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PGCert in Dimensions in Health Care allows health care professionals to study a specialist pathway that suits their needs. We are now offering the following Post Graduate Certificate Dimensions in Health Care Pathways. Read more
PGCert in Dimensions in Health Care allows health care professionals to study a specialist pathway that suits their needs.

We are now offering the following Post Graduate Certificate Dimensions in Health Care Pathways. These Pathways start in September, however if you wish to do stand-alone modules you may start at any point throughout the year.

Please contact the relevant Pathway Leader for more information.

Post Graduate Certificate Dimensions in Health Care (Adult Critical Care)
Kathy Clarke T: 0121 331 6106 E:


Post Graduate Certificate Dimensions in Health Care (Applied Biomedicine)
Roger McFadden T: 0121 331 6040 E:

Post Graduate Certificate Dimensions in Health Care (Burn Care)
Post Graduate Certificate Dimensions in Health Care (Burns & Plastic Surgery)
Post Graduate Certificate Dimensions in Health Care (Plastic Surgery)
Post Graduate Certificate Dimensions in Health Care (Plastic & Maxillofacial Surgery)
Post Graduate Certificate Dimensions in Health Care (Maxillofacial Surgery)
Jane Leaver T: 0121 331 7164 E:


Post Graduate Certificate Dimensions in Health Care (Cardiac Care)
Post Graduate Certificate Dimensions in Health Care (Coronary Care)
Simon Dobbs T: 0121 331 7102 E:


Post Graduate Certificate Dimensions in Health Care (Cardiothoracic Practice)
Tony Whittle T: 0121 331 7127 E:


Post Graduate Certificate Dimensions in Health Care (Haematology)
Post Graduate Certificate Dimensions in Health Care (Cancer Care)
Post Graduate Certificate Dimensions in Health Care (Haematology & Cancer Care)
Post Graduate Certificate Dimensions in Health Care (Paediatric Cancer Care)
Alison Simons T: 0121 331 7012 E:
Samantha Toland T: 0121 331 7012 E:


Post Graduate Certificate Dimensions in Health Care (Health Policy, Management & Leadership)
Kate Thomson T: 0121 331 6151 E:


Post Graduate Certificate Dimensions in Health Care (Infection Prevention & Control)
Shirley Kirnon T: 0121 331 6140 E:


Post Graduate Certificate Dimensions in Health Care (Neontal Critical Care)
Sue Ward-Smith T: 0121 331 7064 E:


Post Graduate Certificate Dimensions in Health Care (Paediatric Intensive Care)
Anne-Marie England T: 0121 331 7050 E:
Nikki Kidd T: 0121 331 7050 E:


Post Graduate Certificate Dimensions in Health Care (Palliative & End of Life Care)
Post Graduate Certificate Dimensions in Health Care (Paediatric Cancer Care)
Gwyneth Morgan T: 0121 331 7115 E:


Post Graduate Certificate Dimensions in Health Care (Tissue Viability)
Pat Davies T: 0121 331 7104 E:

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Rigorous. Relevant. Real. Relational. Become an accredited supervisor and an expert in coaching supervision. Make a difference to your practice today. Read more
Rigorous. Relevant. Real. Relational.

Become an accredited supervisor and an expert in coaching supervision.

Make a difference to your practice today. Our next intake is April 2018.

While coaching is about you as a person, supervision explores the nature of your relationship with the people you coach and your developing practice.

Find out more about our ‘Trust and Safety in Supervision’ research, conducted by Ashridge in Spring 2016.

Supervision makes an important contribution to the professional development and quality assurance of consultants and executive coaches. It can be a key differentiator in the marketplace and is increasingly central to many formal consulting and coaching qualifications.

About the programme

This 14-month part-time programme was developed by experienced practitioners who have a combination of supervision, research, psychological and organisation development (OD) experience.

The qualification will give you the skills, credibility and confidence to offer a new service to your clients. It is designed to build your status as a senior practitioner and supervisor of coaches and consultants.

Aimed at experienced OD consultants and executive coaches, this is an opportunity to be supervised on any aspect of your work, individually and as part of a group of equally experienced coaches. You will learn how to supervise other consultants and coaches effectively.

As with all Ashridge coaching programmes, this programme takes a relational perspective. It develops your theoretical knowledge of the psychological underpinnings of supervision and your critical evaluation of supervision models and theories.

The programme is a natural follow-on from the Masters in Executive Coaching https://www.ashridge.org.uk/qualifications/masters-in-executive-coaching/ and the Masters in Organisational Change https://www.ashridge.org.uk/qualifications/masters-in-organisational-change/
It is structured around three modules. The first two are based on a series of six intensive workshops, spread across the 14 months - each lasting two days. The third is the accreditation module.

Ashridge Approach to Supervision

The Ashridge perspective on coaching and consulting supervision has been the subject of a number of articles and publications. We also run Coaching Supervision sessions which either form part of the qualification or can be purchased individually.

Ashridge sees supervision as an essential quality assurance process for coaches and consultants. It ensures that the client benefits from a professional consultant who is equipped with the insight and personal resourcefulness to make a difference.

We believe that the power and effectiveness of supervision stems from the possibility for new scrutiny and fresh perspectives.

We take a broadly relational perspective on supervision, based on personal experience of effective coaching and the themes and issues at the core of the process.

This is based on the following core principles:
‌•Human beings are deeply motivated to be in relationships with others, so part of what we (consultant and supervisor) hope to get from this relationship is to repeat our previous relational patterns and through awareness of these, create better patterns both inside and outside the coaching space
‌•All content of supervision can be seen as relational, i.e. supervisees are continually, even if subliminally, linking relationships elsewhere (real and imagined) to this one
‌•This supervisory relationship is worth constantly exploring because of the rich learning it can offer
‌•The supervisee’s experience of the supervisory relationship is worth enhancing.

Benefits to you

‌•If you run your own consulting practice, you will be benefit by:
‌•Being able to offer supervision as well as finely-tuned coaching skills to individuals and organisations
‌•Having the Ashridge accreditation quality stamp to give clients the added reassurance that you can offer high-level supervision
‌•Having more confidence in your abilities and being able to introduce new knowledge and skills in your daily work.
‌•If you work for an organisation, it will benefit from:
‌•The new practices that you can share with colleagues and/or your organisation’s clients
‌•Your supervision work - a useful differentiator for the business
‌•Added credibility thanks to your Ashridge accreditation
‌•Your increased self-awareness, knowledge and network could make you a candidate for senior level positions in the organisation.

Find out more about The Ashridge Difference https://www.ashridge.org.uk/qualifications/the-ashridge-difference/ and what makes an Ashridge Masters so relevant to business today.

Alternatively, read our participant case studies https://www.ashridge.org.uk/qualifications/postgraduate-certificate-in-advanced-coaching-and/participant-insights/ to find out how this qualification has benefitted them.

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This course provides a programme of preparation for registered nurses, midwives, chiropodists/podiatrists and physiotherapists to prescribe safely and competently as an independent and supplementary prescriber. Read more
This course provides a programme of preparation for registered nurses, midwives, chiropodists/podiatrists and physiotherapists to prescribe safely and competently as an independent and supplementary prescriber.

See the website http://www.brookes.ac.uk/studying-at-brookes/courses/postgraduate/2015/non-medical-prescribing/

Why choose this course?

- Our lecturers are experienced in their specialist practice area and maintain excellent practice links with those areas locally or across the region.

- We support multi and interprofessional learning and teaching, and many of our courses are either fully multiprofessional or offer excellent opportunities for shared learning.

- Oxford Brookes is a student-centred institution that is fully committed to each individual achieving their potential. To support this, we offer a broad range of student support schemes to facilitate learning and development.

- We have an excellent track record of high levels of student satisfaction, low student attrition rates and high employability.

- Many of our lecturers have reputations for excellence and have established links with colleagues, organisations and institutions at national and international level.

This course in detail

The Postgraduate Certificate for Non-Medical Prescribing consists of two modules totalling 60 CATS credits:

Advanced History Taking and Assessment (20 level 7 credits) - Semester 1 Mondays, Semester 2 Tuesdays. This is a practice-based module enabling you to develop the skills and knowledge to take a comprehensive patient history and conduct a thorough physical and psychosocial assessment. It will significantly enhance your assessment skills and ability to accurately describe the patient/client’s history and examination findings using appropriate terminology, reporting deviations from normal in a succinct manner to colleagues within the multidisciplinary team. This module must be successfully completed before commencing the Non-Medical Prescribing (v300) module or the Independent and Supplementary Prescribing for AHP's (v300) module.

Non-Medical Prescribing (v300) 40 level 7 credits - Semester 1&2 or Semester 2&3 Thursdays (and Friday week 12). This blended learning course provides a programme of preparation for registered nurses and midwives to prescribe safely and competently as an Independent and Supplementary prescriber. The course introduces pharmacology, legal and ethical prescribing, interpersonal skills and quality assurance aspects of prescribing. These are underpinned by reflection on your own experience, evaluation of your own performance and application of theory to practice. It also enables participants to be aware of current development within non-medical prescribing in the UK.

OR

Independent and Supplementary Prescribing for AHP's (v300 ) 40 level 7 credits - Semester 1&2 or Semester 2&3 Thursdays (and Friday week 12). This blended learning course provides a programme of preparation for registered chiropodists/podiatrists and physiotherapists to develop the knowledge and skills required in order to be a safe, effective and competent Independent and Supplementary prescriber (v300) who is able to provide a high standard of care and be accountable for that care. The course introduces pharmacology, legal and ethical prescribing, interpersonal skills and quality assurance aspects of prescribing. These are underpinned by reflection on your own experience, evaluation of your own performance and application of theory to practice. It also enables participants to be aware of current development within non-medical prescribing in the UK.

Teaching and learning

Modules in the course are designed in a ‘blended learning’ framework which combines attended taught sessions with e-learning through our virtual learning environment (Moodle), which contains an online repository of lectures, handouts, information and learning exercises.

Please note that you will require an internet connection to access this (preferably broadband). You will encounter a variety of teaching methods, which are designed to support your needs both within the taught sessions and the e-learning components.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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We understand that practice is your main priority, that's why we have designed this online course that enables you to study wherever and whenever you want. Read more
We understand that practice is your main priority, that's why we have designed this online course that enables you to study wherever and whenever you want.

Training to become a teacher is one of the most challenging things you will ever do. With this in mind, we planned this course to fit around your other professional commitments with assessments that are relevant to your working life. Designed for teachers who currently work in, or are on placement in, primary or secondary schools, our goal is to provide the academic foundation for a rewarding and successful career in teaching. We offer outstanding support tailored to your professional development needs including our dedicated distance learning technical hub, personalised attention from tutors and online forums, and many opportunities to network through our professional learning communities.

Education and how to achieve more in schools is often up for debate at a local and national level - the ability to analyse new initiatives and understand governmental policy is instrumental for committed teachers who want to help their schools and their students. You will also engage with these important governmental and sector wide policies, analyse theoretical, pedagogical and policy discourse and debates, and gain a critically, research-informed perspective on what is happening in education.

We work with School Centred Initial Teacher Training providers (SCITTs) to offer our PGCE. In the coming year we will be working with Wakefield Regional Partnership for ITT and Rochdale Pioneers Partnership.

To view our full range of PGCEs, and for more information, please visit our teacher training pages (http://leedsbeckett.ac.uk/teach).

Visit the website http://courses.leedsbeckett.ac.uk/pgce_distancelearning

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

Completion of a PGCE can help you to gain promotion to a leadership position in your school and give you the foundation and support to be a more confident, knowledgeable and research-informed teacher. By analysing the governmental policies shaping the industry and the challenges it faces, you will be able to think critically about how these issues apply to your own practice and school.

- Primary School Teacher
- Secondary School Teacher
- Primary Education Adviser

Careers advice: The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course Benefits

You will gain a critical, research-informed appreciation of the education sector as a whole and understand the challenges that schools face across the sector. The course allows you to focus on the specific context of your practice, with assignments that can be tailored to whole school priorities, government agenda and subject specialist teaching.

Core Modules

Professional Values & Practice
By exploring what makes a successful teacher, you can reflect on the ways an effective learning environment can benefit pupils and their learning.

Developing Subject Competence
Explore a relevant subject in detail in order to plan, deliver and assess content in your specific setting.

School-Based Independent Study
An opportunity to undertake a project to develop a specific area of study for your future work, making you more successful in your school.

Dr Alison Iredale

Senior Lecturer

"I have a huge passion for social media in education and am an avid tweeter, curating and networking on behalf of my students and colleagues. This course is based on an ethos of participation, using the benefits of a range of social media tools, and I believe that this is crucial to the professional development of teachers."

Alison specialises in the areas of education studies, teacher education, professional development, technology-enhanced learning, and teacher development and enquiry. Her research interests range from professional knowledge and practice, work-based learning, philosophy of education, political philosophy, action research and technology in education. Her own professional values are based around a clear ethos of student first and foremost.

Facilities

- School Practice Collection
Our School Practice Collection offers a wide range of journals, electronic resources and equipment selected specifically to help you prepare for your teaching practice.

- Library
Our Library is open 24/7, every day of the year. However you like to work, we have got you covered with group and silent study areas, extensive e-learning resources and PC suites.

- Headingley Campus
Our historic Headingley Campus is set in nearly 100 acres of parkland and offers easy access to Leeds city centre.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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Wexham Glyndwr University is the only provider within North Wales which offers the MSc Health and Social Care (Community Specialist Practice) programme which covers the District Nursing qualification. Read more
Wexham Glyndwr University is the only provider within North Wales which offers the MSc Health and Social Care (Community Specialist Practice) programme which covers the District Nursing qualification.

The course is designed for qualified nurses who hold a current registration as a nurse (part 1) with the UK Nursing and Midwifery Council Register (equivalent to parts 1 or 12 of the NMC Register). The programme enables the student to qualify as a District Nurse and record the qualification with the NMC.

An attractive feature of the programme is that the Post Graduate Diploma element of the courses can be taken full time for 1 year (self-funded) or part time over 2 years (possibility of Welsh Government funding if you work in Wales) or flexibly by a module by module approach (over 4 years).

The Post Graduate Diploma (Level 7) is open to students who hold a minimum of 120 credits at level 6.

On successful completion of the Post Graduate Diploma students can continue their studies and achieve a full Masters, titled MSc Health and Social Care (Community Specialist Practice).

This programme is also offered at Undergraduate level - see BSc (Hons) Community Specialist Practice for more details.

Key Course Features

The specific aims of the programme are to:
-Broaden the student’s understanding of key aspects of district nursing including the acquisition of coherent and detailed knowledge at the forefront of care.
-Prepare students for study and competent practice at a specialist level within district nursing in order to meet the NMC (2001) Standards for Specialist Practice.
-Develop a critical awareness of the role and responsibilities of Specialist Community Nurses in contemporary society.
Utilise contemporary research and advanced scholarship to critically analyse and evaluate key aspects and developments in District Nursing.

Additional features:
-You will be taught by a dedicated team of professional nurses who have backgrounds in District Nursing and Community Nursing Roles.
-On successful completion of the Community Specialist Practice Programme, the District Nursing qualification will be recordable with the NMC.
-The programme consists of 50% theory and 50% practice (minimum of 600 hours practice) within a district nursing team and has a 6 week period of practice consolidation at the end of the programme, ensuring that you feel fully prepared for your new role as a District Nurse.
-On successful completion of the Post Graduate Diploma students who have accrued the required credits at level 7 can be offered the opportunity to undertake a 60 credit dissertation leading to a full Masters qualification titled MSc Health and Social Care (Community Specialist Practice).

What Will You Study?

MODULES
-Foundations of Community Practice
-Research Methods
-Clinical Portfolio
-Nurse Prescribing (V100)
-Assessing Complex Needs
-Managing Community Specialist Practice
-Innovations in Community Practice
-Consolidation of Practice (NMC requirement)
-Students who wish to continue their studies on completion of the Post Graduate Diploma will undertake a dissertation module.
-Dissertation Module to gain full Masters

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment & Teaching

District Nursing students are assessed in a variety of ways over the course of their studies. The balance between the different forms of assessment is determined by the different aims and learning outcomes of the modules.

Assessment methods include academic assignments, case studies, poster presentations and examinations. As the programme is about learning in practice, all students have a clinical portfolio which is completed as students’ progress through the modules. All students are allocated a mentor/sign off mentor within practice who will assess your competency against the NMC Specialist Practice Standards for District Nursing.

Career Prospects

On successful completion of the Community Specialist Practice Programme, the District Nursing qualification will be recordable with the NMC. This coveted qualification will enable you to apply for Band 6 roles within District Nursing and will increase opportunities within Community Nursing as a whole.

The Careers & Zone at Wrexham Glyndŵr University is there to help you make decisions and plan the next steps towards a bright future. From finding work or further study to working out your interests, skills and aspirations, they can provide you with the expert information, advice and guidance you need.

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The vision within health and social care is to have practitioners who are able to approach the new decade with well founded professional beliefs, confidence, political awareness and preparedness to meet the challenge of shifting user expectations, diminution of traditional roles and commitment to different ways of working. Read more
The vision within health and social care is to have practitioners who are able to approach the new decade with well founded professional beliefs, confidence, political awareness and preparedness to meet the challenge of shifting user expectations, diminution of traditional roles and commitment to different ways of working. Consequently, it is recognised that a ‘one size fits all’ approach to education will not be suitable to many practitioners, therefore this MA programme emphasises flexibility, and maximises choice, so that learning opportunities meet the needs of your developing role.

The MA Health and Social Care Studies programme structure is designed to facilitate three climb out awards, specifically these are the Post Graduate Certificate, Post Graduate Diploma and Masters Award. These pathways enable students to engage with a flexible pathway to suit their own learning needs. The programme will attract a range of health and social care professionals and promotes a culture of shared learning. Such opportunities have the potential to enrich the learning experience by supporting the development of critical thinking, creativity and can nurture an entrepreneurial approach to health and social care delivery. Although many of the learning and teaching opportunities will be shared with level six students, there will be opportunities available for Post Graduate students to extend their academic ability through seminars, tutorials and critical debates with their peer group.

Content and Modules

The MA Health and Social Care Practice is underpinned by a philosophy of flexibility to enable students to have greater autonomy in their learning. There are, of course, mandatory modules that you will be required to complete however where there is the opportunity to select an optional module you may be able to make a personal selection or seek advice from one of our professional advisers who will guide you through modules that are specific to specialist areas of health and social care.
Modules studied

All awards with the MA Programme will require completion of the 40 credit module “Delivery of Heath and Social Care Practice”. This module is delivered over two semesters.
The 20 credit “Research Module” is mandatory for all students progressing beyond the Post Graduate Certificate.
The 60 credit “Dissertation” is mandatory for all students wishing to complete the MA award and is delivered over two semesters.

Optional Modules
Students are encouraged to be forward thinking and to engage in learning opportunities to maximise their personal and professional potential. Therefore although there are modules which are focused on specialist areas of health and social care such as children’s nursing and midwifery practice, many of the modules can be chosen by practitioners from a range of professional backgrounds.

Modules can be identified from the Continuing Professional Development calendar of modules available on the university website. However, students may also be able to select modules offered within other MA/MSc programmes delivered at UCS with the prior agreement of the programme leaders.
The range of optional modules and will depend of their availability each academic year. Possible modules include, but are not limited to…
• Antenatal and Newborn Screening
• Counselling Skills
• Dementia Care
• Managing Suicide and Self Harm
• Minor Illness
• Supporting Practice Learning (Mentoring

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The Enhanced Neonatal Care programme is subject to approval. The Postgraduate Certificate in Enhanced Neonatal Care will help staff improve their skills within this specialised clinical environment which facilitates improved patient care and increased staff knowledge and competence. Read more
The Enhanced Neonatal Care programme is subject to approval.

The Postgraduate Certificate in Enhanced Neonatal Care will help staff improve their skills within this specialised clinical environment which facilitates improved patient care and increased staff knowledge and competence.

Key Features of Enhanced Neonatal Care

Performance:

- unique to Wales

Teaching and Employability:

- enables experienced practitioners to further enhance their clinical skills
- underpins knowledge to provide increased holistic care to sick and preterm neonates

The clinical staff in ABMU neonatal unit delivers an in-house programme of study known as the NEST programme (Neonatal Enhanced Skills Training programme). This comprises of eight intensive taught days which forms part of the blended learning approach used to support the Post Graduate Certificate in Enhanced Neonatal Care.

The post graduate certificate in Enhanced Neonatal Care enables students to enhance their knowledge and understanding, as well as clinical skills, in areas such as venepuncture and blood gas analysis. Underpinning theory and knowledge pertinent to the care of neonates is demonstrated through the development of a portfolio of evidence and accompanying narrative.

NEST is an eight day intensive clinical programme which is delivered by staff in ABMU Neonatal Unit. Enhanced Neonatal Care students are expected to attend all eight days and then complete supervised practice to achieve defined clinical skills. Each student will need to identify a suitable clinical mentor who can support learning in the student’s clinical environment and assess clinical competence. The Post Graduate Certificate in Enhanced Neonatal Care course involves completion of two 30 credit work based learning modules which are assessed via completion of a portfolio of evidence which demonstrates underpinning knowledge, learning and mastery of associated clinical skills. Attainment of the Post Graduate Certificate is through attendance of the eight taught days, submission of the two module portfolios and competence based assessment in clinical practice of the integrated clinical skills.

Modules

Modules on the Enhanced Neonatal Care course may include:

Developing your Neonatal Clinical Practice
Enhancing Your Neonatal Enhanced Practice

Postgraduate Community

The College of Human and Health Sciences has a vibrant postgraduate community with students drawn from a variety of backgrounds and nationalities. The College is known for its friendly, welcoming and supportive environment, which combined with its extensive facilities, state-of-the-art technology and superb beachside location, helps to ensure that students benefit from an exceptional student experience.

In addition, students have access to a wide range of excellent facilities and equipment for realistic workplace experiences.

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This course has been developed in partnership with students and employers to offer a qualification that will support working towards Early Years Teacher status. Read more
This course has been developed in partnership with students and employers to offer a qualification that will support working towards Early Years Teacher status. The programme is fully funded by the NCTL, for those who qualify, and bursaries are also available.

It’s particularly aimed at graduates who don’t already work in early years but who may be looking for a career move. It’s also a great option for overseas graduates who are looking to enter the teaching profession within England.

This course is offered on both a full- and part-time basis. The full-time course is a School Direct programme delivered in partnership with the Durham and Newcastle Teaching Alliance. The course is school or early years setting-led, which means you’ll spend most of your time within a designated school or early years setting. It underpins all of the training requirements outlined by the National College for Teaching and Leadership (NCTL) and has been flexibly designed to suit your needs.

This is a School Direct Route which includes substantial placement experience, for graduates with little or no experience of working with children aged 0 to 5 years but wish to pursue a career as an Early Years Teacher. Tuition fees are funded by the National College for Teaching and Leadership (NCTL) and bursaries are payable to trainees with a first class (£5000), 2:1 (£4000) or 2:2 (£2000) classification of degree. Post Graduate Certificate in Early Years Education (Level 7) is also included at no extra cost.

Trainees on the School Direct Route will be taught the theoretical element of the programme by specialist practitioners from Northumbria University. Trainees will be placed in a range of good and outstanding schools and settings across the North East, led by the Durham Teaching School Alliance for the practical elements of the programme.

This course cna also be studied part time - for more information, please view this web-page: https://www.northumbria.ac.uk/study-at-northumbria/courses/early-years-education-early-years-teacher-status-dtpets6/

Learn From The Best

The academic staff delivering this course are research active with professional experience as educators specialising in the children’s workforce.

Having worked extensively with the under-3’s and pre-school aged children, with multi-agencies and in partnership with parents and carers, they have an excellent understanding of the challenges around researching in professional practice.

Teaching And Assessment

The course offers specialist training to enhance your skills in working with and teaching the under fives.

Your training will be delivered both at Northumbria and within your early years setting. You’ll spend one day per week at university and will complete at least 120 days on placement. If you already work within early years, this setting could be your current employment.

You’ll be supported by a dedicated mentor throughout, who will help you to develop your knowledge, understanding and related pedagogy of the early years.

Our teaching methods have been designed to support your individual learning style and critical reflective abilities and include lectures, seminars, group work, work based projects and assignments. They also involve unobserved and observed teaching practice, development of an individual training plan and a portfolio of documentary evidence.

Throughout the course, you’ll be encouraged to take part in collaborative teamwork through group work tasks, presentations and work-based projects.

Learning Environment

You’ll spend most of your time within your early years setting, supported by your mentor. For the remainder of your time, you’ll take part in lectures, seminars and other teaching and learning activities on campus.

Technology-enabled learning is a fundamental part of this course and you’ll be encouraged to use technology to be active, collaborative, reflective and research-orientated throughout your studies. Technology will help you to work with others, take part in relevant group discussions and reflect on your learning.

You’ll also be able to access a host of online learning materials and resources.

Research-Rich Learning

Research-rich learning is central to the design of this course. The academic staff teaching on this programme are actively involved in ongoing research projects, covering topics as diverse as attachment, infant mental health, emotional wellbeing, parental involvement and project evaluation.

These diverse and exciting research specialisms are used throughout teaching to both inform and enhance your learning.

As a postgraduate student, you will be encouraged to critically reflect upon and engage with the evolving nature of research, policy and practice. This will enable you to fully establish its impact on the teaching and delivery of early years care and education, giving you excellent insights into the contemporary issues at the forefront of this specialist field.

Give Your Career An Edge

This Post Graduate Certificate award has been specifically designed to support students wishing to gain Early Years Teacher Status and employment as an early years teacher. You’ll train to become a highly reflective early years practitioner with an excellent understanding of the impact that your practice has on children’s learning and development.

We work closely with local early years providers to make sure the course content remains really relevant and meets employers’ needs.

The work-based projects you undertake, as well as your observed teaching practice, will make you highly employable on graduation and you’ll be able to showcase quality examples of the impact of your practice, to future employers.

This Post Graduate Certificate can also be used as a progression award to further studies at Masters level.

Your Future

The framework of this course is geared towards enhancing your future employability within the Early Years sector and has been developed in collaboration with students and employers to provide a qualification that will survive any changes in government policy.

As such, you’ll leave as a flexible, highly employable graduate, equipped with the knowledge and skills you need for the next step in your career and you’ll be able to demonstrate your extensive work-based experience and practice.

As well as being a great early years practitioner, you’ll also have a really solid knowledge and critical awareness of the latest legislation, new insights, current problems and contemporary issues at the forefront of early years care and education.

The Durham Teaching School Alliance

Etherley Lane Nursery School is one of the ‘Lead’ schools in the Durham Teaching School Alliance. The teaching school alliance is a partnership of good and outstanding primary phase schools which includes nursery schools, infant schools, primary schools with Foundation Stage Units and providers from the private and voluntary sector. Working collaboratively with key strategic partners the alliance provides a range of services to schools and settings including the delivery of the new Early Years School Direct initial teacher training programme.

Etherley Lane Nursery School, together with its partner schools and settings works closely with Northumbria University, the accredited Initial Teacher Training Provider, to offer an innovative and specialized programme in early childhood development from birth to five.

Skills Tests

Entrants for Initial Teacher Education programmes need to be aware of Government regulations regarding mandatory skills tests in numeracy and literacy.The skills tests do not replace the GCSE grade C or above entry requirements. Applicants are encouraged to sit the skills tests prior to interview although this is not essential, however, a firm offer of a place on the programme can only be made once all entry requirements have been met.

Applicants are advised that they will receive one free test and two resit opportunities which will need to be self-funded. If applicants fail three tests, resits will not be allowed within a 24 month period. The skills tests are computerized and can be taken at any of a number of Learn Direct test centres throughout the UK. The Department for Education has developed guidance and support materials to help candidates pass the tests: candidates are strongly advised to review the support material before attempting the skills tests. If any candidate is likely to experience difficulties taking a test and has needs that entitle them to reasonable adjustments, they can apply for special arrangements.

Further information about the skills tests, including practice tests are available from the Department for Education Professional Skills Test Webpage or by contacting Learn Direct on 0300 303 9613.

Tests can be booked via the skills test registration page: http://sta.education.gov.uk/

Additional Information

Early Years Teacher Status is a non Qualified Teacher Status (QTS) programme.

Graduate entry routes of Early Years Initial Teacher Training do not attract student loan.

Early Years Education (Early Years Teacher Status) Post Graduate Certificate does not attract student loan.

It is anticipated that for the academic year 2017-2018, trainees will attend University each Thursday.

Further information about becoming an Early Years Teacher can be found on the Department for Education ‘Get Into Teaching’ website: https://getintoteaching.education.gov.uk/explore-my-options/become-an-early-years-teacher

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The MSc Advanced Nursing Practice will begin recruitment in January 2016. The programme aims to prepare, support, and develop nurses who are employed in clinical roles with advanced practice, leadership, education, and research responsibilities. Read more
The MSc Advanced Nursing Practice will begin recruitment in January 2016.

The programme aims to prepare, support, and develop nurses who are employed in clinical roles with advanced practice, leadership, education, and research responsibilities.

Continuing developments in health care have resulted in the need for some professionals to have greater responsibility and accountability for developing service provision. This course offers opportunities for a wide range of health care professionals, including nurses and allied health professionals, to engage in continuing professional and postgraduate academic development. The course will extend your knowledge and practice skills, and challenge your understanding and beliefs with regard to health care.

See the website http://www.brookes.ac.uk/courses/postgraduate/advanced-practice-clinical/

Why choose this course?

- Students have access to state-of-the-art clinical skills simulation suites and resources.

- We support multi and interprofessional learning and teaching, and many of our courses are either fully multiprofessional or offer excellent opportunities for shared learning.

- Our lecturers are experienced in their specialist practice areas and maintain excellent practice links with those areas locally or across the region.

- Many of our lecturers have reputations for excellence and have established links with colleagues, organisations and institutions at national and international levels.

- We have a strong research profile, with experienced researchers working in established areas of cancer care, children and families, drug and alcohol, physical rehabilitation and enablement, and interprofessional education and collaborative practice.

- In the Research Excellence Framework (REF) 2014, 98% of our research in Allied Health Professions, Dentistry, Nursing and Pharmacy was rated as internationally recognised, with 82% being world leading or internationally excellent.

- We have an excellent track record of high levels of student satisfaction, low student attrition rates and high employability.

Teaching and learning

The course has a flexible modular structure. Learning activities include seminars, group discussions, action-learning circles, and skills practise. There is an emphasis on analysing real situations from practice as a basis for examining underlying theoretical issues.

All our courses adopt a student-centred approach to teaching and learning and are strongly focused on encouraging each individual to attain their full potential as lifelong learners. In a lively, challenging and supportive atmosphere you will be encouraged to share your learning with peers and colleagues, and to consider how you can contribute to the development of others. The strategies we use encourage self-reflection, the integration of theory and practice, and inter-professional collaboration.

Some modules are designed in a distance learning mode using IT resources, including the Brookes Virtual Learning Environment (an online repository of lectures, handouts, information and learning exercises). Most are delivered in a ‘blended learning’ framework combining attended taught sessions with online learning and resources.

Approach to assessment

Module assessment strategies vary throughout the programme. You will have opportunities to negotiate the specific content and nature of most module assessments with your tutors to ensure that your work combines academic study with challenges in current practice.

How this course helps you develop

Students on the post graduate programmes in advanced practice are invariably employed in senior clinical roles in healthcare. A number of past students have subsequently gained promotion to consultant or senior clinical management positions following their completion post graduate study in advanced practice.

Careers

Students on the post graduate programmes in advanced practice are invariably employed in senior clinical roles in healthcare. A number of past students have subsequently gained promotion to consultant or senior clinical management positions following their completion post graduate study in advanced practice.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

Research highlights

In the Research Excellence Framework (REF) 2014, 98% of our research in Allied Health Professions, Dentistry, Nursing and Pharmacy was rated as internationally recognised, with 82% being world leading or internationally excellent.

We have a number of both promising and senior, experienced researchers working in established areas including cancer care, children and families, drugs and alcohol, physical rehabilitation and enablement, and interprofessional education and collaborative practice. Over the past few years, these researchers have won external research and consultancy contracts including grants, fellowships and studentships for NHS staff. Our research staff collaborate with researchers from across Oxford Brookes University and from the Institute of Health Sciences at the University of Oxford, along with research teams from many other UK and international centres.

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The history of the MA(Ed) programme is both interesting and complex with developments grounded in the national and local contexts of Continuing Professional Learning and Development and, inevitably the ever-changing educational landscape in Wales. Read more
The history of the MA(Ed) programme is both interesting and complex with developments grounded in the national and local contexts of Continuing Professional Learning and Development and, inevitably the ever-changing educational landscape in Wales.

The MA Education programme outlined has evolved from an MA programme that has been running since 1984 and in recent years has operated as a part time degree completed within up to 5 years. The history of the programme is both interesting and complex with developments grounded in the national and local contexts of Continuing Professional Learning and Development and, inevitably the ever changing educational landscape in Wales. The programme has produced a large number of graduates. Many of these graduates have gone on to secure promotions in the professional lives.

Course Overview

The programme has evolved and developed over the last twenty eight years. It has long been a successful and popular programme with teachers and educationalists. Productive and strong collaborative links have been developed between UWTSD, ERW, local authorities, schools and outside agencies.

Following a review and in line with current thinking, the programme team decided to design and offer a range of specialised pathways in addition to the generic Post Graduate Certificate/Diploma in Education and MA (Ed) being offered.

The full MA (Ed) is a modular programme comprising six modules.

Part One of the programme requires the student to take four ‘taught’ modules; (120 credit units at Master’s level). Part Two of the programme comprises the dissertation, equivalent to two full modules (60 credit units at Master’s level). It requires the student to complete a dissertation following a period of independent study on a topic of interest and relevance to themselves. Students following named award pathways must complete the dissertation (Part Two) within their specialist area.

During Part One of the programme, students will attend modules led by a tutor. In addition, students will undertake directed and independent study and will work towards the submission of an assignment for each module.

During Part Two of the programme students will be allocated a one-to-one supervisor to support them through their dissertation and will also attend dissertation support sessions.

The Post Graduate Certificate is a modular programme comprising two 30-credit modules.

The Post Graduate Diploma is a modular programme comprising four 30-credit modules.

Key Features

The MA (Ed), Postgraduate Diploma/ Postgraduate Certificate is a part-time programme of study for teachers and other educational professionals who wish to extend their academic and professional development. It is therefore conceptualised and delivered in ways that will enhance the intellectual development of participants as individuals (personal development), enable participants to reflect on and act on issues and priorities which are relevant to them in their educational establishments (staff development) and provide them with insight into developments within education taking place outside their own schools and institutions which may have an impact directly or indirectly on themselves as practitioners (professional development).

The programme as a whole is designed to support teaching as a research-based profession. We believe that practice is improved through reflection-on-action and that practitioner research must play a fundamental part of school improvement and professional development.

The purpose of the MA (Ed) is not to detach theory from practice but to enable theory to inform practice. The degree is designed to build on the realities of educational practice and support individual teachers in their professional development and/ or career objectives. The MA (Ed) presents an opportunity for teachers to create communities of learning and teaching networks that will outline the time spent studying on the programme.

The primary function of the MA (Ed) programme team is to assure academic standards, the quality of the programme, the student experience and the assessment procedures, taking full regard of the precepts or, “key matters of principle that the higher education community has identified as important for the assurance of quality and academic standards”. (QAA 2004). Quality assurance is paramount and the programme team has striven to ensure the quality and relevance of the programme is maintained through new effective and stringent systems that have been introduced.

Assessment

The Learning Outcomes will be assessed through a mixture of different assignments, portfolios of work and a dissertation. The learning, teaching and assessment strategy devised for the modules will ensure that the specialist skills are developed and clearly assessed.

Career Opportunities

Most students engaging in this programme are employed in educational settings. The experience of the MA(Ed) is often transformative, leading to an enhancement of learning and teaching and often leading to promotion within the profession.

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This series of linked awards (PGCert, PGDip, MA/MSc) enables graduate professionals in all sectors to enhance their continued professional development and lifelong learning through the negotiation of learning contracts, specifically developed work based learning initiatives and post graduate level academic study. Read more
This series of linked awards (PGCert, PGDip, MA/MSc) enables graduate professionals in all sectors to enhance their continued professional development and lifelong learning through the negotiation of learning contracts, specifically developed work based learning initiatives and post graduate level academic study.

The programme will also substantially build upon your professional expertise and prior learning and enable previously gained 'M level' credit to be incorporated into your customised post graduate programme of study.

Another named route that can be taken as part of the programme is MA Applied Professional Studies (Innovation). This is designed forthose of you whose current role is to innovate, either in public, social or private enterprise on a major or minor scale.

The aims of the programme are:

- To effectively plan personal continuing professional development by linking professional endeavour and academic scholarship

- To strategically link advanced professional practice and academic achievement as a way of leading and sustaining change in your place of work

- To explore and effectively develop inter-professional and trans-professional working

- To systematically plan and execute a major piece of independent work which informs and advances professionalism and influences strategic decision making.

Visit the website http://www2.gre.ac.uk/study/courses/pg/cpd/csse

Continuing Professional Development

This series of linked awards (PG Cert, PG Dip, MA/MSc) enables graduate professionals in all sectors to utilise their existing experience and prior learning. Our programmes continue their professional development and lifelong learning beyond this through the negotiation of learning contracts, specifically developed work based learning initiatives and post graduate level academic study which can be applied in the workplace and their careers beyond study.

What you'll study

For PGCert:
- Managing your Professional Development (15 credits)
- Negotiated Studies and/or taught Masters' level modules from any programme (15, 30 or 45 credits)

For PGDip:
- Research and the Professional (15 credits)
- Negotiated Studies and/or taught Masters' level modules from any programme (15, 30 or 45 credits)

For MA/MSc:
- Applied Professional Study (dissertation) (45 credits)
- Negotiated Studies and/or taught Masters' level modules from any programme (15 credits)

Fees and finance

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

Assessment

You are assessed through reflective portfolio, project reports, and evidence from past and current practice.

Career options

This programme provides a framework for continuing professional development and career progression customised to you and your background.

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

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The Department of Aerospace Engineering and Mechanics offers a Master of Science in aerospace engineering and mechanics degree via an on-campus program and an off-campus (distance learning - http://bamabydistance.ua.edu/) program through the College of Continuing Studies (http://continuingstudies.ua.edu/). Read more
The Department of Aerospace Engineering and Mechanics offers a Master of Science in aerospace engineering and mechanics degree via an on-campus program and an off-campus (distance learning - http://bamabydistance.ua.edu/) program through the College of Continuing Studies (http://continuingstudies.ua.edu/).

An MSAEM can be earned by coursework only or by a combination of coursework and an approved thesis. Most distance learning students elect to complete the coursework only degree option. On-campus students supported by assistantships are expected to complete an approved thesis. Learn more about admission requirements (http://aem.eng.ua.edu/graduate/admissions-and-financial-assistance/).

Visit the website http://aem.eng.ua.edu/graduate/ms-program/

MSAEM – THESIS (PLAN I) OPTION

Credit Hours
A total of 30 semester credit hours is required for a masters of science in aerospace engineering and mechanics degree. For the MSAEM Plan I option, these credit hours consist of:

- 6 hours of Core coursework
- 6 hours of Mathematics coursework, including GES 554
- 12 hours of Elective coursework
- 6 hours of AEM 599 Thesis Research

Elective coursework must be approved by the student’s advisor. Of the 24 coursework credit hours, at least 18 must have an AEM designation.

- Core Course Requirements -

All students must complete a minimum of one (1) class from the Aerospace Core listing of classes and one (1) class from the Mechanics Core listing of classes.

Aerospace Core:
AEM 567 Orbital Mechanics
AEM 582 Space Systems
AEM 614 Airfoil and Wing Theory
AEM 668 Advanced Dynamics of Flight*

Mechanics Core:
AEM 500 Intermediate Fluid Mechanics
AEM 530 Continuum Mechanics
AEM 562 Intermediate Dynamics
AEM 637 Theory of Elasticity

* For those without a BSAE degree, this course has the pre-requisite of AEM 568.

- Mathematics Requirement -

A total of six credit hours of mathematics is required. GES 554 Partial Differential Equations, which is 3 credit hours, is required and counts toward the six-credit hour mathematics requirement. The remaining three credit hours of mathematics coursework must be approved by the advisor.

- Elective Coursework Requirement -

A student must complete at least 12 hours of elective coursework. These courses are typically AEM courses, but other approved courses are acceptable. The specific courses must be approved by the student’s advisor.

- Thesis Requirement -

The student is required to submit a written thesis and defend in front of a thesis committee for approval by the committee and the graduate school.

- Test Pilot School -

Students that seek credit for Test Pilot School completed through the United States Air Force may send official transcripts from the TPS to the UA Graduate School for transfer credit. The student must receive a grade of at least a B in TPS for the credit to transfer. Additionally, the transfer of credit from TPS is subject to the restrictions placed on the transfer of credit by the Graduate School and the AEM Department. A maximum of six hours may be transferred. For additional information, view the transfer credit policy at the UA Graduate School website (http://graduate.ua.edu/admin/policy/transfercredit.html).

- Transfer Credit -

With approval of the UA Graduate School, a maximum of 12 hours of graduate credit for coursework completed at another institution may be applied toward the 24 credit hour coursework requirement for the MSAEM Plan I degree. The maximum of 12 hours of graduate transfer credit includes the six hours of credit transferred from TPS, if applicable.

All credit toward the MSAEM degree, including transfer credit, must have been earned during the six years (18 fall, spring and summer semesters) immediately preceding the date on which the MSAEM degree is to be awarded. Students who have earned post-baccalaureate course credit are encouraged to explore transfer credit opportunities. For additional information, view the transfer credit policy at the UA Graduate School website (http://graduate.ua.edu/admin/policy/transfercredit.html).

MSAEM – NON-THESIS (PLAN II) OPTION

Credit Hours
A total of 30 semester credit hours is required for a Master of Science in aerospace engineering and mechanics degree. For the MSAEM Plan II option, these credit hours consist of:

- 6 hours of Core coursework
- 6 hours of Mathematics coursework (including GES 554)
- 18 hours of Elective coursework

Elective coursework must be approved by the student’s advisor. Of the 30 coursework credit hours, at least 18 must have an AEM designation.

- Core Course Requirements -

All students must complete a minimum of one (1) class from the Aerospace Core listing of classes and one (1) class from the Mechanics Core listing of classes.

Aerospace Core:
AEM 567 Orbital Mechanics
AEM 582 Space Systems
AEM 614 Airfoil and Wing Theory
AEM 668 Advanced Dynamics of Flight*

Mechanics Core:
AEM 500 Intermediate Fluid Mechanics
AEM 530 Continuum Mechanics
AEM 562 Intermediate Dynamics
AEM 637 Theory of Elasticity

* For those without a BSAE degree, this course has the pre-requisite of AEM 568.

- Mathematics Requirement -

A total of six credit hours of mathematics is required. GES 554 Partial Differential Equations, which is three credit hours, is required and counts toward the six-credit hour mathematics requirement. The remaining three credit hours of mathematics coursework must be approved by the advisor.

- Elective Coursework Requirement -

A student must complete a least 18 hours of elective coursework. These courses are typically AEM courses, but other approved courses are acceptable. The specific courses must be approved by student’s advisor.

- Comprehensive Examination or Culminating Experience -

Students pursuing the MSAEM Plan II degree option have the choice of completing one of the following options to satisfy the requirement of a comprehensive examination or culminating experience:

- Pass one of the Ph.D. qualifying examinations that serves as the comprehensive examination or

- Complete a culminating experience and receive faculty advisor approval for the written report detailing the culminating experience. MSAEM Plan II students may, but are not required to, enroll in AEM 594 Special Projects, three credit hours, complete the culminating experience, and submit the written report detailing the culminating experience as part of the AEM 594 course requirements.

The student must have completed at least 18 hours of coursework prior to submitting the written report for the culminating experience. The approved written report for the culminating experience must be submitted no later than the thesis deadline date during the semester in which the student intends to graduate. The comprehensive examination option may only be attempted twice.

- Test Pilot School -

Students that seek credit for Test Pilot School completed through the United States Air Force may send official transcripts from the TPS to the UA Graduate School for transfer credit. The student must receive a grade of at least a B in TPS for the credit to be transferable. Additionally, the transfer of credit from TPS is subject to the restrictions placed on the transfer of credit by the Graduate School and the AEM Department. A maximum of six hours can be transferred. For additional information, view the transfer credit policy at the UA Graduate School website (http://graduate.ua.edu/admin/policy/transfercredit.html).

- Transfer Credit -

With approval of the UA Graduate School, a maximum of 12 hours of graduate credit for coursework completed at another institution may be applied toward the 30 credit hour coursework requirement for the MSAEM Plan II degree. The maximum of 12 hours of graduate transfer credit includes the six hours of credit transferred from TPS, if applicable.

All credit toward the MSAEM degree, including transfer credit, must have been earned during the six years (18 fall, spring, and summer semesters) immediately preceding the date on which the MSAEM degree is to be awarded. Students who have earned post-baccalaureate course credit are encouraged to explore transfer credit opportunities. For additional information, view the transfer credit policy at the UA Graduate School website (http://graduate.ua.edu/admin/policy/transfercredit.html).

Find out how to apply here - http://graduate.ua.edu/prospects/application/

Read less
The Department of Aerospace Engineering and Mechanics offers a Master of Science in aerospace engineering and mechanics degree via an on-campus program and an off-campus (distance learning - http://bamabydistance.ua.edu/) program through the College of Continuing Studies (http://continuingstudies.ua.edu/). Read more
The Department of Aerospace Engineering and Mechanics offers a Master of Science in aerospace engineering and mechanics degree via an on-campus program and an off-campus (distance learning - http://bamabydistance.ua.edu/) program through the College of Continuing Studies (http://continuingstudies.ua.edu/).

An MSAEM can be earned by coursework only or by a combination of coursework and an approved thesis. Most distance learning students elect to complete the coursework only degree option. On-campus students supported by assistantships are expected to complete an approved thesis. Learn more about admission requirements (http://aem.eng.ua.edu/graduate/admissions-and-financial-assistance/).

Visit the website http://aem.eng.ua.edu/graduate/ms-program/

MSAEM – THESIS (PLAN I) OPTION

Credit Hours
A total of 30 semester credit hours is required for a masters of science in aerospace engineering and mechanics degree. For the MSAEM Plan I option, these credit hours consist of:

- 6 hours of Core coursework
- 6 hours of Mathematics coursework, including GES 554
- 12 hours of Elective coursework
- 6 hours of AEM 599 Thesis Research

Elective coursework must be approved by the student’s advisor. Of the 24 coursework credit hours, at least 18 must have an AEM designation.

- Core Course Requirements -

All students must complete a minimum of one (1) class from the Aerospace Core listing of classes and one (1) class from the Mechanics Core listing of classes.

Aerospace Core:
AEM 567 Orbital Mechanics
AEM 582 Space Systems
AEM 614 Airfoil and Wing Theory
AEM 668 Advanced Dynamics of Flight*

Mechanics Core:
AEM 500 Intermediate Fluid Mechanics
AEM 530 Continuum Mechanics
AEM 562 Intermediate Dynamics
AEM 637 Theory of Elasticity

* For those without a BSAE degree, this course has the pre-requisite of AEM 568.

- Mathematics Requirement -

A total of six credit hours of mathematics is required. GES 554 Partial Differential Equations, which is 3 credit hours, is required and counts toward the six-credit hour mathematics requirement. The remaining three credit hours of mathematics coursework must be approved by the advisor.

- Elective Coursework Requirement -

A student must complete at least 12 hours of elective coursework. These courses are typically AEM courses, but other approved courses are acceptable. The specific courses must be approved by the student’s advisor.

- Thesis Requirement -

The student is required to submit a written thesis and defend in front of a thesis committee for approval by the committee and the graduate school.

- Test Pilot School -

Students that seek credit for Test Pilot School completed through the United States Air Force may send official transcripts from the TPS to the UA Graduate School for transfer credit. The student must receive a grade of at least a B in TPS for the credit to transfer. Additionally, the transfer of credit from TPS is subject to the restrictions placed on the transfer of credit by the Graduate School and the AEM Department. A maximum of six hours may be transferred. For additional information, view the transfer credit policy at the UA Graduate School website (http://graduate.ua.edu/admin/policy/transfercredit.html).

- Transfer Credit -

With approval of the UA Graduate School, a maximum of 12 hours of graduate credit for coursework completed at another institution may be applied toward the 24 credit hour coursework requirement for the MSAEM Plan I degree. The maximum of 12 hours of graduate transfer credit includes the six hours of credit transferred from TPS, if applicable.

All credit toward the MSAEM degree, including transfer credit, must have been earned during the six years (18 fall, spring and summer semesters) immediately preceding the date on which the MSAEM degree is to be awarded. Students who have earned post-baccalaureate course credit are encouraged to explore transfer credit opportunities. For additional information, view the transfer credit policy at the UA Graduate School website (http://graduate.ua.edu/admin/policy/transfercredit.html).

MSAEM – NON-THESIS (PLAN II) OPTION

Credit Hours
A total of 30 semester credit hours is required for a Master of Science in aerospace engineering and mechanics degree. For the MSAEM Plan II option, these credit hours consist of:

- 6 hours of Core coursework
- 6 hours of Mathematics coursework (including GES 554)
- 18 hours of Elective coursework

Elective coursework must be approved by the student’s advisor. Of the 30 coursework credit hours, at least 18 must have an AEM designation.

- Core Course Requirements -

All students must complete a minimum of one (1) class from the Aerospace Core listing of classes and one (1) class from the Mechanics Core listing of classes.

Aerospace Core:
AEM 567 Orbital Mechanics
AEM 582 Space Systems
AEM 614 Airfoil and Wing Theory
AEM 668 Advanced Dynamics of Flight*

Mechanics Core:
AEM 500 Intermediate Fluid Mechanics
AEM 530 Continuum Mechanics
AEM 562 Intermediate Dynamics
AEM 637 Theory of Elasticity

* For those without a BSAE degree, this course has the pre-requisite of AEM 568.

- Mathematics Requirement -

A total of six credit hours of mathematics is required. GES 554 Partial Differential Equations, which is three credit hours, is required and counts toward the six-credit hour mathematics requirement. The remaining three credit hours of mathematics coursework must be approved by the advisor.

- Elective Coursework Requirement -

A student must complete a least 18 hours of elective coursework. These courses are typically AEM courses, but other approved courses are acceptable. The specific courses must be approved by student’s advisor.

- Comprehensive Examination or Culminating Experience -

Students pursuing the MSAEM Plan II degree option have the choice of completing one of the following options to satisfy the requirement of a comprehensive examination or culminating experience:

- Pass one of the Ph.D. qualifying examinations that serves as the comprehensive examination or

- Complete a culminating experience and receive faculty advisor approval for the written report detailing the culminating experience. MSAEM Plan II students may, but are not required to, enroll in AEM 594 Special Projects, three credit hours, complete the culminating experience, and submit the written report detailing the culminating experience as part of the AEM 594 course requirements.

The student must have completed at least 18 hours of coursework prior to submitting the written report for the culminating experience. The approved written report for the culminating experience must be submitted no later than the thesis deadline date during the semester in which the student intends to graduate. The comprehensive examination option may only be attempted twice.

- Test Pilot School -

Students that seek credit for Test Pilot School completed through the United States Air Force may send official transcripts from the TPS to the UA Graduate School for transfer credit. The student must receive a grade of at least a B in TPS for the credit to be transferable. Additionally, the transfer of credit from TPS is subject to the restrictions placed on the transfer of credit by the Graduate School and the AEM Department. A maximum of six hours can be transferred. For additional information, view the transfer credit policy at the UA Graduate School website (http://graduate.ua.edu/admin/policy/transfercredit.html).

- Transfer Credit -

With approval of the UA Graduate School, a maximum of 12 hours of graduate credit for coursework completed at another institution may be applied toward the 30 credit hour coursework requirement for the MSAEM Plan II degree. The maximum of 12 hours of graduate transfer credit includes the six hours of credit transferred from TPS, if applicable.

All credit toward the MSAEM degree, including transfer credit, must have been earned during the six years (18 fall, spring, and summer semesters) immediately preceding the date on which the MSAEM degree is to be awarded. Students who have earned post-baccalaureate course credit are encouraged to explore transfer credit opportunities. For additional information, view the transfer credit policy at the UA Graduate School website (http://graduate.ua.edu/admin/policy/transfercredit.html).

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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Students in Humber’s Post-Production graduate certificate program will develop technological skills, creative and critical abilities combined with a thorough knowledge of industry practice and workflows. Read more
Students in Humber’s Post-Production graduate certificate program will develop technological skills, creative and critical abilities combined with a thorough knowledge of industry practice and workflows. You will learn the fundamentals of digital media and technologies, both through hands-on and lecture-based work and have the opportunity to specialize and target very specific post-production skills. With technology as the major focus of the program, you will be given extensive practical training with industry-standard post-production software, hardware, gear, encoding methods and distribution platforms.

Course detail

Upon successful completion of the program, a graduate will:

• Prepare detailed post-production budgets using Movie Magic Budgeting programs.
• Evaluate documentaries, narrative films, TV series and music videos for creative features and technical aspects.
• Prepare and integrate 2-D and 3-D graphic and animation footage using post-production applications.
• Manage the editing process using an Edit Decision List.
• Complete picture editing projects using non-linear editing suites within specified time frames and budgets.
• Complete audio editing projects using non-linear editing suites within specified time frames and budgets.
• Design and build a network system for post-production applications.
• Manage post-production teams.
• Manage post-production projects.
• Distribute interactive content produced through the Web and DVD.
• Compile a portfolio of creative work for presentations to funding agencies and post-production facilities in order to secure employment.

Modules

Semester 1
• PPFT 5000: Digital Media Foundation
• PPFT 5001: Post-Production Technologies
• PPFT 5002: Production Foundation
• PPFT 5003: Business of Post-Production

Semester 2
• PPFT 5050: Digital Media Foundation 2
• PPFT 5051: Post-Production Supervision 1
• PPFT 5052: Post-Production Mastery 1
• PPFT 5053: Audio and Video Techologies for the Web

Semester 3
• PPFT 5552: Post-Production Mastery 2
• PPFT 5555: Field Placement

Work Placement

There is a 150-hour work placement in semester three of the program. We work with you to find a suitable placement in your chosen field of specialization, allowing you to apply the skills you’ve learned in a professional environment. Placements will take place in post-production houses and media companies in Toronto. Work placements are typically unpaid but provide you with the opportunity to further your knowledge in your chosen field and begin to build your resumé and network of professional contacts.

How to apply

Click here to apply: http://humber.ca/admissions/how-apply.html

Funding

For information on funding, please use the following link: http://humber.ca/admissions/financial-aid.html

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Participants will develop the professional and practical skills needed to become a teacher working in post-compulsory education, opening up employment opportunities in a wide range of organisations from general FE colleges to universities, prisons, businesses and the voluntary sector. Read more
Participants will develop the professional and practical skills needed to become a teacher working in post-compulsory education, opening up employment opportunities in a wide range of organisations from general FE colleges to universities, prisons, businesses and the voluntary sector.

The course will equip you with the professional knowledge and skills to work within this sector and adapt to organisational and policy change, it will also provide a base for your further personal and professional development.

After completion of the course you will be able to apply for Qualified Teacher: Learning and Skills status (QTLS).

This course is offered in-service as well as pre-service depending on your needs.

There are several locations available to study this course.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education4#about

Study at:

Tresham College of Further and Higher Education - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education8

Central Bedfordshire College - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education4

Bedford College - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education12

Barnfield College - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education11

Bedford Campus - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education2

Course detail

• Learn through taught sessions and professional practice, applying theory to your teaching practice to develop the core skills for teaching in post compulsory education
• Build on your expertise and experience in your field to develop your teaching skills
• Gain a qualification that includes recommendation for Qualified Teacher: Learning and Skills status (QTLS) opening up employment opportunities in a range of settings from schools and FE colleges to universities, prisons, business and the voluntary sector, and which provides a base for further personal and professional development
• Develop your ability to understand and work with professional, organisational and policy change
• Explore issues in teaching, learning and assessment
• Benefit from a qualification that is quality assured by the Institute for Learning (IfL) endorsed by the Learning and Skills Improvement Services (LSIS) as a Diploma in Teaching in the Lifelong Learning Sector (DTLLS) and can be used to achieve Qualified Teacher: Learning and Skills status (QTLS)

Modules

• Planning and preparing for teaching and learning
• Teaching and learning process
• Assessment and evaluation
• Professional practice and skills
• Theories and principles of inclusive Learning and teaching
• Researching practice
• Context - Curriculum design and innovation
• Professional practice and development

Assessment

The course adopts a submission based approach, making effective use of a submission proposal process, which enables you to contextualise the outcomes and ensures their relevance to your own professional practice.

There are regular teaching observations and individual target setting will be used to ensure that you are you are making progress towards achieving the required professional standards.

Assessments include portfolios, reports, essays, presentations, teaching observations, practical tasks and teaching materials.

Careers

This course is primarily ‘in-service’ (although a pre-service route is available at certain locations), which means that all participants will already be employed in a teaching role within the post compulsory sector.

QTLS is now required of all new teachers in state-funded further education. It is available not only to new entrants to teaching, but also to established staff who do not hold a recognised teaching qualification, as a portal to promotion and advancement.

You will be challenged to explore theories of teaching and learning and to examine the implications of such theories for your own development. In doing this you will refine, form and reform your own principles, perspectives and values in relation to professional teaching practice.

Funding

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

How to apply

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

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