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.
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
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.
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.
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.
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:
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.
Compulsory courses on the programme will include:
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.
On successful completion of this programme you will:
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.
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.
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).
Students can also choose one from a wide range of Master's-level optional modules across the IOE offering.
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
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
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.
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
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.
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.
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.
Students choose one of the following:
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
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
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
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.
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.
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.
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:
(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.
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 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.
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:
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.
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
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.
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.
Key areas include
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.
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
The course is assessed through written coursework that draws on academic study and reflection on practical experiences in education.
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 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.
This course blends distance learning with face-to-face teaching. It’s open to early childhood professionals anywhere in the world, including early years practitioners, FE and HE lecturers, teachers, nursery nurses, voluntary and independent providers, and inspectors and managers working in areas relevant to early childhood.
Wherever you are in the world, you’ll develop the skills you need to carry out high-quality educational research relevant to your own culture. Those skills include a clearer understanding of the policies, practice and theories that underpin your work. You’ll discuss international approaches and educational change with leading experts.
We offer postgraduate courses that will launch your career in education or aid your continuing professional development.
Our graduates work in the UK and overseas in schools, universities, and local and national government. Some are teachers and lecturers. Others use their skills in policy development, education, administration, psychology and social work.
We value creative teaching that challenges inequalities in the education system. We believe in increasing opportunities for education, for everyone. Our research has a direct impact on educational theory, policy and practice. We’re supporting the development of children, families and learning communities through dedicated research centres.
You’ll learn from world-class academics such as Professor Cathy Nutbrown and Professor Dan Goodley. Cathy, who teaches on three of our postgraduate courses, won an Outstanding Impact in Society award in 2013 for her work on literacy. Dan’s work on disability in education has been described as ground breaking.
Our research seminar programme gives you access to the latest findings, often before they’re published. The University’s library has online catalogues and databases, e-books and e-journals.
All MA courses follow a similar pattern with two core modules (1 and 4) and two subject-specific modules (2 and 3).
Each module is normally assessed through 30-credit assignments, amounting to 90 credits each year. A final 13–17,000-word dissertation represents one-third of the MA (60 credits out of 180). On completion, you'll have the opportunity to apply for doctoral study on our Early Childhood Education EdD.
Two core modules and two subject-specific modules.
You'll study mostly at home, staying in contact with your tutor by telephone and email. You must attend three residential weekends in Sheffield during the two years of the course.
There are no formal written examinations and assessment is by coursework and a 15–20,000-word dissertation.
This qualification enables you to qualify as a teacher in 36 weeks if you have a degree from an education institution in the United Kingdom or equivalent from outside the United Kingdom. You also require to have English and Mathematics.
Accredited by the General Teaching Council for Scotland, this professional qualifying programme provides a PGDE initial teacher education to meet the latest demands of contemporary primary and nursery schools in Scotland. The aim of the programme is to produce adaptable, flexible teachers able to collaborate and cooperate with other professionals, ready to face challenges of teaching in the 21st century and commit to the notion of lifelong learning.
We also offer secondary teacher training at Aberdeen
For all courses and further information please visit the programme web page
*Please be advised that some programmes have different tuition fees from those listed above and that some programmes also have additional costs.
View all funding options on our https://www.abdn.ac.uk/funding/" target="_blank">funding database via the https://www.abdn.ac.uk/study/postgraduate-taught/finance-funding-1599.php " target="_blank">programme page
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