Masters Degrees (Personal Training)

The Neurasmus program is a full-time Neuroscience study program offering a unique interdisciplinary and integrated approach of normal brain functions and diseases. It strongly emphasizes training in cutting-edge techniques in all major topics of brain research, from molecules to cognition. The Neurasmus curricula are completely embedded in international-oriented local Master programs of the partner universities. Each program features among the best and most reputed national programs in Neuroscience. The Neurasmus program is an Erasmus Mundus Joint Master Degree developed under the Key Action 1 of the Erasmus+ program.

Program structure

At the application stage, students choose the main track they wish to follow. This defines their first year mobility. Depending on the track chosen, students spend their first and second semesters in Amsterdam/Göttingen /Berlin/Bordeaux. The Board of Education agrees on the first, second or third wish according to the selection ranking and intake capacity of partner institutions. At the end of the first semester, students choose a subspecialty which defines the partner university(ies) for the 2nd year. It is part of the student’s Personal Training Plan (PTP).

Main Tracks

• Track 1: Neurogenomics (120 ECTS)
• Track 2: Neuropharmacology (120 ECTS)
• Track 3: Imaging and Neurophysiology (120 ECTS)
• Track 4: Clinical Neuroimaging and Translational Neuroscience (120 ECTS)
• Track 5: High Resolution Imaging (120 ECTS)

Students have up to the end of first year/start of third semester to choose the subject of their Master Thesis. Students then spend their third and fourth semesters in one or two locations: Amsterdam/Göttingen/Berlin/Bordeaux/Laval.

Semester 1 and 2: Core curriculum

• Students are introduced to the different domains of Neuroscience and provided with the basic knowledge they need through a commonly agreed core curriculum (core courses). In addition, every student conducts research projects (laboratory rotations) in different participating departments. Research projects involve experimental work, data analysis and a written laboratory report.

Semester 3: Advanced courses

• The choice of the advanced courses (30 ECTS), in association with the initial track, will define the subspeciality training obtained by the student.

Semester 4: Master thesis

• Students complete a six month research project or industrial placement leading to a Master Thesis (30 ECTS). It takes place in a location defined according to the Personal Training Plan. This location must be chosen in collaboration with the affiliated partner university.

Strengths of this Master program

• Scientific education and training with innovative and interdisciplinary brain research methodology.
• Research projects (laboratory rotations) involving experimental work and data analysis.
• Common workshops bringing together students and university representatives.
• Small classes and close contact with faculty staff.
• International learning environment with high-level mobility opportunities.
• Attractive scholarships.

After this Master program?

On completion of the Master program, students are qualified candidates for different exchange and training PhD programs currently available among the consortium members.

Graduates will have also the possibility to pursue their studies at PhD level at any of the consortium graduate schools or at any other research institution worldwide.

Graduates interested in starting a career within the business sector, benefit from the industrial network of the consortium.

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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. 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, Redcar & Cleveland College, and Stockton Riverside College. 

If you are an international student, you are eligible to apply for the programme delivered at Teesside University campus only (not the colleges).

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. Find out about continued professional development at the Education and Training Foundation.

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.

Course structure

Core modules (all awards)

• Educational Theories and Concepts
• Extending Approaches to Learning and Teaching
• Introduction to Learning and Teaching
• Learning and Teaching in the Specialist Subject
• Theory and Policy in Education

Core modules (Adult Literacy Specialist award only)

• Concepts and Learning in Literacy
• Learning and Teaching in Literacy
• Theories and Frameworks in Literacy

Core modules (Adult Numeracy Specialist award only)

• Concepts and Learning in Numeracy
• Learning and Teaching in Numeracy
• Theories and Frameworks in Numeracy

Modules offered may vary.

Teaching

How you learn

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.

How you are assessed

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

Within the academic 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. The date for the event is identified within induction week.

Employability

Work placement

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 helps you transfer your knowledge from theory to practice, observes your practice and gives you formative and summative feedback towards module outcomes.

Career opportunities

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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Overview

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.

Teaching

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.

Assessment

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).

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.

Assessment

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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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 (Havant and 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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Course Overview

Pathways:
- 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'.
Modules:
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.

Assessment

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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IN BRIEF:

• Qualify as a counsellor on a professional counselling training course which is accredited by the British Association for Counselling and Psychotherapy
• Combines counselling skills and theory, professional issues and personal development
• Includes a counselling placement
• A part-time only course
• Work/industrial placement opportunity
• Clinical placement opportunity

COURSE SUMMARY

During this course you will undertake an in-depth study of the person-centred 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.

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.

TEACHING

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

• Lectures
• Skills work
• Personal development activities

Find out more about certain aspects of counselling with our short two minute psychotherapy lectures from Dr Mark Widdowson, lecturer in counselling and psychotherapy at the University of Salford.

Transactional Analysis

Life Script

Ego States

ASSESSMENT

Assessment is by:

• Skills work
• Reflection on self and on practice
• Assignment

FACILITIES

We have recently developed a brand new special counselling suite which will be used for training students to become professional counsellors and psychotherapists.

The suite, featuring therapeutic areas where one-to-one, family and group interactions can occur, will also shortly be available for members of the local community and the University is hoping to work with local charities which will be able to use the facility.

EMPLOYABILITY

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.

Students who have successfully completed the course have started their own business as a counsellor, acquired jobs within NHS, the voluntary sector and education.

LINKS WITH INDUSTRY

We work with over 100 health and social care organisations so our links with industry are very strong. These relationships will be of direct benefit to you because our academic team work in practice in some of these organisations at a senior level so are able to keep you at the forefront of developments in the sector, which in turn help you provide a better service.

This course has particularly strong links with the NHS, voluntary and private sector because our students complete a counselling placement as part of the training within these organisations.

FURTHER STUDY

You may wish to pursue a research degree after completion of the course.

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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 School Direct Tuition PGCE route is for high quality graduates who are looking to secure training and final employment at a specific partnership school whilst following a PGCE programme. This route allows you to apply to one of our partnership schools for your main training placement and provides University and school-based training along with 60 Masters level credits leading to the award of a PGCE at the end of the programme. Trainees are responsible for tuition fees and may be entitled to bursaries and student loans.

If you want to become a physical education teacher then this course will prepare you to work in schools and to deliver high quality lessons for all pupils. The aim of the physical education course is to develop thoughtful teachers who can respond effectively to the learning needs of young people in school by providing a balanced physical education programme. Completion of the course will award Qualified Teacher Status along with 60 credits towards a Masters.

You will learn to draw on the theoretical principles underpinning physical education, and how to use this knowledge in your teaching. You will contribute to the teaching of traditional activity areas of the wider range and content of the National Curriculum for Physical Education key stage 3 strategy as well as traditional examination PE courses within the 11-16 programme. We aim to provide a range of experiences, including post 16 teaching.

What happens on the course?

Over the one year course, you will undertake up to 60 days of University-based learning at Walsall Campus, and you will spend at least 120 days training in schools.

Your University tutor will be available to assist you throughout your training, and your lead SD school will ensure that you have high-quality school placements where you will learn from experienced teachers.

Teaching on the course will model a range of teaching strategies that will prepare you for life in the classroom including teacher-led debates, pupil-led exploration, peer-group discovery and personalised learning. You will be assessed in a variety of ways including written assignments, classroom based investigations, other school-based activities and appraisal of practical teaching skills.

All University-based elements of the course take place at the Walsall Campus where we have state-of-the-art learning facilities.

Typical modules may include

• Observation of teaching, before undertaking ‘collaborative’ teaching activities, for example teaching parts of lessons or groups of pupils within a class
• Progression to teaching single or short sequences of lessons
• Further development through planned classroom activities
• Development of teaching skills as you move to sustained sequences of lessons
• Research in the University and school on the use of Information Technologies in the teaching of your subject

PGCE: programme structure

Starting in September and ending in June the full-time PGCE is the fastest and most condensed way for non-experienced trainees to qualify.

The course comprises of main and second school placements together with periods of University-based tuition. 24 weeks of the 36 week PGCE course will be spent in schools.

Additional training will take place in partner schools other than your SD 'placement' schools such as a Primary school experience and enhancement opportunities in special school settings. Support is available throughout your training from your university tutors and from a team of experienced teachers accredited by the University as your School Direct tutors.

Career path

The PGCE in Secondary School Teaching leads to qualified teacher status (QTS), and allows you to take up a teaching post within a secondary school. As a School Direct trainee you will move into employment with your lead school or you will be supported to find a teaching position within their alliance or within the much wider Wolverhampton partnership.

In secondary schools you could move up and across the management structure to gain responsibility for:

• a particular subject as head of department, faculty or curriculum
• a particular age group as head of year or key stage coordinator
• a particular area such as special education needs or pastoral care (i.e. personal guidance)

You could progress to a senior management position such as a deputy or assistant head and, of course, headteacher - at which point you will have overall responsibility for the management of a school and the education its pupils receive.

Following successful completion of this PGCE award, you could also use your 60 Masters-level credits towards any of our Masters degrees in the field of education.

What skills will you gain?

If you are successful you will be awarded PGCE with Qualified Teacher Status and you will be prepared to teach pupils in the 11-16 age phase.

The course will provide you with an excellent start to your teaching career as you experience teaching in at least two separate secondary schools, working with trained school-based tutors to aid your development.

Who accredits this course?

This course leads to the academic award of PGCE and the professional qualification of QTS – Qualified Teacher Status. The University will recommend students who have demonstrated competence in the Teachers’ Standards to the National College of Teaching and Leadership (NCTL) for the award of QTS.

The award of QTS is essential to work as a qualified teacher in a school in the United Kingdom.

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The School Direct Tuition PGCE route is for high quality graduates who are looking to secure training and final employment at a specific partnership school whilst following a PGCE programme. This route allows you to apply to one of our partnership schools for your main training placement and provides University and school-based training along with 60 Masters level credits leading to the award of a PGCE at the end of the programme. Trainees are responsible for tuition fees and may be entitled to bursaries and student loans.

What happens on the course?

Over the one year course, you will undertake up to 60 days of University-based learning at Walsall Campus, and you will spend at least 120 days training in schools.

Your University tutor will be available to assist you throughout your training, and your lead SD school will ensure that you have high-quality school placements where you will learn from experienced teachers.

Teaching on the course will model a range of teaching strategies that will prepare you for life in the classroom including teacher-led debates, pupil-led exploration, peer-group discovery and personalised learning. You will be assessed in a variety of ways including written assignments, classroom based investigations, other school-based activities and appraisal of practical teaching skills.

All University-based elements of the course take place at the Walsall Campus where we have state-of-the-art learning facilities.

Typical modules may include

• Observation of teaching, before undertaking ‘collaborative’ teaching activities, for example teaching parts of lessons or groups of pupils within a class
• Progression to teaching single or short sequences of lessons
• Further development through planned classroom activities
• Development of teaching skills as you move to sustained sequences of lessons
• Research in the University and school on the use of Information Technologies in the teaching of your subject

PGCE: programme structure

Starting in September and ending in June the full-time PGCE is the fastest and most condensed way for non-experienced trainees to qualify.

The course comprises ofa main school placement and a second school placement together with periods of University-based tuition. 24 weeks of the 36 week PGCE course will be spent in schools.

Additional training will take place in partner schools other than your SD 'placement' schools such as a Primary school experience and enhancement opportunities in special school settings. Support is available throughout your training from your university tutors and from a team of experienced teachers accredited by the University as your School Direct tutors.

Career path

The School Direct Tuition PGCE in Secondary School Teaching leads to qualified teacher status (QTS), and allows you to take up a teaching post within a secondary school. As a School Direct trainee you will move into employment with your lead school or you will be supported to find a teaching position within their alliance or within the much wider Wolverhampton partnership. However you are not guaranteed employment upon completion of the course.

In secondary schools you could move up and across the management structure to gain responsibility for:

• a particular subject as head of department, faculty or curriculum
• a particular age group as head of year or key stage coordinator
• a particular area such as special education needs or pastoral care (i.e. personal guidance)

You could progress to a senior management position such as a deputy or assistant head and, of course, headteacher - at which point you will have overall responsibility for the management of a school and the education its pupils receive.

Following successful completion of this PGCE award, you could also use your 60 Masters-level credits towards any of our Masters degrees in the field of education.

What skills will you gain?

If you complete the course successfully, you will be awarded PGCE with Qualified Teacher Status and you will be prepared to teach pupils in the 11-16 age phase.

The course will provide you with an excellent start to your teaching career as you experience teaching in at least two separate secondary schools, working with trained school-based tutors to aid your development.

Who accredits this course?

This course leads to the academic award of PGCE and the professional qualification of QTS – Qualified Teacher Status. The University will recommend students who have demonstrated competence in the Teachers’ Standards to the National College of Teaching and Leadership (NCTL) for the award of QTS.

The award of QTS is essential to work as a qualified teacher in a school in the United Kingdom.

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If your goal is to become a barrister, the Bar Professional Training Course (BPTC) at Manchester Law School is designed to provide you with the best possible skills, experience and training to prepare you for a successful career. We offer advocacy training and group sessions that offer true-to-life mock trials, assessments, 'mini chambers' and real-life legal work experience opportunities.

Manchester Law School has a proud history of providing barrister training in the North West and as a result has outstanding links to both the local legal profession and the Northern Circuit (Chambers in Cheshire, Liverpool, Manchester and Preston). Practitioners from the Northern Circuit will provide you with Additional Advocacy Classes for students and are on-hand at regular events to offer advice about your future as a barrister and obtaining pupillage.

You can expect exceptionally high standards of tutoring and a wealth of pro bono opportunity. We will support you preparing pupillage applications, with access to our specialist careers service.

Features and benefits of the course

Specialist BPTC facilities

Recognising the challenging nature of barrister training, the Law School offers a number of specialist facilities for the use of students on the BPTC programme. Students benefit from specialist postgraduate study areas, personal chambers rooms, legal libraries, personal study areas plus a mock courtroom where students can practice their advocacy skills in a realistic legal environment.

Advocacy

We will provide you with the opportunity to hone your advocacy skills with many opportunities to understand the skills involved and to put them into practice. Our advocacy sessions far exceed the minimum hours set by the Bar Standards Board (BSB) and we are very proud of the skills that our students develop during the course. You will receive approximately 42 hours of criminal and civil advocacy plus assessments, which is over three times the minimum required by the BSB. We also offer Additional Classes with barristers who are in full time practice to give you further opportunities to develop your advocacy skills.

Additional Professional Programme (APP)

An innovative feature of Manchester Law School’s BPTC programme. The APP bridges the gap between student and professional life, and prepares you for the Bar. There is a whole range of extra curricula, career-boosting activities of which you can take advantage. From guest lectures provided by judges and clerks of chambers, to Pro Bono opportunities, the Student Law Society, mooting and other national competitions.

Practitioner Mentor Scheme

Each chambers group is allocated their own Practitioner Mentor, a locally based barrister who will be on hand to guide you along the path to practice.

Mediator Training Programme

We are exclusively offering the option to gain an additional independent professional qualification in mediation through the ADR group, normally costing £2,750 +VAT, at no extra cost to our BPTC students. The programme is practically orientated and focused on equipping you with the skills you need to perform well at mediation – either as a representative or as a mediator – and leads to ADR Group Accredited Mediator Status.

Award-winning Faculty environment

At Manchester Law School you will have access to an outstanding Faculty building, housing spacious study and IT zones, laptop counters, cafes and coffee shops, and free WiFi. You will benefit from highly modern facilities on our thriving campus too, at the heart of the UK’s second city.

About the Course

The BPTC focuses on developing highly practical skills and features an innovative 'mini-chambers' approach designed to mirror the real life working practices of a barrister. You will be placed in a group (or chambers) with 11 other students and be provided with a permanent, multimedia-equipped base room. You will be expected to 'perform' regularly in front of your fellow students to encourage the development of strong working relationships similar to a professional chambers.

The BPTC begins with a participative and dynamic induction programme introducing students to the highly practical BPTC, compared with academic study. Students are almost immediately offered the opportunity to network with local practitioners during a team building exercise and social event. Following this induction, the remainder of the course features a combination of compulsory subjects and an opportunity to study two subjects of your choice, depending on your particular career aspirations.

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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 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.

About this degree

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).

A Postgraduate Diploma, two core modules (60 credits), two optional modules (60 credits), full-time nine months or flexible study up to five years, is offered.

A Postgraduate Certificate, one core module (30 credits) and one optional module (30 credits) or two core modules (60 credits) flexible study over a period of up to two years.

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 undertake an independent research project which culmintates either in a dissertation of 20,000 words (60 credits) or a report of 10,000 words (30 credits).

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.

Further information on modules and degree structure is available on the department website: Professional Education and Training MA

Funding

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

Careers

Graduates 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.

Employability

This programme enables students to acquire the knowledge, skills and confidence to operate effectively and creatively in diverse and changing institutions and organisations. Students are supported to relate personal and professional concerns to debates and issues about the changing interface between professional education and training in wider organisational contexts.

Why study this degree at UCL?

The Department of Education, Practice & Society is a multidisciplinary department at UCL Institute of Education (IOE) 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.

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The School Direct Tuition PGCE route is for high quality graduates who are looking to secure training and final employment at a specific partnership school whilst following a PGCE programme. This route allows you to apply to one of our partnership schools for your main training placement and provides University and school-based training along with 60 Masters level credits leading to the award of a PGCE at the end of the programme. Trainees are responsible for tuition fees and may be entitled to bursaries and student loans.

If you want to become a mathematics teacher then this course will prepare you to work in schools and challenge you to deliver high quality lessons for all pupils.

You will have to possess a passion for mathematics and be able to work with all ranges of ability.

The aim of the mathematics course is to develop thoughtful teachers, who can respond effectively to the learning needs of young people in school.

You must have the background and ability to contribute to the teaching of all mathematical topics at key stages 3 and 4 of the National Curriculum.

We aim to provide the opportunity to be involved in post-16 teaching.

What happens on the course?

Over the one year course, you will undertake up to 60 days of University-based learning at Walsall Campus, and you will spend at least 120 days training in schools.

Your University tutor will be available to assist you throughout your training, and your lead SD school will ensure that you have high-quality school placements where you will learn from experienced teachers.

Teaching on the course will model a range of teaching strategies that will prepare you for life in the classroom including teacher-led debates, pupil-led exploration, peer-group discovery and personalised learning. You will be assessed in a variety of ways including written assignments, classroom based investigations, other school-based activities and appraisal of practical teaching skills.

All University-based elements of the course take place at the Walsall Campus where we have state-of-the-art learning facilities.

Typical modules may include

• Observation of teaching, before undertaking ‘collaborative’ teaching activities, for example teaching parts of lessons or groups of pupils within a class
• Progression to teaching single or short sequences of lessons
• Further development through planned classroom activities
• Development of teaching skills as you move to sustained sequences of lessons
• Research in the University and school on the use of Information Technologies in the teaching of your subject

PGCE: programme structure

Starting in September and ending in June the full-time PGCE is the fastest and most condensed way for non-experienced trainees to qualify.

The course comprises of main and second school placements together with periods of University-based tuition. 24 weeks of the 36 week PGCE course will be spent in schools.

Additional training will take place in partner schools other than your SD 'placement' schools such as a Primary school experience and enhancement opportunities in special school settings. Support is available throughout your training from your university tutors and from a team of experienced teachers accredited by the University as your School Direct tutors.

Career path

The PGCE in Secondary School Teaching leads to qualified teacher status (QTS), and allows you to take up a teaching post within a secondary school. As a School Direct trainee you will move into employment with your lead school or you will be supported to find a teaching position within their alliance or within the much wider Wolverhampton partnership.

In secondary schools you could move up and across the management structure to gain responsibility for:

• a particular subject as head of department, faculty or curriculum
• a particular age group as head of year or key stage coordinator
• a particular area such as special education needs or pastoral care (i.e. personal guidance)

You could progress to a senior management position such as a deputy or assistant head and, of course, headteacher - at which point you will have overall responsibility for the management of a school and the education its pupils receive.

Following successful completion of this PGCE award, you could also use your 60 Masters-level credits towards any of our Masters degrees in the field of education

Who accredits this course?

This course leads to the academic award of PGCE and the professional qualification of QTS – Qualified Teacher Status. The University will recommend students who have demonstrated competence in the Teachers’ Standards to the National College of Teaching and Leadership (NCTL) for the award of QTS.

The award of QTS is essential to work as a qualified teacher in a school in the United Kingdom.

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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.

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.

Attendance:
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.

Facilities

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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Course outline

The Master of Surgery (MSurg) is a comprehensive two-year surgical training programme which provides structured postgraduate training in General Surgery leading to the award of Master of Surgery from the University of Buckingham.

The MSurg is designed for international doctors who wish to expand their surgical training in the UK. Our students will take part in training analogous to the Core Surgical Training offered by the Joint Committee on Surgical Training (JCST) which forms the first stage of speciality training for most doctors training in surgical specialties.

The programme consists of up to four placements in surgical specialties designed to deliver core training, knowledge and skills considered by the RCSEd as suitable for early years training.

The key features of the MSurg are:

• Student-led – An ePortfolio is used to encourage a learner-centred approach with the support of educational supervisors. The ePortfolio contains tools to identify educational needs, and enables the setting of learning goals, reflective learning and personal development.
• Competency-based – The curriculum outlines competencies that trainees must reach by the end of the programme. The curriculum is directly linked to the ePortfolio as it defines standards required for good medical practice and formal assessments.
• Continuation of Good Medical Practice – building on existing training the curriculum contains important emphasis on generic competencies necessary for practice as a surgeon.
• Supervision – each student has a series of supervisors with clearly defined roles and responsibilities overseeing training including their Clinical Supervisor, Educational Supervisor, University Tutor, Pathways to Postgraduate Training in Surgery Director, and Dean of Postgraduate Medicine.
• Appraisal meetings with supervisors – regular appraisal meetings and review of competence progression are set out in the ePortfolio.
• Dissertation – Literature review of 10,000 words.

Download the course brochure.

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