possibly KS4.

This course will attract bursaries from the Department for Education, for further information please visit the http://www.education.gov.uk.

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.

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 UWE's 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. The course centres on learning about the nature, content and teaching of all aspects of the science curriculum for 11-16 year olds and of specialist Physics for 14-19 year old eg. A level.

During your 12 weeks of study at the university, a range of aspects of teaching and learning of the Science curriculum will be addressed, e.g.
• Common misconceptions in Science
• Learning Science through out-of school trips and visits
• Supporting Numeracy and literacy through Science teaching
• Safety in Science lessons
• The nature of Science

Format

We will introduce you to a range of teaching styles, classroom management skills, lesson planning and assessment procedures both in the University and through classroom support from teachers in schools. You will consider strategies to support young people in their learning of science. You will also consider the use of a range of teaching styles and resources, including the appropriate use of information and communications technology (ICT)'

You will participate in sessions with other Physics graduates, and in mixed Science groups. You will also work with graduates from other disciplines where cross-curricular issues, such as learning theories and behaviour management are covered. If you have the knowledge and the passion to teach Science with Physics then this PGCE course is for you.

We recognise that embarking on a new course of study can sometimes be quite a challenging undertaking. You will have support from a number of staff in the university including; your group tutor, a personal tutor from you 14 - 19 specialism (Physics). Additionally any student can get support on a range of issues from a Department Student Adviser.

Placements

24 weeks are spent 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, science learning centres or colleges of further education.

Trainees in some placements also have the opportunity for a third placement during the final weeks of the course.

You will also be provided with opportunities to work in collaboratively with young people as a whole subject group or with other scientists.

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 Qualified Teacher Status (QTS) Before the end of the course it is recommended that trainees take the computer-based QTS skills tests in Numeracy, Literacy and ICT.

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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This is a new strand of the PGCE Science where you will specialise in Chemistry. Students who successfully complete this route will be in a strong position to gain employment as teachers of Chemistry up to post-16 and general science at least to KS3 and possibly KS4. Read more
This is a new strand of the PGCE Science where you will specialise in Chemistry. Students who successfully complete this route will be in a strong position to gain employment as teachers of Chemistry up to post-16 and general science at least to KS3 and possibly KS4.

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.

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.

The course is part of UWE's 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. The course centres on learning about the nature, content and teaching of all aspects of the science curriculum for 11-16 year olds and of specialist Chemistry for 14-19 year old e.g. A -level.

Structure

During your 12 weeks of study at the university, a range of aspects of teaching and learning of the Science curriculum will be addressed, e.g.

• Common misconceptions in Science
• Learning Science through out-of school trips and visits
• Supporting Numeracy and literacy through Science teaching
• Safety in Science lessons
• The nature of Science

We will introduce you to a range of teaching styles, classroom management skills, lesson planning and assessment procedures both in the University and through classroom support from teachers in schools. You will consider strategies to support young people in their learning of science. You will also consider the use of a range of teaching styles and resources, including the appropriate use of information and communications technology (ICT).

Format

You will participate in sessions with other Chemistry graduates, and in mixed Science groups. You will also work with graduates from other disciplines where cross-curricular issues, such as learning theories and behaviour management are covered. If you have the knowledge and the passion to teach Science with Chemistry then this PGCE course is for you.

We recognise that embarking on a new course of study can sometimes be quite a challenging undertaking. You will have support from a number of staff in the university including; your group tutor and a personal tutor from your 14-19 specialism (Chemistry). Additionally any student can get support on a range of issues from a 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 Qualified Teacher Status. Before the end of the course it is recommended that trainees take the computer-based QTS skills tests in Numeracy, Literacy and ICT.

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

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

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

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

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

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

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

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

Overview

Please select a specialisation for more details:

Adult learning

Your qualification will be a Master of Education in Adult Learning

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

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

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

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

Digital learning

Your qualification will be a Master of Education in Digital Learning

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

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

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

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

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

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

Early childhood education

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

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

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

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

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

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

Educational leadership and policy

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

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

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

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

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

Expert teaching practice

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

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

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

General education studies

Your qualification will be a Master of Education

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

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

Inclusive and special education

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

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

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

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

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

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