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.
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
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
Semester 3: Advanced courses
Semester 4: Master thesis
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.
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).
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.
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)
Core modules (Adult Literacy Specialist award only)
Core modules (Adult Numeracy Specialist award only)
Modules offered may vary.
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.
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.
The Professional Graduate Certificate in Education (PGCE) – Post-Compulsory Education and Training (PCET) offers access to teaching in further, adult and nursing education, and vocational training in industry, commerce and other professions.
The Post-Compulsory Education and Training (PCET) full-time programme lasts one academic year and runs over two semesters – autumn and spring. The Programme starts September and ends in June.
The programme is organised into three distinct operational parts.
Part one: University based learning interspersed with workplace orientation - induction and initial teacher training in preparation for teaching practice.
From September to December you will predominantly be based at the University and undergo an intensive period of learning the theory surrounding teaching and learning and applying it to a variety of individual, pair and group tasks.
The modules explore a range of key themes and draw on expertise from the fields of psychology, sociology, policy and well-tested theories of how learners learn and how effective learning can be promoted. Literacy, numeracy and digital literacy workshops are also integrated throughout the first semester to ensure you are competent in these key skill areas.
A challenging and stimulating programme of study has been developed to engage you in the learning experience by interrogating the theory surrounding teaching, learning and pedagogy in anticipation of application of the theory to their professional practice. The first semester also integrates a period of exposure to the Further Education sector to locate your learning and make sense of the relevance of the theoretical perspectives covered as part of the programme of study, and their application to the learning context.
During the first semester, you will be taught how to teach generically and not ‘through’ your subject disciplines. This is good preparation for the practicum element as it reflects the true demands of the profession and teaching in the lifelong learning sector. The subject specific support will be provided during the professional practice element by a Mentor who is a qualified teacher and a subject expert.
Part two: College placement classroom based teaching practice.
From January to May you will undertake a placement at one of our partner colleges, Universities or Training Providers. Supervised teaching practice takes place under the guidance of a subject-specific mentor at a college or other placement venue.
You are required to generate 120 contact hours of recorded teaching practice, be assessed formally, engage in reflective practice and conduct research. This element gives you the opportunity to engage in research and enquiry which will develop professional practice.
A recall period is also arranged for you to return to Cardiff University. This is mandatory and provides staff and students with an opportunity to ‘touch’ base, review progress so far and plan for the future.
Part three: Presentation and debrief of professional practice and your learning
The final phase of the programme is the presentation of a paper/area of research at the PCET conference.
Attendance is fulltime and mandatory with respect to the course schedule and teaching placement requirements.
Distinctive features
This programme provides the opportunity to:
How will I be taught?
You will be exposed to a diverse and exciting range of teaching and learning approaches in order to maximise learning potential, engage you in the learning experience and promoting a conducive learning setting.
Lectures, seminars, workshops, practical application of the theory and practical ‘micro teach’ sessions, debates, simulation and role play are some of the approaches used.
You will also undertake independent study, self-directed learning and engage in research and enquiry in order to develop research literacy and capacity and promote evidence informed practice. Reflection forms a key part of initial teacher training.
You will be required to complete a range of tasks for presentation in classes. These will not contribute to your overall grade but will allow you to assess your progress and strengthen aspects of your work in preparation for future developments and the summative assessments.
How will I be supported?
During the course you will be supervised and guided by a Personal Tutor and a Visiting Tutor.
You will be assigned a Personal Tutor who will provide pastoral support throughout the programme of study. You will also be assigned a Visiting Tutor who will visit you at your workplace to provide support, help and guidance, as well as assess your classroom practice.
This one year programme is specifically designed for those wanting to teach in post-compulsory contexts and to accommodate the learning and development requirements of teachers, lecturers, vocational trainers in industry, commerce or other professions such as higher, further, adult, community and nurse education, school sixth forms and for those delivering the 14-19 curriculum within a school or other setting.
This programme addresses a range of teaching subjects and vocational areas and is suitable for those wishing to teach in the post-compulsory or the lifelong learning sector.
* We still have a position on the course starting in September 2018 – this will lead to a placement in Synthetic Organic Chemistry. Please apply by Tuesday 31 July*
Our pioneering two-year MSc programme is unique in the UK, and builds on the foundations of our very successful one-year programme in Drug Discovery and Pharmaceutical Sciences, to equip students with an in-depth knowledge of all aspects of drug discovery, and industry standard training.
The course is designed to develop graduates who have exceptional scientific understanding and a host of transferable skills, including leadership skills. It is therefore especially recommended to high-achieving and ambitious students seeking an opportunity to gain extensive hands-on training in an industrial environment, working as part of a multidisciplinary team.
The course blends the two fundamental disciplines underpinning drug discovery and provides students with the opportunity to practise background theory within the productive, research-led environments offered by the School of Pharmacy. This school has world-leading expertise in the areas of drug discovery and pharmaceutical science, and students on this course will have the chance to learn directly from staff at the forefront of the field.
The course is technology-rich, using online learning packages to supplement face-to-face teaching and innovative assessment methods.
The second year of the course has been developed in conjunction with the pharmaceutical industry to ensure currency and relevance, and to increase the future employability of graduates. Our aim is to train future leaders in the pharmaceutical sector.
The placement year with one of our industrial partners is arranged and guaranteed upon completion of a successful application and interview process. You will pay reduced tuition fees for the second year of the course, as you focus on your industrial training.
Due to limited places available, students who are unable to join the two-year programme will automatically be considered for our Royal Society of Chemistry accredited one-year programme, which includes the same disciplines underpinning drug discovery and research-led environment in which to practise the theory.
The overall aim of the MSc is to develop knowledge and understanding, cognitive skills, key skills and practical and professional skills in the area of Drug Discovery and Pharmaceutical Science. The overall drug discovery process from ‘concept to clinic’ provides the reference point for the education and training delivered in the more specific scientific and regulatory aspects.
Students will, therefore, be able to develop an understanding of the scientific principles underlying the main topic areas housed within the arena of drug discovery. In addition, upon completing the degree students will be able to make effective use of electronic communication and information search and retrieval to facilitate development of key critical skills with which to assess and analyse a broad array of scientific literature.
When taken together, the ethos of the programme is therefore to:
Please visit the online prospectus for detailed module information.
Applicants who meet the eligibility criteria will be shortlisted for interview based on their whole application, including the personal statement. Your personal statement should include:
The interview will include a technical component, which will involve questions relating to theoretical organic chemistry, synthesis and retrosynthesis. The final offer of a place will depend on the availability of placements.
To secure your place, you will need to pay a £2000 deposit. This will form part of your conditional offer as there are a limited number of placements offered in advance by providers. Once the deposit is paid and any other offer conditions are met, your place on the course is guaranteed. The deposit will be used to offset your tuition fee for the first year.
If you are unable to secure a place on the two-year course, after meeting initial eligibility criteria, you will be guaranteed an offer for the one-year course (which is accredited by the Royal Society of Chemistry). This course incorporates the same high quality taught module component but replaces the industrial placement year with a three-month research project at the University.
Graduates can expect to move into a range of scientific careers, particularly with global pharmaceutical companies and pharmaceutical SMEs. Strong industrial links to the course will further enhance students’ employability.
The MSc also provides a strong grounding for students wishing to subsequently study for a PhD in a related subject area.
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.
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.
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.
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.
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.
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.
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.
This course is delivered on a part-time basis through a variety of:
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.
Assessment is by:
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.
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.
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.
You may wish to pursue a research degree after completion of the course.
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.
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
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.
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:
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.
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.
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.
The LLM Bar Professional Training Course offers intensive, postgraduate-level studies to those who wish to qualify as a barrister but who also wish to undertake research at Master’s level.
The LLM Bar Professional Training Course offers intensive, postgraduate-level studies to those who wish to qualify as a barrister but who also wish to undertake research at Master’s level.
You will take this course after undergraduate study and before the period of work based training, also known as pupillage, required for those training to become barristers.
This programme will prepare you for the 12 months of pupillage and ensure that you acquire the skills, knowledge of procedure and evidence, attitudes and competence required during your work based training. It will provide you with a solid foundation in knowledge and skills for your early years of tenancy.
The programme aims to foster a professional and ethical approach to practice as a barrister, whilst giving you an informed view of a barrister’s working life and to allow you to reflect on the challenges facing the legal profession in today’s world.
Distinctive features
We have delivered a high quality and highly regarded Bar Professional Training Course/Bar Vocational Course since 1997. The LLM Bar Professional Training Course builds on that existing course and distinctive features include:
How will I be taught?
You will be taught through a mixture of lectures and small group sessions. Most teaching is delivered in small groups of students with all oral skills teaching in smaller groups of six students.
You will have practice opportunities through your teaching that exceed the minimum indicated by the Bar Standards Board. The timing of teaching sessions and assessments has also been carefully considered to ensure that you have sufficient opportunity to practise and receive feedback. This is essential to enable you to refine your work and skills as a result of feedback received.
You will be given an introduction to legal research during terms one and two which will assist you in preparing for the research module. Seminars will be held in the third (options) term to cover further and more detailed matters. Supervision of your research module will commence in the third term.
You will be encouraged to take an active role in your learning, particularly in relation to the feedback and assessment criteria. During each written skills session you are required to annotate, in light of what you learn during the session, the work that you have prepared for the session. This is to demonstrate that you have understood the strengths and weaknesses of your own work and how to improve future attempts.
In addition, you will be continually required to self-reflect on your performances and to identify ways in which your performance can be improved. The ability to learn in this way is considered to be an essential skill for future practise. Furthermore, you will be required to undertake peer review on a very regular basis and as a result develop the ability to critically and constructively analyse a performance.
Outside the curriculum you will have the opportunity to develop wider “employability” skills through participation in the School’s Law in Action pro-bono schemes run with partner organisations, in which student volunteers assist real people in their dealings with the law. The schemes currently include:
Other activities include mooting, negotiating and client interviewing competitions and legal discussion groups.
How will I be supported?
Your learning will be supported through e-learning. All modules are supported by Learning Central, a virtual learning environment that is available on and off campus through which you will access a wide range of materials for your modules. Paper copies of teaching materials will also be provided.
You will receive dedicated pastoral support through our personal tutor scheme. We offer an extensive programme of careers lectures and workshops within the School with an in-house Law Careers Consultant and a Pro-bono Scheme Co-ordinator. A designated Disability and Diversity Officer ensures that reasonable adjustments are made for students with disabilities. The University has a range of services to support you, including the Careers Service, the Counselling Service, the Disability and Dyslexia Service, the Student Support Service and excellent libraries with specialist law librarians and resource centres.
Support for your research module will be by way of face to face tuition, materials on Learning Central and supervision.
After completion of the BPTC, you will be able to undertake pupillage. The BPTC may also lead to legal work in some other capacity, e.g. paralegal, with the option of obtaining pupillage at a later date.
The option to complete a research project or reflective portfolio has the potential to increase your engagement in pro bono activities within the School or further your skills of independent research thereby increasing your preparedness for practice.
In addition, there is a growing need in the public and private sectors for students who can demonstrate being different to other graduates and who can offer something more to potential employers. You will learn important skills that will set you apart in the job market: how to write and critically reason, how to write for and engage the reader, and how to understand the impact of your research.
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.
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
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.
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:
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.
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.
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.
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.
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.
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.
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.
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
Optional modules
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
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
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.
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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