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Masters Degrees (Nursery)

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This two-year Masters programme is for graduates who want a teaching qualification designed to make an explicit difference to the lives of children and young people. Read more

This two-year Masters programme is for graduates who want a teaching qualification designed to make an explicit difference to the lives of children and young people: it will support you in becoming a beginning teacher with a transformative orientation.

The MSc in Transformative Learning and Teaching programme provides an in-depth and integrated learning experience, with time spent in both University and school sites throughout the two years, allowing you to develop your skills as a beginning teacher over a longer period of time than would be the case in a Professional Graduate Diploma in Education (PGDE Primary and Secondary) programme. You’ll also graduate from this programme with a full masters degree, something that is increasingly seen as desirable for the Scottish teacher workforce as a whole, together with a teaching qualification which will allow you to work across the primary/secondary transition.

Importantly, this programme has been designed and developed in partnership with local authorities. It is future-oriented, drawing on cutting-edge research, and is designed to prepare new teachers for a career in teaching in an ever-changing world, with a particular focus on social justice, sustainability, global perspectives, digital and statistical literacy, and professional inquiry skills.

Pathways to choose from

The programme has a central focus on transformative practice, and, uniquely, will entitle graduates to teach across the primary/secondary transition phase. You will be able to choose from one of the following pathways:

  • Nursery – Secondary 3 Pathway
  • Primary 5 – Secondary 6 Pathway in a specific subject. Subject pathways offered are: Computing Science, English, Mathematics and Physics.

Programme structure

Throughout the duration of the programme students will engage in both university-based learning and site-based learning, with groups of students being placed in school clusters: one cluster in year 1 and a different cluster in year 2. A cluster will typically be one secondary school together with associated primary and nursery provision. Placing you in groups will facilitate collaborative learning and support.

Courses

Compulsory courses on the programme will include:

  • Developing teacher professionalism
  • Your subject specialism
  • Understanding the nature of knowledge and curriculum
  • Literacy, learners and learning
  • Numeracy, learners and learning
  • Children and young people
  • Assessing what matters
  • Teacher literacies

You will also choose from either: Inclusive Pedagogy; or Comparative Approaches to Inclusive and Special Education, which will be studied alongside other Scottish and international students on the School’s MSc in Inclusive Education programme.

In addition, you will also select a choice course which will allow you to begin to develop specialist interests.

Learning outcomes

On successful completion of this programme you will:

  • Have substantive pedagogical breath and depth of subject knowledge in either a secondary subject or in nursery/primary education, together with the ability to teach across the P5 - S3 transition phase.
  • Have specialised knowledge in teaching literacy and numeracy.
  • Have critical knowledge and understanding of social justice and sustainability, and be able to draw on this knowledge in complex professional settings.
  • Employ systematic, evidence-based practice in their teaching, demonstrating an ability to inquire creatively into their own and others' practices in order to impact positively on learners' development and attainment.
  • Be digitally and statistically literate, demonstrating an ability to use these skills to enhance pedagogical practice and communication with pupils, parents, colleagues and other professionals.
  • Have the ability to lead on innovative practice in their chosen field, adopting an activist orientation to teaching.
  • Be global in outlook, demonstrating critical awareness of international perspectives on education and schooling,

Career opportunities

Successful completion of the MSc in Transformative Learning and Teaching will confer professional registration with the General Teaching Council for Scotland (GTCS), a necessary requirement for teachers in all state schools and most independent schools in Scotland. Professional registration with the GTCS is also recognised as an indicator of high quality in many countries outside of Scotland but you should seek guidance from the education authority in countries outside of the UK to determine whether this MSc will enable you to teach there.

Graduates of this programme will hold a masters degree in Transformative Learning and Teaching, as well as professional registration which will enable them to work across the primary/secondary transition, thereby enhancing their employability both within Scotland and beyond.

Eligible graduates will be entitled to a place on the internationally-renowned Scottish Teacher Induction Scheme, providing a paid one-year guaranteed teaching post with reduced class contact time and support from a school mentor.

Graduates will also be equipped to enter a range of professions related to school teaching, for example, informal education, education development and education policy.



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For graduates with a good honours degree, this course equips you with the skills needed for the demanding task of teaching 3 - 7 year old children in nursery and infant schools. Read more

For graduates with a good honours degree, this course equips you with the skills needed for the demanding task of teaching 3 - 7 year old children in nursery and infant schools. You develop the knowledge, skills and enthusiasm you need to motivate young children’s learning.

The course awards Qualified Teacher Status (QTS) and develops the knowledge, skills and enthusiasm you need to motivate young children’s learning.

You study the core subjects of English, mathematics and science for Key Stage 1 and all aspects of the early years foundation stage. As part of the course you gain 60 credits towards a masters qualification.

Much of your development is built through your school-based training, linked by university-based learning. Your first experience is in Key Stage 1. It begins with 16 initial days followed by 7 week assessed placement. The second school based training placement is in a foundation stage setting and is over a longer time period. In total you spend 120 days in school over the year.

We offer the course in partnership with local and regional primary, infant and nursery schools. These play a key role in teaching and assessment, and helping to develop to your professional competence.

School Direct

Apply for a place through the School Direct scheme for a dedicated route into a job after graduation. When applying through School Direct, the school or partnership of schools that you've applied to will be much more involved in your selection, recruitment and professional development as there is the intention that you will be employed by them if you successfully complete the course.

For more information visit our School Direct page

Course structure

Modules

The course is made up of modules which integrate experience in schools and nurseries with professional and curriculum studies.

You complete two masters levels modules. One enables you to evaluate and reflect on your own progress as a teacher, and the second enables you to explore a chosen area in more depth in your school or setting and with colleagues in that setting.

The other modules assess your ability against the teacher standards. You are assessed in foundation stage and in Key Stage 1.

Assessment

Your academic work is assessed by written coursework assignments. Your teaching is assessed in schools and by school based mentors. You record evidence of your progress towards Qualified Teacher Status (QTS) in a professional development portfolio.This course is assessed at masters level and we expect most students to achieve this. However, some students may not attain this level of academic work. These students may be awarded a Professional Certificate in Education, provided they have passed all elements of the course at undergraduate level, and have met all the standards for QTS. 

Employability

Successfully completing the course qualifies you to teach in maintained primary, infant and nursery schools in England and Wales. You may also take up posts overseas in teaching and related employment.



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Why this course?. The MEd in Early Years Pedagogue is suitable for students looking to pursue part-time study in this area. It's ideal for those seeking a qualification whilst working that will enhance professional practice. Read more

Why this course?

The MEd in Early Years Pedagogue is suitable for students looking to pursue part-time study in this area. It's ideal for those seeking a qualification whilst working that will enhance professional practice.

The Early Years Pedagogue (replacing the Early Years Teacher Specialism) is recognised by the Scottish Government, and many local authorities, as a qualification that provides the opportunity for the early years workforce to develop/strengthen their specialist knowledge of the early years.

Its blended approach to learning helps to support professional training and networking across local authorities, alongside practice-based assessments.

The course develops opportunities for you to view your work in nursery and early primary settings in Scotland, in line with contemporary research and international perspectives of what makes effective early years pedagogy.

The Early Years Pedagogue incorporates the need for teachers and practitioners to critically reflect on the adult’s role in developing and understanding young children’s learning journeys and narratives alongside recognising the vital role that the environment has to play in developing health, well-being and achievement.

You’ll study

Our MEd programmes are part-time over three years. Students are expected to attain 60 credits per year resulting in 180 credits.

You’ll attend a two-day induction course on campus, followed by an introductory week which will be online.

The course is delivered through the web, using Myplace, the University’s virtual learning environment.

Year 1

Students undertake three compulsory classes each worth 20 credits. This will be one class per semester. It will involve participating in weekly online seminars delivered via My Place. The seminars are scheduled in the evening to accommodate working professionals. In total each class should take 200 hours including self-study.

Students who decide to complete their studies after one year will graduate with a Postgraduate Certificate.

Year 2

Students undertake three classes each worth 20 credits. This will usually consist of two optional classes and a compulsory class Research Methods & Reasoning. The compulsory class equips students with the necessary basis for undertaking a dissertation at Masters level.

Research Methods & Reasoning is delivered entirely online via Myplace during semester one.

As per year one, students will undertake one class per semester. The expected study time is the same as in year one.

Students who decide to complete their studies at the end of year two will graduate with a Postgraduate Diploma.

Year 3

You’ll carry out a research dissertation in a subject area of your choice worth 60 credits. We'll allocate a supervisor for one-to-one support while you carry out and report your dissertation. We endeavour to match you with the best fit for your specialist area.

You can complete your final dissertation by distance learning. This provides our students with the flexibility to complete their studies around work commitments.

Course content

This course offers teachers and high achieving BACP graduates the chance to specialise further in their field and best meet the needs of children in nursery and early primary school.

The first year explores contemporary and historical perspectives in relation to what matters in early education and how these relate to early years practice.

The second year looks in depth at how children learn from pre-birth and ways that teachers can use their knowledge of children as learners, the wider life of families and communities to lead pedagogy and work alongside stakeholders to develop learning.

Learning & teaching

You'll attend a two-day induction course on campus, followed by a trial week before the first class.

The rest of the course is delivered through the web using the University’s online learning platform. You’ll have a weekly student-tutor chat session. You’ll also have the opportunity to work collaboratively on weekly tasks within a virtual learning environment. The course will have a password-protected site accessible to tutors and students and our web developer only.

For our distance learning delivery the student group will participate in online seminars.

You’ll require:

  • access to a reliable computer with sufficient processing capability
  • an excellent broadband connection
  • the ability to run applications such as Adobe Connect, Adobe Reader, Flash Player, Java and Windows Media Player

Assessment

The course is assessed through written coursework that draws on academic study and reflection on practical experiences in education.



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The Courses. PGCE Primary Early Years Foundation Stage and Key Stage 1 with recommendation for QTS. PGCE Primary Key Stage 1 and Key Stage 2 with recommendation for QTS. Read more

The Courses

PGCE Primary Early Years Foundation Stage and Key Stage 1 with recommendation for QTS

PGCE Primary Key Stage 1 and Key Stage 2 with recommendation for QTS

There are two routes for this Primary PGCE course: ages 3-7 or 5-11. These PGCE Primary routes focus on the study of teaching in all National Curriculum subjects, with emphasis on English, maths, science and ICT. The Primary Foundation Stage/Key Stage 1 course (3-7) includes a specialist study of the early years foundation stage curriculum and the distinctive pedagogies encountered in reception/nursery classrooms and children’s centres. For both routes school placements will be completed in relevant age phases, including nursery and reception classes for students on the 3-7 age range course.

Whichever route you take, you will learn the principles of curriculum design and delivery, and theories of learning and teaching, alongside developing practical insights and skills in the effective teaching and assessment of young children. The course is designed to enable you to meet the requirements for qualified teacher status (QTS).

The Programme

The programme is approximately 38 weeks long with at least 24 of those weeks in schools. You will attend taught sessions at Newman and/or partner schools which will provide you with a thorough understanding of education theory that you will be able to apply in the classroom.

The course will provide you with key skills such as behaviour management while preparing you to teach the national curriculum. The content brings together latest research findings with current school policies and practices. Emphasis is placed on systematic synthetic phonics (as a key strategy within early reading pedagogy), children’s mathematical development and scientific enquiry. The key characteristics of each primary subject area are studied along with cross-curricular links and topics.

The courses will provide you with a balance of general classroom practice and specialist understanding. You will study two modules at masters level which will provide a firm foundation for future continuous professional development leading to a masters degree.

Newman’s Primary PGCE courses offer you strong partnerships with Teaching School Alliances and primary schools in the West Midlands. You will be taught by qualified practitioners who are able to link different perspectives of primary teaching to the development of your practical skills in the classroom. Tutors are involved in both Newman based training and in supporting the professional development of students in Teaching School Alliances and partnership schools. Teachers are involved in the construction of courses and the supervision of school experience and in teaching students how to make effective, critical and reflective evaluations of their work.

School-based learning is central to the PGCE programme and will be a feature of all three terms of your PGCE year. You undertake placements in at least two primary schools providing opportunities to observe and practise a range of methods and approaches. School-based learning includes observation of experienced teachers, a structured programme of group and whole class teaching and a series of directed activities to explore wider school issues.



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The programme allows students to engage with current issues and debates relevant to early years education, increasing understanding of policy development and developing leadership knowledge and skills to assess the quality of early years practice. Read more

The programme allows students to engage with current issues and debates relevant to early years education, increasing understanding of policy development and developing leadership knowledge and skills to assess the quality of early years practice. Students gain understanding of general methodology and research methods, which enables them to conduct research in early years settings.

About this degree

This programme provides the opportunity for students to access professional development that is informed by best practice in early years education. It will also prepare students for leadership roles and develop their understanding of general methodology and research methods.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (90 credits), one optional module (30 credits) and a dissertation (60 credits).

Core modules

  • Contemporary Issues in the Early Years
  • Early Childhood Education
  • Researching Early Years and Primary Education

Optional modules

  • Leadership in Early Childhood Education

Students can also choose one from a wide range of Master's-level optional modules across the IOE offering.

Dissertation/report

All students undertake an independent research project which culminates in a 20,000-word dissertation.

Teaching and learning

This programme is delivered through face-to-face evening sessions. Assessment is through assignments and a dissertation.

Further information on modules and degree structure is available on the department website: Early Years Education MA

Careers

Graduates of the Early Years Education MA are currently working as nursery teachers and managers, primary school teachers, advisers to local and national government and researchers on early childhood programmes.

Recent career destinations for this degree

  • Day Nursery Team Leader and Pre-School Teacher, Working Mums Daycare & Pre-School
  • Pre-School Teacher / Owner, Kyalulu Preschool
  • PhD Early Years Education, Institute of Education, University of London (IOE)
  • Day School Teacher (Early Years), Girls' Day School Trust (GDST) and studying MPhil/PhD Education, Institute of Education, University of London (IOE)

Employability

By taking this programme students develop an international, critical and deep understanding of early years leadership, curriculum, pedagogy and assessment.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The Early Years Education staff team at UCL Institute of Education (IOE) have been at the forefront of international research for two decades including the renowned Effective Pre-School, Primary and Secondary Education (EPPSE) project.

The research and teaching team specialise in early years leadership, pedagogy and curriculum and assessment

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Learning & Leadership

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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This programme, run in conjunction with, and based at the Anna Freud National Centre for Children and Families, provides a unique foundation for individuals interested in pursuing a psychotherapy training or an academic career in childhood development. Read more

This programme, run in conjunction with, and based at the Anna Freud National Centre for Children and Families, provides a unique foundation for individuals interested in pursuing a psychotherapy training or an academic career in childhood development. The programme combines psychoanalytic theory of development and inter-family relationships with a year-long observation of infants in a family setting, and a research project.

About this degree

Students develop a theoretical grounding in psychoanalysis as related to child development and clinical practice. Observations of parents and children allow students to witness some of these theoretical constructs in real world contexts and help students develop the observational skills essential in clinical work. The research teaching covers qualitative and quantitative research methodologies and gives students the tools necessary for conducting reliable, valid and ethical research.

Students undertake modules to the value of 180 credits, with the research dissertation accounting for 60 of these credits.

The programme consists of seven core modules (105 credits), one elective module (15 credits), and a research disseration( 60 credits).

A Postgraduate Diploma (120 credits) is also offered on both a full-time and part-time basis.

Core modules

  • Psychoanalytic Perspectives on Child Development I: Infancy
  • Psychoanalytic Perspectives on Child Development II: Toddlerhood and Early Childhood
  • Psychoanalytic Perspectives on Child Development III: Latency and Adolescence
  • An Introduction to Psychoanalytic Theory
  • The Clinical Theory of Psychoanalysis
  • Research Methods II: Introduction to Statistical Analysis
  • Observation I: Parent Infant

Optional modules

Students choose one of the following:

  • Observation II: Observation of a Young Child - a second observation of young children, their parent/carer/staff/clinician within a nursery school, playgroup or toddler group setting.
  • Parenting: Theory, Research and Clinical Interventions
  • Evaluating Clinical Interventions
  • Multiple Perspectives on Developmental Psychopathology

Dissertation/report

All MSc students undertake an independent research project, supported by a supervisor, which culminates in a dissertation of a maximum of 12,000 words.

Teaching and learning

The programme is delivered through a combination of lectures, workshops, and theory and observation seminars. Seminar groups are small, often led by clinicians and allow plenty of opportunity for discussion and reflection. Research work is supported by an individual supervisor and by workshops throughout the year. Assessments include a variety of essays, examinations, observation papers and a research dissertation. Assessment occurs throughout the programme (usually at the end of the relevant module). 

Further information on modules and degree structure is available on the department website: Psychoanalytic Developmental Psychology MSc

Funding

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.

Careers

Students who successfully complete the MSc can apply their degree in a variety of settings. Our graduates have found work as psychology assistants or child mental health workers, taken up posts as research assistants and have been admitted to psychotherapy trainings in both adult and child programmes and to PhD positions.

Recent career destinations for this degree

  • Assistant Psychologist, Royal Free Hospital (NHS)
  • DClinPsy in Clinical Psychology, UCL
  • PhD Epidemiology, University College London (UCL)
  • Educator, Ready, Steady, Go Nursery
  • Research Assistant, UCL/University of Cambridge

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

Teaching on the programme is based at the Anna Freud National Centre for Children and Families in London, a world-renowned centre for research, training and clinical practice in the field of child mental health.

Please note: during the course of the academic year 2018/19, the centre will relocate from Hampstead to a new, purpose-built campus near Kings Cross Station.

The MSc is based within UCL's Division of Psychology & Language Sciences, one of the world’s leading integrated departments of research and teaching in mind, behaviour, and language.

Testimonials from previous students are available on the Anna Freud National Centre for Children and Families website.



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

Why study for Master of Education at Dundee?

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

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

Professional Accreditation

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

Flexible Degrees

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

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

Degree Combinations

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

Who should study this course?

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

What are the aims of the programme?

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

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

How you will be taught

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

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

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

What you will study

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

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

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

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

How you will be assessed

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

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

Careers

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

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

Flexible Degrees

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

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

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The University of Birmingham is a Department for Education and National College for Teaching and Leadership (NCTL) approved provider for the National Award for SEN Co-ordination. Read more

The University of Birmingham is a Department for Education and National College for Teaching and Leadership (NCTL) approved provider for the National Award for SEN Co-ordination.

It has been running accredited (Masters level) professional development programmes for special educational needs co-ordinators (SENCos) for over 15 years. Over a thousand SENCos have successfully completed their training over this period and given excellent course feedback!

The University runs partnership versions of the National Award for SEN Co-ordination course with the following Local Authority partners: Birmingham; Dudley, Sandwell & Wolverhampton (combined cohort); Staffordshire (Entrust). 

Within these Local Authority areas teachers wishing to apply for a place on the course work in a range of maintained mainstream schools, maintained nursery schools, academy and free schools, and pupil referral units (PRUs).

SENCos working in other neighbouring Local Authority areas may also be able to join one of the partnership courses (in 2014-2015 for example, SENCos from Derbyshire, Herefordshire, Solihull, Telford and Wrekin and Warwickshire were participating in versions of the course).

This Masters level course (60 credits) has been updated to reflect changes to the NCTL learning outcomes framework. It is also closely aligned to the changes taking place to special educational needs and disability policy, provision and practice in England including the changes to SEN Code of Practice (2015).

We are currently recruiting to this programme. The programme is inviting applications for the following cohorts.  

  • Birmingham and Black Country based programmes starting September 2018. 
  • Staffordshire based programmes starting January 2019. 

Course details

The National Award is a mandatory qualification, 60 Credit Masters level course which all SENCos who are new in role must undertake. The course meets the requirements of the SEN Code of Practice (2015 Section 6.86).

The Special Educational Needs and Disability Regulations (2014) states:

(1) The appropriate authority of a relevant school must ensure that the SENCO appointed under section 67(2) of the Act meets all of the requirements in either paragraph (2) or (3). 

(2) The requirements in this paragraph are that the SENCO:

  • is a qualified teacher;
  • if required to complete an induction period under regulations made under section 135A of the Education Act 2002, has satisfactorily completed such an induction period; and
  • is working as a teacher at the school. 

(3) The requirement in this paragraph is that the SENCO is the head teacher or acting head teacher (or equivalent in the case of an Academy school) of the school. 

(4) Where a person becomes the SENCO at a relevant school after 1st September 2009, and has not previously been the SENCO at that or any other relevant school for a total period of more than twelve months, the appropriate authority of the school must ensure that, if the person is the SENCO at the school at any time after the third anniversary of the date on which that person becomes a SENCO, that person holds the qualification. 

The training courses are 12 months in duration; however, SENCos have up to three years from the point at which they are designated as a SENCo in which to complete the award. Final responsibility for ensuring the school’s compliance lies with the school’s governing body.

The course is designed to support a SENCo’s professional development, giving them an opportunity to reflect upon and improve their practice whilst learning more about the coordination of special educational needs, leadership and management, policy and supporting the individual needs of children and young people.

Learning and teaching

The course content is related to local and national contexts and the teaching and learning opportunities are delivered by local and nationally based experts such as experienced teachers, Educational Psychologists, school leaders, Inspectors, therapists and service leads.

The National Award covers: 

  • the role of the SENCo & the statutory framework for SEND (including relevant policy requirements) 
  • effective approaches to identification, assessment and intervention (principles and practice; differentiation – quality first teaching, waves of intervention, individualised education planning)
  • responding to diversity (areas of need) – cognition and learning; communication & interaction; social, emotional and mental health, sensory and/or physical needs 
  • pupil participation, parent partnership & inter-service collaboration 
  • inclusive provision management (effective use of human resources and interventions, and evidence based practice) 
  • developing and sustaining effective SEND leadership (preparation for inspection; whole-school initiatives such as Achievement for All) 
  • Professional development to improve practice. 

The teaching takes place over ten face to face days during term-time. The days are evenly spread over the school year and sessions are taught in local authority/school centres and at the University of Birmingham. In addition, all students have access to the online virtual learning environment and full library facilities to support their learning.  

Assessment

The assessments have been designed to meet the requirements of the course and enhance school self evaluation procedures.

Specific assignments - course participants all need to complete three 4000 word written assignments at Masters Level:

  • An evaluation: focusing on specific course content and aspects of the SENCo’s role and school based SEN procedures. 
  • A case study:  focusing on in-depth work with a young person and their family.
  • A professional development project presented as a brief ‘research report’ focusing on an aspect of professional development carried out by the SENCo in her/his school or setting.

Employability

This course will enable SENCos to meet essential requirements for undertaking the role in English schools. These requirements are set out in regulations and state that:

Governing bodies of maintained mainstream schools, maintained nursery schools and the proprietors of Academy (including Free Schools) must ensure that there is a qualified teacher designated as SENCo for the school.

The SENCo must be a qualified teacher working at the school. A newly appointed SENCO must be a qualified teacher and where they have not previously been the SENCo at that or any other relevant mainstream school for a total period of more than twelve months , they must achieve the National Award in Special Educational Needs Coordination within 3 years of appointment.



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This course is aimed at people who are currently working with young children aged 0-5 years in early years settings including children's centres, schools and private day care. Read more

This course is aimed at people who are currently working with young children aged 0-5 years in early years settings including children's centres, schools and private day care. You deepen your knowledge and understanding of the Early Years Foundation Stage (EYFS) and early childhood development for young children.

During the course you cover developing the curriculum and pedagogy for the age phases 0-3 and 3-5 years. You also gain knowledge and understanding of transition issues, including children's progress through key stages 1 and 2.

Supported by experienced workplace mentors, you extend your knowledge and professional skills in key areas including

  • the observation and assessment of young children's development
  • children's development and learning through play
  • children's participation and inclusion
  • collaborative working with parents and carers
  • the leadership of staff teams

During your training you strengthen your expertise in teaching early literacy, including reading, and mathematics, including numeracy. The course also enhances your skills in supporting children's learning and development across all the prime and specific areas of the EYFS. You deepen your understanding of the characteristics of effective learning that are key to this stage of development.

You complete an assessed teaching practice in your home school or early years setting, and a second assessed placement with a younger or older age-group in a second school or early years setting. Placement experience is organised so that you cover the three age groups within the 0-5 age range.

Throughout your course you are supported to develop a range of relevant academic and professional skills at graduate and postgraduate level. This supports and enhances your career potential, opening up opportunities for higher level posts within early years services.

Professional recognition

By meeting the standards for Early Years Teacher Status, you are recognised as an Early Years Teacher (0-5) with EYTS by the http://www.nationalcollege.org.uk/index" target="_blank">National College of Teaching and Leadership.

Course content

Key areas include

  • child development for babies, toddlers and young children
  • the Early Years Foundation Stage
  • play in early childhood
  • working with families
  • leadership
  • working across professional boundaries

Assessment

  • course work including reflective writing, presentations and e-portfolio
  • practice during placements

Employability

Previous students have gained roles as early years teachers in private nurseries, preschools and children's centres, working with children and their families.

Early career roles are often practice based but involve some form of leadership such as a room leader, EYT leading practice across a setting or SENCO co-ordinating provision for children with special education needs. Students have also gained practitioner roles in schools, working with young children aged 2 - 5.

There are developing opportunities in schools, as schools extend provision to two-year-olds. Early career salaries on graduation vary across the early years sector, starting at around £16,000 going up to £24,000.

For experienced early years teachers, there are good opportunities for career progression leading to higher level leadership roles. These roles include private nursery manager, nursery chain teacher and children's centres co-ordinator or manager, where you would lead a multiprofessional team. Salaries range between £25,000 and £40,000.

Some graduates take up teaching roles in further education, with salaries starting at £25,000. Others continue their academic and professional development at masters level.



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Become a qualified play therapist and help children come to terms with traumatic events in their lives. Through the use of play, you will give children the confidence and opportunity to express themselves during their time with you. Read more

Become a qualified play therapist and help children come to terms with traumatic events in their lives. Through the use of play, you will give children the confidence and opportunity to express themselves during their time with you.

Whether you are looking for a career change, already work in psychological therapy, social work or in medicine and want to add therapeutic play to your existing skill set, or if you are a graduate just starting out in the field and want to refine your knowledge, this professional course, delivered in partnership with the Academy of Play

and Child Psychotherapy (APAC), and accredited by the professional body Play Therapy UK, will enable you to work under supervision with individual children who have slight to moderate problems.

Please note that all applications and queries for this course will be dealt with by APAC, and that start dates may differ depending on your location of study. Find out more on the APAC website 

Research Excellence Framework 2014

Research Excellence Framework 2014: we entered an increased number of units for this assessment, up from 11% in 2008 to 33% in 2014

Course Benefits

You will undertake 100 hours of clinical practice in either a primary school, special needs school, nursery, primary health care, hospital, care home or adoption and foster care setting, where you will apply your learning in a practical setting. 

Our Faculty of Health and Social Sciences has a well-established Playwork team and over recent years has developed close links with APAC and professional organisations Play Therapy UK and Play Therapy International.

Modules

  • Orientation & Setting Up Play Therapy Practice Using Non-Directive Play Therapy
  • Using Expressive Arts Therapy to Reach the Unconscious
  • Using Symbolic Play Therapy Tools & Metaphor Safely

Job Prospects

You will be able to practise, with the guidance of a supervisor, using therapeutic play skills in schools and other settings including primary health care, providing emotional support for slight to moderate problems with individual children. If you are already working as a self-employed play therapist, this qualification will give you added confidence to continue working and offering your services as a practitioner.

  • Play Therapist
  • Play Worker
  • Children's Nurse
  • Nursery Nurse


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The MA Education. International Perspectives (Teaching and Learning) will help you achieve a critically reflective but practical understanding of key current issues in teaching, learning and pedagogy in an international context. Read more

The MA Education: International Perspectives (Teaching and Learning) will help you achieve a critically reflective but practical understanding of key current issues in teaching, learning and pedagogy in an international context.

Distinctive features of the course include:

-The study of education and pedagogy in international contexts

-The option to investigate learning in real classrooms

-The chance to study alongside part-time colleagues who are practising UK teachers

The course is for teaching and learning professionals who are keen to develop their careers in all education sectors, such as:

-Nursery

-Primary

-Secondary

-Tertiary

-Higher education

The course builds on a strong research base in two research centres. The research centres are in the School of Education, Communication and Language Sciences:

-The Centre for Learning and Teaching

-SOLE Central

It is also supported by the North Leadership Centre and draws on the expertise of many highly regarded academics. These include:

-Professor Sugata Mitra

-Professor David Leat

The Education: International Perspectives (Teaching and Learning) MA is one of a suite of courses. You may also be interested in:

-Education: International Perspectives (Leadership and Management), MA

-Education: International Perspectives (Technology in Education), MA

The MAs are flexible in nature and you will have the option to study modules across the three different courses.

Delivery

The majority of taught modules are in the first semester, including some sessions which run in the early evening and on Saturdays. During the year there is a development to a greater element of self-study and semi-independent research and project work.

You complete the course with a research project focusing on a topic of interest to you.

There is an extended induction programme that provides you with support for advanced study. This includes assignment writing and information, communications and technology (ICT) training.

Placements

You will have the opportunity to carry out a placement as part of your taught modules. Your placement will be in an educational setting such as a local primary or secondary school. This is enjoyable and useful in contextualising your understanding of learning theory.

Facilities

As a student in the School of Education, Communication and Language Sciences you'll have access to facilities and a growing collection of online resources, including:

-A well-stocked Education Resource Centre

-Language Analysis Lab

-A phonetics lab

-An audio-video lab

-A recording studio



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This one-year Postgraduate Certificate in Education (PGCE) will recommend you for Qualified Teacher Status (QTS) with full PGCE to teach children aged 3-7 years in primary or infant schools. Read more
This one-year Postgraduate Certificate in Education (PGCE) will recommend you for Qualified Teacher Status (QTS) with full PGCE to teach children aged 3-7 years in primary or infant schools.

We work closely with over 500 partnership schools to prepare you fully for the practical demands of teaching, including delivery of the curriculum for Early Years Foundation Stage and the National Curriculum for Key Stage 1. You’ll be taught and supported by highly experienced tutors, nursery practitioners, class teachers and school mentors who have a national reputation for the quality of their training. Home and EU students can apply to the Student Loans Company for a tuition fee loan to cover the cost of the fees. You may be eligible for a bursary or scholarship up to £3000*.

This course allows you to fast-track to Stage Two of a Master’s degree, quickly progressing your professional development. Opportunities for progression are wide and varied in and outside the school setting. Organisations such as museums, art galleries and zoos employ teachers as education officers. The course can also provide you with opportunities for selfemployment, in areas including private tutoring, writing educational materials or running a small private school.

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This full-time route is for new graduates and career changers who will not be employed in the early years sector during the training. Read more
This full-time route is for new graduates and career changers who will not be employed in the early years sector during the training. It is based at the University of Warwick and includes 120 placement days in schools and early years settings.

The EYITT is a government endorsed scheme through which you will gain Early Years Teacher Status (EYTS). This will allow you to teach the Early Years Foundation Stage in an early years setting.

Route 1: University-Led

This full-time route is for new graduates and career changers who will not be employed in the early years sector during the training. It is based at the University of Warwick and includes 120 placement days in schools and early years settings.

Route 2: Employer-Led

This part-time route is for graduates who are already employed in an early years setting/early years department of a school within a 50 mile radius of our campus (CV4 8EE). It provides hands-on training in an employment setting. This route is also available to childminders. Occasionally we can provide you with support in finding employment while you study through this route.

Information for Employers
-As an employer you will receive £7,000 (funding from the government) to cover the cost of your 16 University days and 6 week alternative placement.
-As a partner, the employer will be entitled to attend any of our Early Years CPD for free.
-A qualification in Early Years Teaching has a strong element in the Ofsted inspection.
-There is more flexibility with Early Year Teachers, ratios 1:13 compared to 1:8.
-Parents will be encouraged in their decision making process on selecting a nursery with staff who have obtained qualifications such as the EYITT.

Route 3: Assessment Only

This short route is for experienced graduates who are already employed in an early years setting/early years department of a school, and are able to demonstrate the Early Years Teaching Standards without further training.

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The Postgraduate Diploma in Primary Education.  . will enable you to teach in state-maintained and special schools in England and Wales. Read more

The Postgraduate Diploma in Primary Education will enable you to teach in state-maintained and special schools in England and Wales. It is designed to enable you to become a reflective, confident practitioner having acquired a range of skills and expertise. Rated outstanding by Ofsted in 2013, this is a course which offers high quality training and support as well as excellent employment prospects.

Like a Postgraduate Certificate in Education (PGCE) the Postgraduate Diploma in Primary Education is a teacher training programme leading to Qualified Teacher Status (QTS) but it also offers the equivalent of 120 credits and these may be used towards our MA in Teaching Studies. Additionally, the School also offers a number of specialised Professional Development programmes which will enable you to further develop your career.

Course details

The School of Education at the University of Birmingham has a long tradition of delivering ITE primary courses. Its teaching has been graded as 'outstanding' for the third consecutive time by Ofsted inspectors which reaffirms the University’s status as one of the UK’s leading institutions for excellence in teacher training. 

As well as offering outstanding teacher training courses, we are one of the few universities that awards 120 credits for successful completion of our courses, which we award at Masters level. For those who successfully complete their induction year there is an opportunity to transfer credits to the MA Teaching Studies course, which is awarded on completion of a 60 credit dissertation. 

The primary programmes meet all aspects of government requirements for Initial Teacher Training. We are able to offer applicants a choice of two routes, so that you can prepare as a teacher across the full 5–11 age range or specialise instead in early years teaching (3–7 age range). Both programmes last for 38 weeks; the equivalent of 19 of which will be spent in schools.

Programme content 

General Primary programme 

Students on the General Primary (5–11 years) programme follow a range of courses that address the statutory curricula for the core and foundation subjects alongside Professional Studies, which considers whole school issues.

Early Years programme 

This programme allows you to focus your training on work with children aged from three to seven years of age. You spend time in nursery classes, as well as teaching children of school age in both Reception and Key Stage 1 classes. You follow the same range of courses as those on the General Primary programme, in addition to an advanced study of early years education.

Both of these programmes will qualify you to teach children aged 3 - 11 years.

School-based experiences are a central part of these programmes, with an opportunity for you to experience a range of ages within different schools. Both programmes also feature a range of professional courses to help you plan, teach, and develop your classroom skills. The programmes are designed, in conjunction with partnership schools, to meet the Teachers' Standards for the Award of Qualified Teacher Status (QTS). The high quality personalised support, ensures that the majority of our students exceed the teachers's standards at an outstanding level (Ofsted report 2013).

Related teaching programmes

We also offer the alternative School Direct route into primary teaching. If you are interested in teaching young children, but would prefer to train as a mathematics specialist, information may be found on our Primary Education (SSPIP) in Mathematics course page and if you would prefer to teach older pupils, information on our Secondary courses may be found on the Postgraduate Diploma Secondary Education course page.

Learning and teaching

The primary course is designed in conjunction with our school based partnership, we have a full time team of specialist tutors and centre-based training takes place in spacious rooms that provide a learning environment tailored to promoting high quality primary practice. 

Employability

The Primary and Early Years course works closely with the University careers service and local councils in order to provide you with support for the job application process. Our success rate for student completion of our courses and subsequent employment in schools has remained consistently high. Our employement rate for 2016 - 2017 was 99%.  The vast majority of our students gain employment in the local region, many of them choosing to remain in partnership schools.

Read what student Mikala Moore-Haines says about the PGDipEd (PGCE Advanced) in Early Years course. Why she decided to become a teacher, what she enjoys about the training and some of the challenges.  



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Develop a variety of teaching approaches to become an outstanding teacher of children in Early Years. Read more
Develop a variety of teaching approaches to become an outstanding teacher of children in Early Years.

Partnerships with local schools and early years settings give you opportunities to put theory into practice on two contrasting placements, supported by experienced mentors and University staff as you develop the knowledge and skills to meet the national requirements for Early Years Teacher Status (EYTS).

This course is accredited by the National College for Teaching and Leadership (a department of the Department for Education) to deliver Initial Teacher Training

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/early-years-birth-to-7-with-eyts

Course detail

• Study on a course designed to enable you to join a challenging and rewarding profession – becoming an effective and inspiring teacher who draws on broad knowledge and secure understanding of early years teaching and learning theories – delivered by a long-established teacher training partnership
• Explore your passion for working with babies and young children, as you apply your subject knowledge and expertise to planning and managing early years teaching, and hone your skills of critical self-evaluation and improvement
• Develop your experience in the workplace as well as research interests that you can apply to your own practice
• Gain knowledge of key policy developments in the Early Years and foundation phase, with added consideration of international perspectives
• Benefit from a qualification that gives you recommendation for Early Years Teacher Status (EYTS), enabling you to work in a nursery, private childcare setting, free school and academy; to start your own setting or take up work as a childminder
• Pursue continuous development through further study at MA/MSc, MPhil, PhD and EdD levels.

Modules

• The Professional Early Years Practitioner
• High Quality Practice in the Early Years
• The Early Years Researcher
• The Reflective Early Years Practitioner

Assessment

You will be assessed through a range of tasks, including presentations, portfolios, development of resources, research proposals, written tasks and a research project in an area of particular interest to you.

As part of your Early Years placement, you will be observed teaching and working with young children by your mentor and University tutor. This will support your development as an Early Years teacher and allow you to focus on ensuring that you meet the necessary Early Years Teacher Standards.

In all your assessments, you will be encouraged and supported to make links between your developing practice in the workplace and your unit assessments.

Careers

Early Years Teacher Status is a new nationally-recognised qualification. This course will place you at the forefront of the profession.

The course enables you to become an outstanding practitioner in an early years setting and school, qualified to teach young children from birth to age 5.

You will keep abreast of policy and research developments, engage in research at your own setting and work with families and other professionals to improve outcomes for babies and young children.

You are also likely to take up further study to Masters Level, e.g. MA Education, MA Education (Early Years), MA Education (Special Educational Needs), MA Education (Leadership) and beyond.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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