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The Faculty of Natural Sciences offers a range of MSc programmes in Scientific Research Training which includes an option to undertake an international placement at a institute/industry in which an extensive 8 month research project is undertaken. Read more


The Faculty of Natural Sciences offers a range of MSc programmes in Scientific Research Training which includes an option to undertake an international placement at a institute/industry in which an extensive 8 month research project is undertaken.
Masters in Research Training with International Placement are available in a range of disciplines;

Keele University has developed collaborative relationships with a number of international research institutes and industries which has enabled well qualified students to develop their scientific training and employment skills within an international context. We believe that this will help to develop future employees with an international outlook, competent in at least one international language in addition to English. For all students the course offers an opportunity to carry out a project within Keele University under the supervision of international experts in their appropriate discipline. International students thus have an opportunity to receive extensive training in English.

All students will spend the first part of the course at Keele, and either remain at Keele to undertake their approximately eight month research project or will undertake a placement in an international research institute/industry as laboratory research assistants, working on projects in the host institution and pursuing a programme of research training. Financial support for example through the EU ERASMUS Scheme may be available to support students undertaking their project/placement outside the UK in Europe. International students may opt to undertake their placement within the UK or at Keele University.

See the website https://www.keele.ac.uk/pgtcourses/scientificresearchtrainingwithinternationalplacement/

Within these courses training is available in a range of Research areas for example in the MSc in Biosciences Research Training: Immunology, Fisheries, Entomology, Parasitology, Medical Sciences. Please consult Prof Dave Hoole for further information.

Applicants who are not fluent in English are expected to have attained the equivalent of an IELTS score of at least 6.5. Candidates who do not meet these criteria, but can evidence appropriate, alternative professional qualifications and/or experience will be considered.

Course Aims

The aim of the courses is to enhance the employment prospects of science graduates within their chosen research discipline by developing and improving their scientific, laboratory and language skills. The courses will also provide basic skills in vocational and education training through the students’ work programmes. At the end of the training period students will:

- Have systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of the subject of their chosen discipline

- Have conceptual understanding to evaluate critically current research and advanced scholarship in their discipline

- Be able to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

- Have developed scientific skills and knowledge, and transferable skills, in a international workplace setting

- Have comprehensive understanding of techniques applicable to their own research

- Be able to record and reflect on skills and learning from the research laboratory experience through the ‘Realise’ career development scheme.

- Be conversant with the running of a modern research laboratory.

- Have developed skills in an appropriate international language, including scientific vocabulary.

- Have developed organisational and commercial awareness.

For those students undertaking a placement/research project in Europe the work and achievement on the programme will be documented in the EU Europass, a record of achievement signed by all parties. All students are required to pursue a self reflecting activity which enables them to identify their personal and professional skills and development needs

Teaching & Assessment

Students must complete formal assessment on all modules. During the placement this will include keeping an extensive record of the training attended and skills obtained, with a reflective report (for the research training portfolio), as well as a dissertation on the project undertaken during the placement.

Additional Costs

Although students who under a placement project within another EU member state may be entitled to an ERASMUS scholarship there may be additional costs required to meet living expenses and insurances within the host country. The amount required will be dependent on the cost of living in each country.

Distinctive Keele Curriculum

MSc programmes at Keele offers the added value of the Distinctive Keele Curriculum (DKC), which develops students' intellectual, personal and professional capabilities (Keele Graduate Attributes) through both subject-specific and generic workshops and activities.


There are substantial scholarships available, please see this link: http://www.keele.ac.uk/studentfunding/bursariesscholarships/internationalfunding/postgraduate/

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

Course details

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

Professional accreditation

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

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

This course is Ofsted inspected.

What you study

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

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

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

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

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

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

Modules offered may vary.


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

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

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

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

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


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

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

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

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

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The University of Northampton is working as the Initial Teacher Training provider for a diverse and innovative group of Lead Schools and their Alliance schools in Northamptonshire and its surrounding counties to support the delivery of PGCE QTS programmes through the School Direct route. Read more
The University of Northampton is working as the Initial Teacher Training provider for a diverse and innovative group of Lead Schools and their Alliance schools in Northamptonshire and its surrounding counties to support the delivery of PGCE QTS programmes through the School Direct route. The PGCE QTS programme is the same for those on a University place or School Direct place.

If you would like to apply for a School Direct place for training to teach in 2017-18, then you will need to consider which route will be most suitable and which will be available with different Lead Schools. There are two routes for School Direct applicants:

1. The School Direct (Salaried) route: you will be employed by one of the Lead Schools or their Alliance schools and receive a salary while you train to become a teacher. This programme will lead to Postgraduate Certificate of Education or Professional Graduate Certificate of Education with recommendation for QTS.

2. The School Direct (Training) Programme: you will be based for a large part of your training in one of the Lead Schools or their Alliance schools but you will pay fees for the training programme. This programme will lead to Postgraduate Certificate or Professional Graduate Certificate with QTS. You may be eligible to apply for a bursary which varies according to degree classifications and subject specialisms. Please contact for further details.

This programme will develop you into a highly committed, creative and reflective teacher with Qualified Teacher Status (QTS). You will be training to teach children within the age range offered by the Lead School. On successful completion, you will have achieved 60 credits at Masters’ Level (PGCE) and be recommended for and awarded Qualified Teacher Status. You will develop your skills, knowledge and understanding such that you can demonstrate the professional standards for teaching required by the Department for Education and exceed the minimum expectations for each Standard.

You will spend a substantial part of the programme in school-based Placements within the Lead School or their Alliance Schools which will enable you to develop high levels of competence in practical teaching in a range of educational contexts. There are three assessed school-based Placements where you will be assessed against the Teachers’ Standards and submit a Record of Professional Evidence. You will also have the opportunity for self-organising a Placement in an alternative setting including a special school. You will have a trained mentor in each school-based Placement and a Personal Academic Tutor at the University to support your professional development.

The University of Northampton will be working with the following Lead Schools in 2017-18:
-Abington Vale Primary – Primary 5-11 (training and salaried)
-Bilton Infant – Primary 5-11 (training)
-Brooke Weston Academy – Primary 5-11 (training)
-Glenhills Primary School – Primary 5-11 (training and salaried),
-Inspire Northamptonshire – Hall Meadow Primary 5-11 (training and salaried)
-Maplefields Special School – Primary 5-11 (training)
-Northampton School for Boys – Primary 5-11 (training)
-The David Ross Education Trust – Primary 5-11 (training)
-Upton Meadow Primary School – Primary 5-11 (training)
-Wollaston Community Primary School – Primary 5-11(training)

Course content

The programme is structured to promote academic rigour, skilled practice, independence and flexibility. The emphasis in the programme reflects the primary national curriculum and priorities. The programme develops your subject knowledge, pedagogical knowledge and leadership skills so that you can apply this through teaching in primary classrooms. We work in partnership with schools across Northamptonshire and its neighbouring counties. This enables you to learn in a diverse range of schools. There are also opportunities for placements in Special Educational Needs (SEN) settings.

University Learning Events and three school placements. There are two compulsory modules at Level 7 which are worth 60 credits and can be used to contribute to a full MA in the future. The modules are Teaching, Learning and Assessment and Professional Studies.

Course modules (16/17)

-Professional Studies
-Placement 1, 2 and 3 Primary Education 3-7
-Placement 1, 2 and 3 Primary Education 5-11
-Teaching, Learning and Assessment

Methods of Learning

You are expected to engage with Learning Events through the active use of technological tools in the pre and post face to face sessions and online learning activities. You will be taught how to use technological tools to enhance your learning which you can then use in the classroom. You will be given time for independent and peer assisted learning. You will have a tutor for different subjects and professional studies.


Learning Events comprise of pre and post face to face sessions with tutors for groups or whole cohorts. During the University based days, you are expected to be available between 9-5pm. During School based days, you are expected to be in school between 8.20am and 4pm.


Assessment is continuous. You will engage in four assignments which will contribute towards your M Level Modules. Your teaching, including planning and assessment, is also assessed against the Teachers’ Standards. Partner schools share the responsibility for assessment during the practical teaching.

Facilities and Special Features

You will have access to the School Experience Library. This is an established and extensive set of resources specific for trainee teachers to support your placements and includes activities, big books and planning materials. “The quality of training is enhanced by the excellent resources at the University” (Ofsted 2014).

Other admission requirements

A minimum of five GCSE passes at grade C or above and these must include Mathematics, English Language and Science. You must be interviewed and we will explore your suitability for teaching including undertaking DBS and Disqualification by Association.

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This is a flexible course for those interested in, or already working in, the further education and skills sector. Teachers working in further and adult education, schools, private and voluntary training providers can access a range of courses to meet their needs, whether they are new or existing professionals. Read more
This is a flexible course for those interested in, or already working in, the further education and skills sector. Teachers working in further and adult education, schools, private and voluntary training providers can access a range of courses to meet their needs, whether they are new or existing professionals.

You can choose to take an initial Award (20 credits level 4), a Certificate (40 credits level 4) or Diploma course (120 credits level 4&5) or Professional Graduate Certificate in Education (ProfGCE level 6) or any of these courses with a specialism in English or Mathematics or Teaching Learners with Special Needs.

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

Course detail


For those interested in a teaching career in further and/or adult and community education and trainers in the public and private sector. You do not have to be in a teaching role to undertake the course. The short course consists of one module of 20 credits at level 4, and you may use this short course as credit should you decide to join the Diploma course at a later stage.

Duration: short course, variable to suit partner colleges but usually three hours per week over one term.


For teachers undertaking a more limited teaching role in any of the further education and skills sector institutions. The short course consists of two x 20 credit modules at level 4 and you may use this short course as credit should you decide to join the Diploma course at a later stage

Duration: short course, variable to suit partner colleges but usually three hours per week over two or three terms.


Designed to meet the needs of teachers in a substantial role in further and/or adult and community education, trainers in the public and private sector as well as those working with 14­19 year olds in schools, academies and vocational settings.

The course consists of six modules taken over two years or a one year fast track option is available at one of our partner colleges. Successful completion allows you to apply for Qualified Teacher Learning and Skills (QTLS) status.

Duration: modular over one year full­time with six hours per week tuition in class or two years part­time usually three hours per week tuition in class; plus self-study time and teaching time.


For teachers of English (ESOL, literacy, functional skills) or maths (numeracy, functional skills) or working with learners with special needs, the Diploma, ProfGCE, Certificate and Award can also be taken as subject specialist qualifications.

To join the pathway qualification in the Certificate or Diploma, you need to have 50% of your teaching in the specific subject specialism. You will attend two modules in a subject specialist group at one of our partner colleges and benefit from working with subject specialists as well as learning about specific pedagogy for your subject.


These teaching qualifications do not automatically confer ‘Qualified Teacher Learning and Skills’ (QTLS), so you will need to apply for this status post qualification. The process is currently under review so please check the Education and Training Foundation (ETF) website for current guidance.


This is a course for those interested in, or already working in, the further education and skills sector. Teachers working in further and adult education, schools, public or private training organisations.

You will need to be in a paid or voluntary teaching role to undertake all except the initial Award in Education and Training which is for those who wish to get into teaching but currently have little or no teaching.



• Module 1 Introduction to Teaching and Learning


As above, plus:
• Module 2 Planning and Assessing
• Module 3 Applying Theory to Practice

-Diploma and ProfGCE-

As above, plus:
• Module 4 Reflecting on Practice
• Module 5 Curriculum
• Module 6 Professional Practice


You will be given access to a wide range of learning and teaching strategies. Modules may include seminars, lectures and group discussions and projects, with many utilising individual and peer presentation format.

Given that the course is primarily for staff already working in the further education and skills sector, maximum use of student experience and expertise is made, including student led sessions aimed at sharing examples of good practice with colleagues.

Modules include self-directed study activities, investigations and e-­based learning.

You will be required to have a minimum of 100 hours teaching for the Diploma/ProfGCE.

For the Diploma/PGCE students are required to undertake eight teaching observations. These provide the opportunity for you to apply your knowledge and understanding, to improve subject specialist teaching and to receive practical advice.


Assessments for each module are based on observations of teaching practice, individual reflections, entries in a progress log and academic essays/assignments.

What can I do next?

If you are appropriately qualified, on successful completion of the Diploma in Education and Training you can apply for a place on the BA (Hons) Education and Professional Training.

How to apply

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


-Masters Loans-

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

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

-2017/18 Entry Financial Support-

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

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Keele University is one of the first Higher Education Institutions to offer counsellor training in the UK and has been delivering high quality training programmes since the early 1970s. Read more


Keele University is one of the first Higher Education Institutions to offer counsellor training in the UK and has been delivering high quality training programmes since the early 1970s.

The BACP accredited Professional Counselling Training Route/part-time MSc in Counselling Psychology is a part-time vocational training programme which builds up over three years. In Year One students complete the Certificate in Counselling and in Year Two the Postgraduate Diploma in Counselling. In Year Three students undertake the MSc research studies year. Successful completion of each academic year enables either progression onto the next year or an opportunity to exit with the completed qualification.

The first two years of the part-time MSc Counselling Psychology (The Professional Counselling Training Route) are accredited by the British Association of Counsellors and Psychotherapy (BACP) as a route of professional counsellor training. Candidates for accreditation will also have to meet all other criteria in line with BACP accreditation procedures.

- Training Philosophy
This part-time professional counselling training route is founded on a person-centred view of personhood and person-centred ways of being. In this we view the relationship in counselling as central, and support Rogers’ belief in the ‘self-therapeutic capacity and wisdom of clients’. However, we also take a strong ‘anti-schoolism’ stance which reflects our sincere respect for other, non-person-centred practices and practitioners. Our starting point for the Keele Counselling Model is thus a unifying ethos which enables us to respect and welcome a diversity of professional skills and orientations.

Course Aims

The programme as a whole aims to equip students with the knowledge and expertise to support their work as professional person centred/ humanistic counsellors. It aims to integrate students’ counselling skills practice with academic study at each training level and to facilitate student learning in the areas of psychology: counselling skills, counselling related theory and self-development. The principles underpinning the programme are empowerment, holistic development, relationships and community.

- Year One: The Certificate in Counselling
This programme is an introduction to person-centred counselling theory and practice. It is suitable for individuals from a range of professional backgrounds who wish to improve their communication skills or begin training as a professional counsellor. The Certificate is an entry route onto the Postgraduate Diploma in Counselling Psychology for those without traditional academic qualifications. On completion of the Certificate in Counselling students should have gained competencies in a wide range of professional knowledge, skills and self-development relevant to counselling practice.

- Year Two: Postgraduate Diploma in Counselling Psychology
This year follows on from the Certificate in Counselling and offers professional training in counselling practice, theory and self-development. It is based on a person centred/humanistic philosophy with person-centred practice. Students are expected to undertake one hundred hours of supervised counselling practice placement. Applicants must have successfully completed the Certificate in Counselling at Keele University to access training in Year Two.

It is expected that students will progress to Year 2 in September of the year in which they complete the Certificate and, as long as they meet the requirements for progression, they are guaranteed a place on the Year 2 course starting in that September. Students may defer the commencement of Year 2 but, in this case, they would have to apply for a place and cannot be guaranteed a place in the academic year in which they wish to resume their studies.

Years 1 and 2 of the programme together constitute a BACP accredited training course. However, any other exit awards, e.g. completion of the Certificate in Counselling alone, or a Post Graduate Diploma in Counselling Psychology Studies, which would not include the 100 hours of supervised counselling practice on placement, would not constitute a BACP accredited training course.

- Year Three: MSc Counselling Psychology
Year three of the part-time MSc Counselling Psychology places a particular emphasis on developing the counselling practitioner’s own research interests, including a research based dissertation.


We employ a wide variety of teaching and learning strategies including lectures, large group work, community meetings, tutorials and small group work. Students are encouraged to engage in experiential as well as academic learning methods.


With the exception of a multiple-choice questionnaire classroom test in Year 2, all modules are assessed on the basis of coursework. The pass mark for all modules in Year 1 (Level 6) is 50% and, in Year 2 (Level 7), is 40%.

Additional Costs

In year 1 students have to attend a minimum of 8 hours of personal therapy and in year 2 a minimum of 20 hours of personal therapy (Subject to approval by Senate) to complete the course and payment for this is the responsibility of the students. As a guide, costs for this on average are £35 - £45 per hour.

When completing the 100 hour placement requirement in Year 2, students also have to undertake a minimum of 14 hours of supervision for which there may also be a charge. Again, as a guide, costs for this are on average £35 - £45 per hour.
Parking is also an additional cost for students who wish to use their cars on campus. Details of student parking permits are sent out with the pre-enrolment information.

Students should also be aware that possible additional costs may be incurred when attending the compulsory non-residential Conference weekend. Refreshments and lunches are provided for the students free of charge during the weekend but there will be an additional cost should students wish to attend the Saturday evening Conference dinner and also if wishing to book local accommodation.

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This excellent course enables you to gain the wide range of counselling psychology competencies needed to be eligible to apply for chartered status with the British Psychological Society (BPS) and registration with the Health and Care Professions Council (HCPC). Read more
This excellent course enables you to gain the wide range of counselling psychology competencies needed to be eligible to apply for chartered status with the British Psychological Society (BPS) and registration with the Health and Care Professions Council (HCPC).

In the most recent (2014-15) Destinations of Leavers from Higher Education (DLHE) survey, 100% of graduates from this course were in work or further study within six months.

More about this course

The Professional Doctorate in Counselling Psychology is a three-year full-time, four-year part-time taught doctoral programme leading to a doctoral qualification that automatically confers professional registration with the Health Care Professions Council (HCPC), accreditation as a fully qualified chartered counselling psychologist with the British Psychological Society (BPS), and recognition within the UK and the EU as a chartered counselling psychologist eligible to practice.

The programme offers a sound and marketable model, combining in-depth competency in cognitive behavioural therapy (CBT), strong humanistic values, and psychodynamic awareness. The course was re-accredited by the HCPC and the BPS in 2012. It was commended for the depth and breadth of the modules offered; a number of our modules were described as cutting-edge and very well suited to the current zeitgeist and employment market. These modules include a first-year module devoted to working with difference and diversity, and a third-year service evaluation research exercise.

Run by a dedicated team of HCPC registered and BPS accredited chartered counselling and clinical psychologists, this course offers wide-ranging and high quality clinical and research expertise to trainees. Course team members have between one and 11 years of post-qualification clinical experience, and two thirds hold PhD or professional doctoral titles. Two thirds of the staff are academically published authors.

While student numbers are growing, the team prides itself on retaining a small cohort each year of no more than 20 students. This enables us to offer you a relatively high volume of individual attention from staff. All students are assigned a personal tutor and two research supervisors. You are offered a relatively high proportion of research supervision (10 hours in Year 1 and 20 hours each year in Years 2 and 3); safe spaces for clinical group supervision and skills practice; and an experiential and workshop style of teaching and learning. Trainees and staff develop collaborative relationships in relation to learning and personal development.

The programme has a dedicated placements coordinator, and an extensive online placement provider database, accessible prior to training commencement. We offer a comprehensive placements induction in the first week of training, and we encourage and support you to be in placement or at interview stage with placement providers by the beginning of your training.

The first year of training is the equivalent of a Master’s year. Students who exit at the end of Year 1 are eligible for an MSc in Psychological Therapies. This MSc offers eligibility to register with the British Association of Counselling and Psychotherapy (BACP), leading to clinical practice in either in public, private or third sector organisations. However, the course has high student retention rates, with the majority of students continuing from the MSc level into the doctoral level of training in Years 2 and 3. Student satisfaction within the programme is very high; feedback forms regularly comment on the high quality and breadth of teaching, the clinical and research expertise of the lecturers, and the dedication of the staff, both at a personal and professional level. Our students feel valued and attended to by the teaching team because the size of each cohort allows for a more tailored experience for each student.

Through postgraduate teaching and workshops across the wider applied psychology subject area, London Met counselling psychology trainees develop advanced levels of knowledge and skills in a broad range of qualitative and quantitative psychological research methods. The course emphasises criticality, epistemological critique and reflexivity across all research teaching and learning. Extensive support in the form of individual and group supervision and teaching is offered, alongside methodology learning, to support trainees in undertaking a piece of doctoral level research that will make an original contribution to the professional practice of counselling psychology, and more widely.

As trainees you will develop a wide range of intellectual and practical skills and knowledge. The training has a solid track record of trainees emerging as robust, sophisticated, and highly employable practitioners of counselling psychology. In recent years, we are proud that a number of our trainees have won BPS Division of Counselling Psychology trainee prizes for written assignments and research poster presentations.

The principle aims and achievements of the course are to produce graduates who are:
-Competent, informed, reflective, ethical and professionally sound practitioners of counselling psychology who are able to work in a range of settings and are committed to their own on-going personal and professional development
-Able to understand, develop and apply models of advanced psychological inquiry and research that enable the creation of new knowledge and which recognise the complex nature of human experience and relationships
-Able to adopt a questioning and evaluative approach to the philosophy, practice, research and theory that constitutes counselling psychology and aware of the wider social, cultural and political domains within which counselling psychology operates
-In possession of a set of skills and competencies that are transferable to a wide variety of professional contexts and which enhance employability
-Able to demonstrate the range of counselling psychology competencies needed to be eligible to apply for chartered status with the British Psychological Society (BPS) and registration with the Health and Care Professions Council (HCPC)

Many students are conducting research in collaboration with National Health Service (NHS) Trusts or non-governmental organisations (NGOs). Graduates find permanent employment within a few months post-qualification, with many trainees holding part-time clinical employment whilst they are in the final year of the training because their clinical skills and knowledge are of such a high standard. Other graduates from the programme find work in academia in visiting or permanent teaching posts or as research fellows.

The course is involved in on-going in-house events and conferences such as CultureShock, and in research and clinical collaborations with five NHS trusts. The programme is also involved in research and in the training of clinical staff with the Freedom from Torture Foundation and Khulisa, both community based organisations close to the Holloway Campus. The programme is also collaborating with the School of Social Sciences and School of Social Professions to link interpreters with clinicians and to establish training inside and outside the University on working with interpreters in mental health settings.


A wide range of assessment methods is used on the programme. In Year 1 you'll complete seven master's level assignments, including a reflective essay, case formulation, process report, examination and two short research assignments using qualitative and quantitative methodologies.

You'll also complete a 7,000-word reflexive critical literature review and a 3,000-word proposal towards the end of Year 1. Your proposal must demonstrate an adequate basis for a doctoral level research project for you to proceed into Year 2 of the programme. Year 1 is the most intensive period of assessment on the programme.

If you progress to Year 2 you'll complete an extended clinical case study, integrative process analysis and theoretical essay at the end of the year, reflecting cognitive behavioral therapy (CBT) and psychodynamic learning. At the end of Year 3 a similar assignment is completed, reflecting a trans-theoretical, pluralistic perspective. You should complete your research project by the end of Year 3, submitting a 25,000 word thesis and subsequently participating in a viva voce examination.

You'll receive research supervision to guide your research throughout the programme. Research progress is formally monitored and evaluated through the submission of annual reports to the Research and Postgraduate Office in Years 2 and 3.

You are required to complete a minimum of 450 clinical hours in a range of placements under supervision over the duration of the programme, as well as a minimum of 60 hours of your own personal therapy.

Supervisors complete six-monthly practice competency evaluations, which enable bidirectional feedback and reflection on your progress and continuing professional development in your practice placements. Your personal and professional development is individually monitored and supported throughout the programme via annual reviews and appraisals with a tutor from the programme team.

Professional accreditation

The Professional Doctorate in Counselling Psychology leads to a doctoral qualification that automatically confers professional registration with the Health and Care Professions Council (HCPC) and accreditation as a fully qualified chartered counselling psychologist with the British Psychological Society.

Modular structure

The modules listed below are for the academic year 2016/17 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:
-Advanced Research Design and Analysis for Psychology (core, 20 credits)
-Counselling Psychology Practice and Development (core, 20 credits)
-Professional and Ethical Issues (core, 20 credits)
-Psychological Knowledge and Models of Therapy (core, 20 credits)
-Research Project and Critical Skills (core, 60 credits)
-Therapeutic and Reflective Skills (core, 20 credits)
-Working with Difference and Diversity (core, 20 credits)

Year 2 modules include:
-Advanced Psychological Research (core, 160 credits)
-Advanced Psychological Theory and Practice 1 (core, 100 credits)
-Advanced Psychological Theory and Practice 2 (core, 100 credits)

After the course

Career opportunities for counselling psychologists include posts in a variety of areas. These include National Health Service (NHS) settings such as primary care, Improving Access to Psychological Therapies (IAPT) services, community mental health, drug and alcohol, rehabilitation, eating and personality disorder services, as well as the prison service, voluntary sector, private practice, academia, training, supervision, management and consultancy.

Graduates from the programme frequently go on work in one or more of these areas. Some have gone on to provide practice placements or to supervise or teach students on the programme. The range of advanced clinical and research skills and abilities gained through the course prepare graduates to undertake work in a variety of fields of activity.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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that will enable you to pursue a career as a teacher in the further education and training sector, which is predominantly students aged 16 and above. Read more

Why take this course?

that will enable you to pursue a career as a teacher in the further education and training sector, which is predominantly students aged 16 and above.

You can follow a full-time programme at the university, or train on a part-time basis at one of our partner colleges (South Downs College, Chichester College, St Vincent College campus and Eastleigh College). The full time route is intended for those not currently employed in a teaching role whereas the part time route is designed for teachers who currently work in further education and training sector. Both routes encourage you to develop subject-specific knowledge by working closely with your course teachers and work-based subject mentors.

If you are not in paid employment as a teacher, intend to specialise in Mathematics or English, and you have a relevant degree, you may be entitled to a bursary of up to £25,000 toward the full time programme. Read more: Education and Training Foundation FE-ITT Bursary.

What will I experience?

On this course, you will develop your skills as a teacher through practical activity and the study of theories and contemporary issues within further education.

You will join fellow professionals from a range of subject backgrounds for lectures and seminars, creating an effective peer network where a variety of teaching practice can be shared. You will then gain work experience in a teaching placement.

For full time students the course is similar to a full time job as you will attend lectures and seminars at the university or be on placement days per week. While hours may vary slightly a student’s average hours of attendance are from 8.30am to 4.30pm. Placements are arranged by the university for all fulltime students.

On the part time route, you will attend one of our partner colleges once per week (see college’s website for details). You are expected to have secured your own teaching placement where you will teach at least 50 hours per year and have an identified subject mentor.

What opportunities might it lead to?

This PGCE provides the skills and knowledge to take up teaching roles in further education environments, including:

Further education colleges
Sixth-form colleges
Private training providers
Public services
Voluntary organisations
The PGCE is a professional teaching qualification which is recognised by further education providers in the UK. This means upon successful completion you may gain employment with a further education provider. In addition PGCE graduates may apply to the Society for Education & Training (SET) to gain QTLS.

Module Details

Teaching Block 1 focuses on developing you as a teaching practitioner. This involves learning about teaching concepts and developing practical skills in planning and delivering lessons to a high standard, as well as assessing students. This will be delivered and assessed via the following two units:

Unit 1.1 Planning, Assessing and Evaluating Teaching and Learning Programmes: this unit encourages you to understand how to organise and plan your teaching and learning sessions and use different assessment methods, as well as start developing your own personal and professional skills.

Unit 1.2 Theories and Principles for Planning and Enabling Learning in a Specialist Subject Area: in this unit you will examine a range of teaching and learning theories, learn how to plan and develop inclusive learning into your lessons and understand how to use a range of communication and classroom management skills.

Teaching Block 2 is designed to enable you to establish a wider knowledge of the further education sector. You will research contemporary issues which are affecting further education as well as continuing to hone your teaching practice. This will be delivered and assessed via the following two units:

Unit 2.1 Professional Practice: this unit encourages you to review the development of your personal and professional skills, develop a career management file and research into a specific area of your teaching.

Unit 2.2 Curriculum Design in a Specialist Subject Area: in this unit you will learn about the range of contexts in which education and training are offered, analyse theories and models of curriculum design and understand how to promote equality within practice.

Programme Assessment

Teaching aims to demonstrate good practice and therefore employs a range of styles which include seminars, workshops, lectures and active group participation. Your time in class will develop your skills and knowledge to inform your own teaching practice and help to develop your own teaching style.

The emphasis throughout the course is on inclusive learning and teaching combined with reflective practice within a teacher’s own specialist subject area.

Each teaching block you will complete two units of study, with each unit comprising between 2 – 3 assignments. On the full-time pathway you will take both teaching blocks (four units of study) during the year. On the part-time pathway you will take one teaching block (two units of study) each year.

Each unit has varying approaches to assessment. Examples include research based essays, teaching practice files, lesson observations and logging personal development which will be supported by reflective accounts.

Student Destinations

This programme will enable you to teach in further and higher education environments. It is also an eligible course for conversion to Qualified Teacher Status.

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Pathways. - Professional Graduate Certificate of Education (PGCE) PCET. - Professional Certificate of Education (PCE) PCET.​. Read more

Course Overview

- Professional Graduate Certificate of Education (PGCE) PCET
- Professional Certificate of Education (PCE) PCET.​

The PGCE PCET is aimed at graduates who want to teach in their degree subject or graduates with a further qualification in the subject area in which they aim to teach. They will also be teaching or actively seeking teaching in the post-compulsory sector of education and training. Students do not need GCSE Maths or English to apply for this course.

The PCE PCET is aimed at students with a Level 3 qualification (NVQ3, OCN 3, A Level equivalence) preferably in the subject they are teaching or want to teach. The programme is for students who have experience in their subject areas and who wish to further their experience by teaching in the PCET or lifelong learning sector. Students do not need GCSE Maths or English to apply for this course.

Graduate and non-graduate entrants will follow the same learning pattern but, in compliance with the requirements of QAA, be taught at the differentiated levels for undergraduate study in Year 2.

- Prepare to Teach
The Preparing to teach 10 week taster course is for students with a Level 3 qualification who do not wish to undertake a two-year programme of study but who want to teach. This is an equivalence of Module 1 of the PGCE or PCE. Students would then be exempt from this module should they decide to apply for the PGCE or PCE at a later date.

See the website https://www.cardiffmet.ac.uk/education/courses/Pages/Post-Compulsory-Education-and-Training-(PCET)-PGCE-PCE.aspx

Course Content

The Post Compulsory Education and Training (PCET) sector is an area of growing importance in a world of rapidly evolving economic and social change. As individuals face the need to upgrade their skills in order to meet the requires on the world of work, educators in the Post 16 sector have a key role to play in helping them to achieve their learning goals

The Cardiff Met PCET programmes have been devised to introduce you to teaching in the post compulsory education and training (PCET) sector including tertiary, further and higher education, adult and community education, vocational and 14- 19 education as well as training in the private sector or work-based learning environments. These two-year part time programmes will engage you in both academic and practical assignments.

The ethos of the programme is predicated upon student-centred learning which includes the interchange ability of staff/student roles, the pooling of intellectual resources and experiences and the structured opportunities for skills-sharing.

The general aim of the programmes is to produce teachers or trainers who can demonstrate competence across the range of roles and tasks related to the design, delivery, management and evaluation of learning. Students will leave the programme equipped with the necessary skills and knowledge that underpin the performance of those tasks expected of the professional educator or trainer in the post-compulsory sector.

The programme aims to provide a high quality and professionally appropriate experience that offers the opportunity for students to develop their abilities to plan and undertake projects related to practice; further to link their practice to theory in a critical and evaluative way. It aims to equip students with the skills to engage with the concept of reflective practice and to select areas of professional relevance for their study.

The overall aim is to create 'reflective practitioners'.
Year 1
- Level 4 Preparing to Teach
- Level 5 Delivering Learning and Teaching
- Level 5 Reflective Practice 1

Year 2
The following modules are delivered on both programmes - the PCE PCET are delivered at Level 5 and the PGCE PCET at Level 6
- Context of PCET
- Professional Development in PCET
- Teaching and Learning Strategies in PCET
- Curriculum Planning and Design in PCET
- Subject Pedagogy and Reflective Practice 2

The Course Team reserve the right to amend the programme to ensure compliance with professional standards.

Learning & Teaching

The programme team recognises that adult learners bring with them experiences which can be used as a resource for learning. Consequently formal lectures are not a feature of this programme. We expect all sessions to involve students actively participating in their learning.

The overall emphasis will be on working together and effectively utilising the experiences and skills that the individual learners bring to the group. This student-centred approach allows students to take responsibility for their own learning. Tutors are seen as facilitators of learning, providing resources, supporting, stimulating and challenging where appropriate.

To this end the teaching methods on the programme will include:

Input from tutors. These can be useful in providing new or up-to-date information to larger groups provided there is an ongoing opportunity for questioning and participation. They will be used sparingly on the programme to generate interest in new subjects and provide information for future discussion, analysis and evaluation.

Small group work. This will be one of the key strategies utilised. The major aim of these activities will be to develop skills relating to thinking, discussion and the presentation of information. Students will be able to practise their communication skills, listen to other group members, support weaker peers and observe group dynamics in action. They will have extensive opportunities to develop their presentation skills in a safe environment and learn how to give encouraging and constructive feedback to their colleagues. Methods utilised will include:
- Ice-breaking exercises
- Team-building exercises
- Workshops
- Buzz groups and brainstorming
- Simulations
- Case-studies
- Role plays

Seminars. These will be led by programme members and will allow them to further develop their presentation and delivery skills. They will be designed to allow group members to explore issues relating to their own institutional settings or their academic specialisms.

Individualised learning periods. Directed self-study allowing programme members to learn at their own pace outside the framework of class activities. The number of hours of self-study varies for each student and it would be worth discussing this with your personal tutor at the start of the year.

Tutorials. Group members will meet with their individual tutors at regular intervals to reflect on their learning experiences, share concerns and problems and set learning targets.

Moodle is Cardiff Met’s virtual learning environment and you will be able to use this to access materials/information relating to the programme from a networked PC. Moodle will also be used for academic and social online discussion forum, blog discussions and for online learning resources.


You may be assessed by a combination of assessment methods appropriate to the PGCE and PCE programme levels and may include:
- Written assessments (WRIT) such as reports, self-reflections, analytical documents, case studies, online blogs, peer assessments, essays;

- Presentations (PRES) and Microteaching sessions which may be individual and/or group; seminar; (non)-interactive; with audience;

- Practicals (PRAC) such as individual and/or group; coaching; mentoring;; performance;

- Portfolio (PORT) that includes a collection of evidence, frequently including a contextual statement; poster; website;

- Placements (PLAC) such as a fieldwork placement; school placement; experiencing the world of work.

The programme is continually assessed through module assignments and two hundred hours of supervised teaching experience to include 130 hours of direct teaching over the two years.

Students will undertake four observed teaching hours in Year 1 and four in Year 2. Each of these will require written preparation and also a self-evaluation report following the observation.

Employability & Careers

The PGCE and PCE PCET will qualify you to teach in Further and Higher Education, youth, adult and community education, 14- 19 sector, work-based education, training in HMForces, prison, industry and commercial training departments.

Students who have completed this course have gone on to part or full-time teaching in the post compulsory sector of education and training, usually teaching their subject and other subject related areas. All graduates leaving the course are signposted to Cardiff County Council and Cardiff Met’s Widening Access department as potential adult education tutors for outreach and summer school activities. .Some students are offered teaching opportunities by their mentor once they have graduated.

​Progression Routes:
Non-graduates successfully completing the PCE (PCET) will gain 120 credits at levels 4 and 5. Students would be able to progress on to a degree programme in their specific subject discipline.

Graduates completing the PGCE (PCET) will gain 120 credits at levels 4, 5 and 6. Students can then progress onto Masters programmes within their particular subject area.

Find out how to apply here https://www.cardiffmet.ac.uk/howtoapply

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The Professional Education and Training MA will develop the skills and knowledge needed to operate, manage and lead effectively in a role responsible for… Read more
The Professional Education and Training MA will develop the skills and knowledge needed to operate, manage and lead effectively in a role responsible for enhancing expertise and performance in the public or private sector, in professions such as accountancy, law or professional services, as well as adult, community, further, higher and professional education, or in work-based training and human resource development.

See the website http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/professional-education-training-ma

Key Information

- Application dates
All applicants:
Open: 19 October 2015
Close: 29 July 2016

English Language Requirements

If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Special. Only the IELTS is accepted. Applicants must obtain an overall grade of 7.0 with a minimum of 6.5 in the reading subtest and 6.0 in the writing subtest.
Further information can be found on our English language requirements page http://www.ucl.ac.uk/prospective-students/graduate/life/international/english-requirements .

International students

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website http://www.ucl.ac.uk/prospective-students/international .

Degree Information

This programme will give students critical insight into a range of theories, perspectives and approaches for studying policies and practices in professional education and training and how they might apply these in their workplace. It will develop understanding of conceptual and analytical frameworks in professional education and training and how they can be used to develop expertise.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), and either two optional modules (60 credits), and a dissertation (60 credits), or three optional modules (90 credits) and a report (30 credits).

- Core Modules
Professional Enquiry
Professionalism and Expertise: Theories and Perspectives

- Optional Modules
Learning and Teaching for Adults
Learning and Working in International Contexts
Perspectives on Adult Literacy, Language and Numeracy
Vocational Learning: Policy and Practice

- Dissertation/report
All students submit either a dissertation of 20,000 words or a report of 10,000 words.

Teaching and Learning

Teaching is delivered both face-to-face and online and includes lectures, plenary discussion/question and answer sessions, small group work and tutorials. In addition, online students use whiteboard, audio channel, text chat, polling, discussion groups, desktop sharing and breakout rooms. Assessment is by written assignments, portfolio and a dissertation or report.


Scholarships relevant to this department are displayed (where available) below. For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships .

- IOE Centenary Masters Scholarships
Eligibility: Overseas students

- IOE Centenary Research Scholarships
Eligibility: EU students

- IOE COLFUTURO Fee Partnership
Value: UCL provides a 50% contribution towards tuition fees. (1 year)
Eligibility: Overseas students
Criteria: Based on academic merit

- IOE Commonwealth Distance Scholars
Value: Fees and some expenses
Eligibility: Overseas students

- IOE CONICyT Fee Partnership
Value: IoE provides a 20% contribution towards tuition fees. (1 year)
Eligibility: Overseas students

- IOE Erasmus Bursary
Value: £350/month (1)
Eligibility: UK, EU, Overseas students

- IOE Fulbright
Eligibility: Overseas students

- IOE Vietnam International Education Development Scholarships - PGT
Eligibility: Overseas students

- IOE Windle Trust Scholarship
Eligibility: Overseas students

More scholarships are listed on the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships


This is a new MA programme. Graduates of similar programmes in this area are currently working in a variety of sectors. Some are working as lecturers in FE, adult and community learning and higher education institutions, while others have jobs as human resources managers or consultants. Graduates in this area can also be found working as academic standards and quality managers and team leaders in adult education.

Why study this degree at UCL?

The Department of Education, Practice and Society is a multi-disciplinary department at UCL Institute of Education bringing together a diverse community of researchers with expertise in the social sciences who have a common interest in exploring learning in all its settings (formal, non-formal and informal).

The department has extensive expertise and experience in research, knowledge transfer and consultancy in the UK, Europe and Asia, working closely with transnational bodies, such as, the Organisation for Economic Co-operation and Development, government departments (Department for Education, Department for Business, Innovation & Skills) as well as with regional organisations, employer organisations, national institutes, and international organisations.

Application and next steps

- Applications
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

- Who can apply?
This programme is designed for those working in the private or public sector in a management, leadership or development role responsible for enhancing the expertise and performance of their team. This includes professionals working in accountancy, law, professional services, adult, community, further and higher education, work-based training and human resource development.

What are we looking for?
When we assess your application we would like to learn:
- why you want to study Professional Education and Training at graduate level
- why you want to study Professional Education and Training at UCL
- what particularly attracts you to the chosen programme
- how your academic and professional background meets the demands of this challenging programme
- where you would like to go professionally with your degree

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.

For more information see the Applications page http://www.ucl.ac.uk/prospective-students/graduate/apply .

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This work-based learning programme is aimed at helping experienced and aspiring human resource development (HRD) specialists, training managers and consultants to enhance and consolidate their skills and knowledge. Read more

Why take this course?

This work-based learning programme is aimed at helping experienced and aspiring human resource development (HRD) specialists, training managers and consultants to enhance and consolidate their skills and knowledge.

It will provide you with the tools to become an effective HRD or training management professional in any size or type of organisation. Managers of other disciplines who need to understand how to manage HRD within the wider human resources and business context will also benefit from this course. Knowledge and understanding is developed in relation to strategic, tactical and operational HRD.

What will I experience?

On this course you can:

Gain a professionally-recognised Level 7 CIPD qualification
Study at your own pace for up to four years
Gear your learning around your job so you and your employer benefit
Progress on to MSc Human Resource Development top-up for a full masters qualification

What opportunities might ti lead to?

We are an Approved Centre for the Chartered Institute of Personnel and Development (CIPD). On completion, you will be eligible to seek Associate Membership of the CIPD and you may meet the criteria for Chartered Membership (depending on your previous experience). The CIPD is the world's largest internally-recognised Chartered HR and development professional body.

Graduates from this programme are like to be in high demand by organisations looking for:

HRD specialists
HR managers
Training managers
Training consultants

Module Details

The PgDip programme comprises four work-based learning units:

Training, Learning and Talent Development will help you develop a critical understanding of the creation of learning and talent development policies and strategies in order to achieve objectives at all levels. It will explore the implications of professional practice and provide opportunities for applied learning and critical reflection for continuous professional development.

Consultancy, Coaching and Mentoring encourages learners to examine the theory and practice of these disciplines and explore the implications for professional practice in the workplace and beyond.

Leadership and Management Skills will enable you to develop an understanding of the complexities of leading and managing organisations in order to facilitate change and growth.

The Training Manager and the Business Context gives insight into the environmental contexts facing leaders within contemporary organisations. You will learn how managers and HR professionals are shaped by the internal and external forces beyond their immediate control and how they may respond to the opportunities choices and constraints when faced with difficult decisions that will shape their future.

Programme Assessment

You will be allocated an academic tutor whose role will be to support and guide you in your studies and with planning and conducting your work-based learning assignments. You will have access to the University’s comprehensive online resources – just as though you were on campus. Our online resources include several hundred e-books (electronic versions of key textbooks) and access to databases containing academic and business journals. There are also study skills resources, for example academic writing and referencing available online, as well as information on the course virtual learning environment (Moodle) to help guide you in your studies.

Learning will primarily be self-directed but will be guided, facilitated and supported by the experienced university tutors through face to face contact, telephone, email and Moodle communications in order that students can analyse, interpret and apply current academic and wider business and practitioner materials in workplace situations.

It is recommended that you are also supported by a work-based mentor who will provide additional support and guidance.

Assessment is through a combination of three work-based assignments including a professional development portfolio, a business research report and two examinations.

Student Destinations

Student-centred learning activities relating to both human resource and managerial related activities form the basis for the units, enabling you to enhance your people management and HR specific skills. Reflections upon personal competence and competence development further equip you with the ability to make an active contribution to business performance.

Roles our graduates have taken on include:

Benefits analyst
Human resource officer
Human resource systems manager
Personnel adviser
Recruitment consultant
Training and development coordinator

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The Professional Doctorate in Counselling Psychology course is designed to equip you with a rigorous training in clinical practice, as well as professional research skills at doctoral level, to enable you to become an effective and competent Practitioner Psychologist. Read more
The Professional Doctorate in Counselling Psychology course is designed to equip you with a rigorous training in clinical practice, as well as professional research skills at doctoral level, to enable you to become an effective and competent Practitioner Psychologist.

Who is it for?

The DPsych aims to develop ethical, reflective and professional practitioners of counselling psychology who work collaboratively with their clients to provide high-quality psychological services, drawing on evidence-based psychological practice in the context of a therapeutic relationship characterised by trust, respect, and appreciation for the subjective experience of the person and individuality of the client and their unique world view.

Our programme seeks to sit at the interface of science and practice. We value reflective professional practice and development of practice through the rigor of top class research.

You are equipped to work with a wide range of complex presenting issues; with individual adults and children, couples, families, groups and organisations; short and long term; in single and multi-professional contexts; and through transferring psychological skills to others in multidisciplinary teams.

You are actively supported during your studies by the course team to develop your own personal theory of the evolution, maintenance and resolution of psychological problems, based on your reading, lectures, practical skills workshops, personal development, collaborative learning and clinical and research experience.

We want you to have a stimulating, challenging, inspiring and personally supportive professional training environment in which to develop your knowledge and skills and further develop as a person and professional. We view you as active contributors to your learning and to the overall success of the course, treating each of you with respect and working with you in a genuinely collegial atmosphere as a developing professional.


The Professional Doctorate in Counselling Psychology course is designed to equip you with a rigorous training in clinical practice, as well as professional research skills at doctoral level, to enable you to become an effective and competent Practitioner Psychologist registered with the HCPC, and Chartered Psychologist with the BPS.

Our professional, clinical and academic training is combined with the opportunity to develop your own portfolio of placement experience. This equips you to build a successful and fulfilling career in a broad range of settings, including:
-The NHS (e.g. inpatient settings, community mental health teams, specialist services such as early intervention, with different clinical populations e.g. older adults)
-The independent hospital sector
-Forensic settings including HMPS and probation
-Organisations in areas such as occupational health
-The Third (voluntary) sector
-Private practice (including Employee Assistance Programmes)
-Academic and research settings


In addition to the taught components of the Counselling Psychology MSc/DPsych course, you are also required to complete 400 hours of professional face-to-face client practice in placements and 45 hours of indirect client work; frequent clinical supervision; personal development; 40 hours of personal therapy (at least 15 hours in Year 1); and various pieces of assessment throughout the three years, including a doctoral thesis.

Who arranges the placements?
It is your responsibility to find and arrange your own placements, although advice and support is offered by the Placements Co-ordinator and personal tutors. If your application is successful, on acceptance of a place on the course you will be sent further information about finding placements and available opportunities.

Do placements have to be in London?
No, you can undertake your placements wherever is convenient for you as long as you ensure your supervision is from appropriately qualified professionals. Supervisors should be registered with the Health & Care Professions Council (HCPC) as a 'Practitioner Psychologist', 'Registered Psychologist', 'Counselling Psychologist' or 'Clinical Psychologist'. All placements arrangements need to be approved by your personal tutor.

Supervision should normally be in the ratio of one hour of supervision for every 8 hours of counselling work in Years 1 and 2, with a minimum of one hour of supervision per fortnight. In Year 3, supervision should be in the ratio of one hour for every 8 hours of counselling work, with a minimum of two hours of supervision per month.

Teaching and learning

A wide range of learning and teaching methods are used, including lectures, group discussion, group work, role play, trainee presentations, supervised clinical practice, personal therapy and personal development activities.


You will be assessed through role plays, learning logs, skills assessments, essays, process reports, client studies, examination, critical literature review and DPsych portfolio.

Student focus

We want your time on the Counselling Psychology MSc/DPsych course to be as inspiring, challenging and stimulating as it can be. As part of our dedication to enhancing the overall student experience, we support you throughout your studies in many different ways:
-Personal Tutors
-Student-staff liaison committees
-Placements Co-ordinator


Year one:
-Context, Diversity and Standards in Professional Practice (15 credits)
-Research design and analysis 1 (15 credits)
-Research design and analysis 2 (30 credits)
-Professional components of counselling psychology (45 credits)
-Personal and professional development (15 credits)
-Cognitive behavioural approaches to counselling psychology (15 credits)
-Person-centred approaches to counselling psychology (15 credits)
-Psychodynamic approaches to counselling psychology (15 credits)
-Professional development and supervision (15 credits)

Year two:
-Professional Components of Counselling Psychology (45credits)
-Systems and Systemic Psychological Therapies in Counselling Psychology (15 credits)
-Psychopathology: Clinical Skills and Critical Approaches (15 credits)
-DPsych Counselling Psychology Thesis one (30 credits)
-Developing Research Skills in Counselling Psychology (15 credits)
-Contemporary Developments in Psychological Approaches (15 credits)
-Specialist group supervision (15 credits)
-Psychometrics A: Ability and Aptitude Training (15 credits)

Year three:
-Professional Components of Counselling Psychology (60 credits)
-Psychometrics B: Personality Measures (15 credits)
-Negotiating Relationships: Advanced Skills (15 credits)
-DPsych Counselling Psychology Thesis two (45 credits)
-Integrative and Pluralistic Approaches to Counselling Psychology (15 credits)
-Developing Research Skills in Counselling Psychology (15 credits)
-Specialist Group Supervision (15 credits)
-Supervising, Consulting and leading in Counselling Psychology (15 credits)

Career prospects

Counselling Psychology graduates are typically employed in a variety of settings, including NHS primary, secondary or tertiary care, the prison service, schools and voluntary agencies.

Employers of recent graduates include:
-St Bartholomews Hospital
-South London & Maudsley NHS Foundation Trust
-Central & North West London NHS Trust
-City, University of London
-Maggie's Cancer Centre
-Imperial College London
-Roehampton University
-London Metropolitan University
-Homerton University Hospital
-The Priory
-Capio Nightingale Hospital

Job titles included Consultant Psychologist, Counselling Psychologist, High Intensity Therapist, Lecturer, and Practitioner Psychologist.

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During this course you will undertake an in-depth study of the person-centred and cognitive behavioural approach to counselling. You will gain an overview of therapeutic models and current developments in theory and practice. Read more
During this course you will undertake an in-depth study of the person-centred and cognitive behavioural approach to counselling. You will gain an overview of therapeutic models and current developments in theory and practice. There will also be an opportunity for you to take part in intensive skills development and supervision of practice, alongside widespread opportunities for personal development. This course provides a balance between academic work, skills development, professional practice, and individual personal development and self-awareness.

Key benefits:

• Receive a qualification from a course that is accredited by the British Association for Counselling and Psychotherapy
• Follow a programme that includes counselling skills, counselling theory, development of research skills and personal development
• Opportunity to practise as a counsellor on placement

Visit the website: http://www.salford.ac.uk/pgt-courses/counselling-and-psychotherapy-studies-professional-training

Suitable for

Professionals with undergraduate degrees who have successfully completed a year-long academic counselling programme (minimum of 90 training hours) and now wish to become a professional counsellor. Once qualified, you can work with adults and young people (over 12 years of age) in private practice, and the public and voluntary sectors.

Course detail

Students who successfully complete all aspects of the professional training and do not wish to progress onto the full MSc can exit with a Postgraduate Diploma in Counselling and Psychotherapy. Those who complete the dissertation module will receive a full Masters qualification.


This course is delivered on a part-time basis through a variety of:

• Lectures
• Skills work
• Personal development activities

Module titles

• Introduction to Person-Centred Theory and Practice (30 credits)
• Introduction to Cognitive Behaviour Therapy (30 credits)
• Mental Health for Counsellors (30 credits)
• Research Methods in Counselling and Psychotherapy (30 credits)
• Dissertation (60 credits)


Assessment is by:

• Skills work 40%
• Personal development activities 40%
• Assignment 20%

Career potential

Over the last few years there has been a gradual increase in the number of advertised counselling posts in the NHS, social services, education, the prison service and both commercial and voluntary organisations. There are opportunities for part-time and private work and widespread opportunities for you to study further at postgraduate level.

How to apply: http://www.salford.ac.uk/study/postgraduate/applying

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Our programme offers work-place related higher education qualifications for those interested in pursuing a career in education and training. Read more
Our programme offers work-place related higher education qualifications for those interested in pursuing a career in education and training. The Professional Graduate Certificate in Education and Training (PGCE) consists of 150 credits at level 6.

The programme and courses have been written to take into account guidance and requirements of current initial teacher education (ITE) reforms, Ofsted and organisational policies. The courses are designed to develop reflective and competent practitioners who actively and effectively contribute to promoting positive and inclusive learning experiences for their learners. Modules incorporate reflective practice, not only in relation to teaching but also to the students' own functional skills. The breadth of modules offered underpins the variety of skills and knowledge required to fulfil the roles and responsibilities of those working within the sector. This provides an enriched programme which addresses the market demand of NESCOT's applicants. Feedback from existing students and enquiries made to the centre has informed the development of the programme: It focuses heavily on classroom practice throughout, as well as considering the wider perspective of working within the sector. Significant importance is attached to work-based learning and assessment.

Throughout, the programmes seek to develop students' analytical, reflective, synthesis and evaluative skills. There are assessed PDP (Personal Development Planning) modules. Within these, students will develop their ability to self-evaluate and identify development needs; negotiate and review targets relating to both their academic and teaching skills; examine personal values, beliefs and attitudes; and explore the concept of professionalism. Students will have the opportunity to focus on their subject specialism. The resources, action research and curriculum development modules all provide vehicles for this activity. Full-time placements can be arranged at NESCOT within the following departments: Preparation for Life and Work, English, Mathematics, Computing & IT, Sport, Animal care, Media, Early Years, Childcare and Health and Social Care. The action research module, in particular, will also provide students with the opportunity to demonstrate independence in following lines of enquiry and applying active research skills.

The aims of the programme are:

- To provide an initial teaching qualification for those working in a full teaching role within education and training

- To enable students to critically and systematically analyse educational concepts, theories and policies in relation to their subject specialism and teaching context

- To enable students to identify, implement and evaluate principles of planning, delivering, assessing and evaluating teaching and learning in order to become competent practitioners

- To develop an awareness of professional roles and responsibilities within their teaching and wider professional context

- To develop research and critically reflective skills in order to analyse and develop their own practice and, subsequently, participate in CPD activities

- To enable students to investigate the role, needs and expectations of stakeholders with a vested interest in education and training

- To enable students to evaluate the impact of personal and organisational values, beliefs and attitudes on professional practice

- To develop study and academic skills, with an opportunity for Cert Ed and/or FD achievers to progress onto a first degree.

Visit the website http://www2.gre.ac.uk/study/courses/pg/eduge/edtr-pgce

Education - General

Our programmes in education benefit post graduate professionals and researchers from a wide range of backgrounds. Focus on independent research. Or combine taught coursework with a supervised thesis. You can tailor your programme to suit your own interests and ambitions.

What you'll study

The PGCE incorporates the mandatory modules for teaching qualifications and additional modules to support your continued professional development. The full list of modules is:

- Teaching, learning and assessment
- Managing behaviours in the learning environment
- Theories and principles of learning
- Personal development planning
- Developing subject specialist resources
- Action research
- Curriculum development in practice

Fees and finance

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


The programme has been constructed to provide a range of assessment methods to develop students' skills, to model different assessment practices and to provide opportunities for students to fulfil and demonstrate their potential. Each module will be formerly assessed and given formative feedback with a summative grade. Assessment methods for coursework include reflective writing, observations, essays, portfolios and presentations.

Professional recognition

Post qualification, students can apply for QTLS status.

Career options

Graduates have gained promotion, new posts or moved from a voluntary to a permanently employed teaching position.

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

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At The University of Law, we pride ourselves in offering the best legal training - and our Bar Professional Training Course (BPTC) is no exception. Read more

Our Bar Professional Training Course

At The University of Law, we pride ourselves in offering the best legal training - and our Bar Professional Training Course (BPTC) is no exception.

Our BPTC is designed to help you secure pupillage and prepare you for life as a barrister. You can expect exceptionally high standards of tutoring, a bespoke level of careers support and a wealth of pro bono projects giving you invaluable experience.

Why choose our BPTC?

We’re the only BPTC provider that requires all students undergo a selection process http://www.law.ac.uk/postgraduate/bptc/#our-unique-selection-process-and-advocacy-committee before being offered a place on our course. This means you’ll study in small classes alongside carefully selected students

We offer four times the advocacy required by the Bar Standards Board (BSB), all taught by qualified practitioners with unparalleled experience in delivering advocacy training

Benefit from our unique Advocacy Committee http://www.law.ac.uk/postgraduate/bptc/#our-unique-selection-process-and-advocacy-committee: enter prestigious international and national competitions and test your advocacy skills in front of real barristers and judges

Succeed in pupillage applications and beyond and be supported from the moment you accept - with support from our award-winning Careers and Employability Service http://www.law.ac.uk/employability-service/

Gain a real insight into the profession and make a wealth of valuable connections at our networking practitioner events

Benefit from our scholarships and prizes http://www.law.ac.uk/postgraduate/postgraduate-scholarships/. We have one of the most comprehensive scholarship schemes in legal education and reward academic success with a series of prizes at the end of your BPTC year

Flexible study options – you can choose to study your BPTC full-time or part-time in Birmingham or London Bloomsbury, or full-time in Leeds

Follow this link to discover more about how you'll benefit from our Selection Process and Advocacy Committee - http://www.law.ac.uk/postgraduate/bptc/

Course Content

With its unique combination of face-to-face teaching and online training, the BPTC structure has been designed to reflect the litigation process that practising barristers encounter every day.

Knowledge areas

•Civil litigation, evidence and remedies
•Criminal litigation, evidence and sentencing
•Professional ethics

Core skills

•Advocacy, including examination-in-chief, cross-examination and civil applications
•Opinion writing
•Resolution of disputes out of court

Study options

In your final term, you’ll choose to study two options from a list that includes:

•Advanced criminal litigation
•Alternative dispute resolution: mediation
•International commercial practice
•Employment tribunal practice
•Family practice
•Immigration practice and asylum
•Judicial review
•Personal injury and clinical negligence

Mock trials

We give you as many opportunities as possible to hone your essential advocacy skills and put what you learn into practice:

•Participating in mock trials in real courtrooms with real judges and senior barristers
•Advocacy skill demonstrations with feedback from practising barristers
•Visits to the High Court, Magistrate’s Court, Crown Court and County Courts


At The University of Law, we recognise that your ultimate goal is to obtain pupillage, progress onto tenancy and hone all the skills and experience you need to develop your practice. That’s why we ensure that every step of the way, you have dedicated careers support and a wealth of opportunities to progress.

A personal careers service

The University of Law has the UK’s largest law careers and employability service, with more than 30 experts providing support as soon as you accept your place. Through one-on-one careers appointments, live and virtual workshops, the careers team advise on:

•CVs and cover letters
•Mini-pupillage applications
•Which sets to apply to based on your interests and profile
•Pupillage applications: drafting and review
•Interview preparation, including spotting and debating current affairs and relevant legal topics
•Mock interviews
•Deciding between pupillage offers
•Post-BPTC employment, scholarships and further study


As well as bespoke advice and assistance, our careers team are able to organise a wide-range of events and presentations thanks to our excellent links with chambers across the country.

Typical events include:

•Inviting the barristers on pupillage committees to discuss and answer questions about the pupillage application process
•Specialist panels and external speakers discussing the nuances of specific practice areas e.g. Commercial & Chancery and Family
•Presentations by external speakers including specialist practitioners and representatives from the Inns of Court
•Discussion on the non-legal aspects of being a barrister including talks from a chambers’ marketing manager and a tax consultant
•A small number of evenings hosted by specific chambers, reserved for students only

Pro bono opportunities

The University runs a varied pro bono programme at all of our centres, which allow our students to gain experience in dealing with real cases while helping the local community. You’ll get valuable first-hand experience of client relationships, legal research and drafting, whilst helping those who may not otherwise have access to legal support and advice.
Current projects include: Legal Advice Centre, Own-It (Intellectual Property), Royal Courts of Justice Personal Support Unit, Family Law Advice Clinic, Social Welfare Legal Advice, Environmental Law Foundation and Streetlaw.

How to Apply

Applications for our full-time and part-time BPTC are now open.

Please follow this link http://www.law.ac.uk/postgraduate/apply-for-a-postgraduate-course/#apply-for-the-bptc


This course is available at the following University of Law locations: Birmingham, Leeds, London Bloomsbury and London Moorgate. http://www.law.ac.uk/locations/

Further Information

For further information on eligibility, stucture and assessment, course fees and the application process, please follow this link http://www.law.ac.uk/postgraduate/bptc/

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This counselling course is accredited by the British Association for Counselling and Psychotherapy (BACP) and emphasises the integration of theory, research, practice, and self-awareness to help you develop and train to become a competent and ethically-sound counsellor. Read more
This counselling course is accredited by the British Association for Counselling and Psychotherapy (BACP) and emphasises the integration of theory, research, practice, and self-awareness to help you develop and train to become a competent and ethically-sound counsellor.

The PG Diploma Integrative Counselling and Psychotherapy has been designed to serve as professional qualification for students seeking a career as a qualified counsellor/psychotherapist working in the statutory and voluntary sectors, in business or private practice. The course is part of a group of counselling courses delivered at the University of South Wales, which have an established national reputation for excellence.

The core integrative model taught is based on the relational approach comprising of three main elements: the Contemporary Relational Psychodynamic Approach, a Humanisitic-Existential approach and third wave elements of Cognitive-Behavioural Therapy within a post modern/social constructionist overarching framework. The course facilitates students in developing a critical understanding of the strengths and weaknesses of integrative counselling practice, with a view to them developing their own coherent, ethical and effective approach to counselling practice, which can be adapted for use in a wide range of work settings for short term and long term work. You will also be taken on a journey of self-discovery as the programme demands a high level of reflection and self-awareness.

See the website http://courses.southwales.ac.uk/courses/1756-pg-diploma-integrative-counselling-and-psychotherapy

What you will study

The Postgraduate Diploma focuses on training as an integrative counselling and psychotherapy practitioner. On successful completion, you will be ready to work as a trained Integrative therapist.

Year One:
- Integrative Counselling Skills and Practice: Introduces the core model of the course and provides foundation theory & skills in humanistic/existential and relational psychodynamic counselling practice.

- Applied Integrative Practice: Introduces the foundations theory and skills of Cognitive Behavioural counselling and Mindfulness. Students learn to integrate these approaches in applied practice with client issues.

- Personal Development & Counselling Practice: This module runs throughout the year and places emphasis on personal development group work and skills practice within a sound ethical framework.

Year Two:
- Advanced Integrative Theory & Skills Practice: This module aims to further develop students understanding of core integrative theory taught in the course and how theoretical ideas can be applied to practice. Advanced research practices are introduced with a view to students being able to use research to inform their practice.

- Advanced Applied Practice: The emphasis of this module is on applied practice: showing students how the core integrative model taught can be used to work ethically with the range of client issues typically found in professional counselling practice. Research development is consolidated through students conducting a small-scale piece of research.

- Advanced Personal Development & Counselling Practice: This module runs throughout the year and places emphasis on personal development group work and skills practice within a sound ethical framework.

The Postgraduate Diploma is part of a three year MA Programme. After successful completion of the Diploma stage, which is two years, you can choose whether to proceed to the final Masters year.

Learning and teaching methods

Classes include interactive theoretical lectures, experiential workshops, personal development groups, role plays, skills groups, digital recording of skills sessions for assessment and presentations. In addition, you will need to be in placement seeing ‘real’ clients for the duration of the course and will have to have completed a minimum of 100 hours counselling practice by the end of the two years.

This course takes 2 years part-time to complete.

The PG Diploma is taught over 30 days each academic year. For the 2014/15 academic year the main teaching day will be on a Wednesday. Year one of the programme starts with a two-day block (Wednesday 24th & Thursday 25th September) and finishes with a two-day block (Wednesday & Thursday) at the end of May. In addition, students will be required to attend a weekend workshop each academic year (in year one, this is residential) and two one-day summer workshops. We expect that students attend all teaching sessions, and there is a minimum requirement of 80% attendance in order to complete the course successfully.

Work Experience and Employment Prospects

While more practice experience will be required to build the hours to achieve personal BACP accreditation, having successfully completed the formal training hours and assignments, graduates of the course will be ready to look for work in the field of counselling and psychotherapy.

Former students from the course have enhanced their career profile within their current employment or found new positions in the voluntary sector, in health settings, in Higher or Further Education, in Employment Assistance Programmes (EAPs), in business and in private practice. It is also possible to undertake further specialised training in order to work with children and young people, or to apply for a research PhD.

Assessment methods

A range of assessments are used at the PG Diploma stage of this course to test your knowledge, skills, self awareness and practice ability.

Year One: Two essays, Two skills assessments, practice portfolio, research presentation, personal development review and a supervisor’s report

Year Two: A skills assessment, a case study with client audio, an in-class research project and a research portfolio, a personal development review and a supervisor’s report.


We offer a suite of five spacious, dedicated rooms used by the counselling / psychotherapy courses, and a digital recording system for use in class.

Personal Therapy

Students on the Postgraduate Diploma Integrative Counselling and Psychotherapy are encouraged to have therapy to help with their personal and professional development as a counsellor. A course requirement is that students have a minimum of 10 hours personal therapy for each of the two academic years.

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