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Masters Degrees (Post Graduate Diploma)

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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.

To download brochure click here

https://www.ashridge.org.uk/qualifications/postgraduate-diploma-in-organisational-supervision/

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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Hebrew University. , Faculty of Dental Medicine and. Healthcare Learning. are pleased to announce their latest qualification, Postgraduate Diploma in Implant Dentistry. Read more

Hebrew University, Faculty of Dental Medicine and Healthcare Learning are pleased to announce their latest qualification, Postgraduate Diploma in Implant Dentistry.

Covering the foundations of Implant dentistry right through to advanced treatment procedures, this innovative blended learning programme will give dentists' the skills and knowledge required to give the best treatment possible to their patients.

The programme is part-time and will run over the course of 2 years, commencing in February 2017. This technology driven qualification is delivered from a high class international faculty through which students will communicate with a diverse global community of peers.

Syllabus

The programme covers six units including:

- Unit 1: Foundations of Implant Dentistry

- Unit 2: Treatment Planning

- Unit 3: Surgical Techniques

- Unit 4: Prosthodontics

- Unit 5: Advanced Surgery

- Unit 6: Advanced Prosthodontics

Aims

The programme aims to:

- Provide an innovative programme that enhances current knowledge and clinical skills in Implant Dentistry

- To present sound academic theory and high quality practical training in Implant Dentistry by world class mentors

- To provide students with the confidence and ability to enhance their current clinical practice by incorporating the latest advances in technology and research

- To deliver learning using the latest technology enabling students to access the course regardless of places or time zone whilst maintaining their dental practice

As we believe that all our students should have an unrivalled learning experience, we will only be accepting a limited intake for the first cohort.

To learn more, please visit: http://www.healthcare-qualifications.com/implant-dentistry/

Alternatively you can speak to a member of the Healthcare Learning team by calling

+44 20 7400 8989

or emailing



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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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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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The RVC Graduate Diploma in Professional and Clinical Veterinary Nursing is a unique distance-learning advanced veterinary nursing diploma for practising registered veterinary nurses. Read more
The RVC Graduate Diploma in Professional and Clinical Veterinary Nursing is a unique distance-learning advanced veterinary nursing diploma for practising registered veterinary nurses.

If you are currently employed in practice and looking to study from home, the Diploma will help you to develop valuable knowledge and skills to take you to the next level of your career.

Under the microscope

The Diploma is managed and taught by leading veterinary professionals who are recognised by employers both within the UK and internationally. We focus on developing critical thinking, using both theory and its practical application, enabling you to become better equipped to care for your patients.

Our learners come from a wide range of veterinary practices around the world. Whether you work in a first-opinion practice, a charity clinic or a large specialist referral practice, you will all share an ambition to excel in the veterinary field and a desire to improve animal health and welfare.

We welcome applications from individuals with the dedication to commit to the course and progress the professional role of the vet nurse in the veterinary profession. You will need a high level of motivation and, in return, we promise a rich and rewarding experience during your time with us.

The course

The Graduate Diploma in Professional and Clinical Veterinary Nursing consists of modules that run consecutively through the academic year. At the start of the course, you will study a 'pre-requisite bridging short-course', which involves learning contemporary study skills, and includes a compulsory Orientation Week.

In Year One, you are required to study the following core modules:
- Evidence-based veterinary nursing
- Problem solving in veterinary physiology
- Professional studies

In Year Two, you will study three elective clinical modules.

How will I learn?

The Graduate Diploma is delivered through flexible online learning via the RVC’s Virtual Learning Environment (VLE) – ‘Learn’. This means you can work towards the qualification at your own pace and can schedule your study around other aspects of your personal and professional life.

Each module has a subject specialist assigned as module leader. They act as your personal tutor, helping you navigate through the module and setting a series of collaborative tasks, assignments and online discussion activities. All of these will contribute to your specialist knowledge and learning.

Learning outcomes

During the programme you will:
- Benefit from exposure to some of the best clinical specialists in the UK
- Join a network of like-minded individuals all striving to enhance the professional status of the veterinary nurse
- Become better equipped to influence the health of animal patients within your care
- Learn to apply new solutions and approaches to often complex problems at work
- Have the potential to publish work developed as part of your course studies (see Published papers of previous students)
- Develop an appetite for lifelong learning.

In addition, your practice will benefit from your motivation and ability to make an enhanced contribution to the workplace.

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This course provides graduates of other degrees with the opportunity to qualify for a teaching profession in one year of full-time study. Read more

Professional Recognition

This course provides graduates of other degrees with the opportunity to qualify for a teaching profession in one year of full-time study. Successful graduates can register with the Queensland College of Teachers. International students should consult the relevant authority in their home country.

Who will I teach?

The Graduate Diploma of Education (Secondary) focuses on the education of students in Years 7 to 12. The junior secondary years (Years 7-10) is an exciting phase of learning, while the senior secondary years (Years 11-12) are a critical time for young people as they develop their plans for post-secondary education and work.
You will learn to teach two secondary areas of teaching in Years 7 to 10, specialising in one related secondary area of teaching in Years 11 and 12.

Professional Experience

An integral part of becoming a teacher is gaining practical experience in schools. You will be required to complete 55 days of professional experience in secondary school settings during the course plus an additional 20 days of wider professional education. Placements are allocated in government and non-government schools.

Blue card

You will need a Blue Card (a working with children check issued by the Queensland Commission for Children and Young People and Child Guardian) before commencing your professional experience.

Course learning outcomes

On successful completion of the Graduate Diploma of Education (Secondary), graduates will be able to:
*Demonstrate broad and coherent understanding of professional knowledge, practice and engagement with depth in the National Professional Standards for Teachers
*Demonstrate broad and coherent understanding of underlying principles and concepts, and teaching and learning approaches for the tropics in the areas of Indigenous education, education for sustainability, rural and regional education
*Review critically, analyse, evaluate, consolidate and synthesise professional knowledge, practice and engagement and apply the findings to enhance outcomes for diverse students
*Communicate professional knowledge clearly and coherently through oral and written modes to students and key stakeholders in professional practice and engagement
*Identify and solve problems and make informed decisions in diverse professional contexts with well-developed judgement and initiative
*Demonstrate dispositions required for effective teaching that embrace responsibility and accountability for professional knowledge, practice and engagement including collaboration with stakeholders.

Award title

GRADUATE DIPLOMA OF EDUCATION (SECONDARY) GDipEd(Secondary)

Minimum English language proficiency requirements

Applicants of non-English speaking backgrounds must meet the following English language proficiency requirements:
An overall IELTS of 7.5 with no component lower than 8 in Speaking and Listening and no score below 7 in Reading and Writing.
Note: All students must attain an overall IELTS (or equivalent) score of 7.5 (with no score below 7 in any of the four skills areas, and a score of no less than 8 in speaking and listening) upon completion as required by the Queensland College of Teachers. The cost of the testing will be met by the applicant. English test results must be no more than two years old.

Why JCU?

James Cook University offers professional development opportunities, student flexibility through course design and structure, as well as a successful history in securing funding for major research programs.

Application deadlines

Last Friday in October the year before commencement

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This programme of study, skills development and placement experience allows you to build upon a first degree in biosciences, life sciences or health sciences in order to function as a qualified physician associate. Read more

This programme of study, skills development and placement experience allows you to build upon a first degree in biosciences, life sciences or health sciences in order to function as a qualified physician associate.

The programme teaches you to assess, diagnose and manage medical problems competently, consulting with patients presenting with a variety of specified conditions on behalf of, and under supervision of, a senior experienced doctor.

By the end of the programme, you will be able to deliver holistic medical care and treatment to a standard defined by the National Examination for Physician Associates, which will enable you to work in either Primary or Secondary Care.

Programme structure

The programme consists of eight taught modules.

On successful completion of the programme, students will receive a Post Graduate Diploma in Physician Associate Studies, but will also need to sit a National Examination comprising a written paper and OSCE examination, set by the Faculty of Physician Associates at the Royal College of Physicians, in order to be able to practise in the NHS.

On passing the National Examinations, the graduate can be registered on the National Register (currently a Voluntary Register but awaiting accreditation and appointment of a Regulatory Body). The graduate can only work as a physician associate in the NHS if he/she is on this National Register.

Example module listing

The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.

What is a physician associate?

Physician associates support doctors in the diagnosis and management of patients. As a physician associate, you might work in a GP surgery or be based in a hospital, but wherever you work, you'll have direct contact with patients.

You’ll be trained to perform a number of day-to- day tasks including:

  • Taking medical histories
  • Performing examinations
  • Diagnosing illnesses
  • Analysing test results
  • Developing management plans

You can find further information on the role through the Faculty of Physician Associates at the Royal College of Physicians (FPARCP) or the NHS careers website.

To understand what a physician associate does on a day-to- day basis, Health Education England have produced this informative Day in the Life of a Physician Associate video.

Collaboration

This programme will be delivered through collaboration with Health Education Kent, Surrey and Sussex and engagement with Brighton and Sussex Medical School (BSMS), Canterbury and Christchurch University (CCU) and the University of Kent.

The majority of teaching, however, will be conducted by Surrey staff and local NHS clinicians. The four HEIs (including Surrey) may share facilities in areas of individual specialist expertise, although teaching will be conducted by Surrey staff.

Working with local NHS Trusts (primary and community care, acute, secondary care and mental health) will enable elements including work-based assessments and summative assessments (the clinical OSCEs).

Surrey Health Partners

The University of Surrey is part of the Surrey Health Partners Alliance, bringing together NHS Trusts in Surrey with the University to enhance learning and teaching, research and clinical practice.

The local Clinical Commissioning Groups (CCGs, covering GP practices) and NHS Health Trusts (covering hospitals, community care and psychiatric care) are all represented fully within Surrey Health Partners.

Career opportunities

Following successful graduation from this Diploma course, you will need to sit the National Assessment for Physician Associates, set by the Faculty of Physician Associates at the Royal College of Physicians, London.

Passing the National Assessment will allow you to be put onto the National Register for Physician Associates, so that you can practise clinically in the UK.

Career prospects

The predicted growth of the physician associate role across the NHS to fill an important resource gap indicates strong continued employment prospects for graduates. Physician associates will pursue a profession that is supported by the NHS and the Department of Health: over 30 hospitals currently employ PAs across the UK and the numbers are growing fast.

Health Education Kent, Surrey and Sussex aims to produce PAs who can work in primary as well as secondary care.

Educational aims of the programme

The overarching educational aim of the programme is to train graduates with a first degree in Biosciences, Life Sciences or Health Sciences, or suitable approved programme, to Post Graduate Diploma level, to function as a qualified physician associate (on passing the National Examination).

Physician associates will be able to:

  • Deliver holistic medical care and treatment under defined levels of supervision, in acute and primary care settings in the National Health Service.
  • Work effectively with patients and multi-disciplinary healthcare teams from diverse backgrounds.
  • Use a patient-centred approach, and be expert communicators, ensuring patient safety at all times
  • Promote health and wellbeing on an individual and population basis
  • Engage in reflective practice, work within the limits of their competence and engage actively in lifelong learning and professional development

This training includes the necessary knowledge, skills and professional attitudes needed to work to the medical model, demonstrating safe medical practice, medical competence, compassion, reflective and critical thinking in diagnostic reasoning and clinical management.

Graduates will be able to assess, diagnose and manage medical problems competently, consulting with patients presenting with a variety of specified conditions on behalf of, and under supervision of a senior experienced doctor.

They will be able to understand and demonstrate the principles of safe and effective prescribing.

Graduates will be trained to a standard defined by the National Examination for Physician Associates that will enable them to work as physician associates in the National Health Service, with appropriate accreditation and regulation once these have been decided and implemented.



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This module equips students with the knowledge and tools required for critical examination of the ways in which change can be introduced, managed evaluated and reviewed. Read more
This module equips students with the knowledge and tools required for critical examination of the ways in which change can be introduced, managed evaluated and reviewed. The learning outcomes for the module are to enable the student to:
-Evaluate tools used in the diagnosis of change
-Critically appraise strategies and models for managing change
-Evaluate the potential sources of resistance to change and strategies which can be used to successfully overcome them
-Critically analyse models of organisational culture and implications for managing change
-Apply a critical understanding of the nature of change and the change process
-Demonstrate the critical application of change models and tools

Why Bradford?

At the Faculty of Health Studies, University of Bradford, you can choose to study for individual modules, a named award or build module credits through the SSPRD Framework for Flexible Learning to achieve an award relevant to your professional needs.

The Framework for Flexible Learning in Health and Social Care is a Faculty-wide academic structure for Specialist Skills and Post-Registration Development. It offers students increased flexibility and choice in the modules and courses that can be undertaken and it is also responsive to employer needs. The flexibility also allows you to move from one award to another if your career changes or you take time out from regular studying. Shared teaching and research expertise from across the Faculty is offered through interdisciplinary teaching across our core research modules.

The Faculty of Health Studies is regionally, nationally and internationally recognised for its teaching and research, and works with a number of healthcare partners to ensure clinical excellence.

Modules

The syllabus for the module includes:
-Organisations and their changing environments; the nature of change and its impact on organisations; individuals and groups
-Organisational development; origins and phases to a planned approach
-Developments in change management; emerging challenges from planned to emergent change.
-Organisational culture and its impact on change
-Diagnosis, models and theories of change; planning, implementing and evaluating successful and unsuccessful change.
-Frameworks for change; approaches and choices
-Individuals and change; resistance, commitment and readiness, individual reactions to change, individual preferences, the role of the change agent, employee involvement and engagement
-Change and knowledge management
-Leading and managing change; the role of the leader and the manager in the change process
-Understanding the realities of change and its impact on people and organisations

This module is a core module for:
-MSc /Post Graduate Diploma Leadership Management and Change in Health and Social Care
-MSc International Health Management (Bradford and Dubai)
-Postgraduate Certificate Project and Change Management

The module is also an option for:
-MSc /Post Graduate Diploma in Health & Social Care Management

Learning activities and assessment

A 4000 word applied assignment critically examines the application of change theory in practice.
OR
Storyboard using a change model critically analysed & supported with theory (4000 word equivalent).

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

The module sits within programmes designed to meet the needs of existing (middle or senior) or aspiring managers in health or social care organisations, social enterprises and the voluntary or independent sector who wish to develop strategic management skills.

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Biomedical science is integral to human and veterinary practice. It looks at how the body works and investigates ways to treat diseases through advanced tools and strategies. Read more

What is biomedical science?

Biomedical science is integral to human and veterinary practice. It looks at how the body works and investigates ways to treat diseases through advanced tools and strategies.

Who is this course for?

This course is for graduates of science, biomedical science, veterinary science or related disciplines who want to specialise in microbiology and immunology. This is a flexible course allowing you to tailor your studies to suit your professional needs and interests.

Course learning outcomes

Biomedical science examines how the body works and investigates ways to treat diseases using advanced tools and strategies. It covers the fields of biochemistry, microbiology, physiology and anatomy with the aim of improving health outcomes for humans and animals tropical, rural and remote and indigenous communities.
Graduates of the Graduate Diploma of Biomedical Sciences will be able to:
*Apply and adapt advanced and integrated knowledge, including an understanding of recent developments, in the area of biomedicine and related professional competencies, behaviours and ethical frameworks
*Apply an integrated understanding of biomedical science and its application to improve human and animal health in rural, remote and indigenous community settings
*Analyse and synthesise complex information, problems, concepts and theories in new situations or contexts with creativity and independence
*Demonstrate a high level of personal autonomy and accountability for their own future professional development through reflection on current skills, knowledge and attitudes in the biomedical science arena
*Interpret and justify scientific propositions, methodologies and conclusions to specialist and non-specialist audiences through high level written and oral communication and numeracy skills.

Award title

GRADUATE DIPLOMA OF BIOMEDICAL SCIENCES (GDipBiomedSc)

Course articulation

Students who complete this course are eligible for entry to the Master of Biomedical Sciences, and may be granted advanced standing for relevant subjects completed under this course

Post admission requirements

Hepatitis B immunisation:
Students must provide evidence of being immune to hepatitis B within the first teaching period of their studies. A blood-borne viral disease may result in a student’s inability to obtain a placement in a Queensland Health facility and consequently may result in their inability to complete the requirements of the course as accredited by the relevant professional accrediting body. If a student has not complied with the above requirement by the last day of the first teaching period of their studies, their enrolment will be terminated immediately.

Entry requirements (Additional)

English band level 2 - the minimum English Language test scores you need are:
*Academic IELTS – 6.5 (no component lower than 6.0), OR
*TOEFL – 570 (plus minimum Test of Written English score of 4.5), OR
*TOEFL (internet based) – 90 (minimum writing score of 21), OR
*Pearson (PTE Academic) - 64

If you meet the academic requirements for a course, but not the minimum English requirements, you will be given the opportunity to take an English program to improve your skills in addition to an offer to study a degree at JCU. The JCU degree offer will be conditional upon the student gaining a certain grade in their English program. This combination of courses is called a packaged offer.
JCU’s English language provider is Union Institute of Languages (UIL). UIL have teaching centres on both the Townsville and Cairns campuses.

Minimum English Language Proficiency Requirements

Applicants of non-english speaking backgrounds must meet the English language proficiency requirements of Band 2 – Schedule II of the JCU Admissions Policy.

Why JCU?

James Cook University has:
*Purpose-built emergency veterinary clinic including operating theatres and radiology facilities
*anatomy and biomedical science teaching and research laboratories, including housing for small, large and aquatic animals
*veterinary teaching facilities in Atherton, Malanda, Townsville and Charters Towers.

Application deadlines

*1st February for commencement in semester one (February)
*1st July for commencement in semester two (mid-year/July)

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Tropical animal science focuses on animal health and reproduction in tropical climates. Study areas may include. *Animal nutrition. Read more

What is tropical animal science?

Tropical animal science focuses on animal health and reproduction in tropical climates. Study areas may include:
*Animal nutrition
*Applied pathology
*Aquatic pathobiology
*Epidemiology and biometrics
*Immunology
*Microbiology
*Parasitology.

Who is this course for?

This course is for graduates from agricultural science, animal science, rural science, and science or related degrees who want to specialise in tropical animal health and reproduction.

Course learning outcomes

Graduates of the Graduate Diploma of Tropical Animal Science will be able to:
*Apply advanced and integrated knowledge, including an understanding of recent developments, in the area of Tropical Animal Science and related professional competencies, behaviours and ethical frameworks
*Apply an integrated understanding of tropical animal science and its application to improve human quality of life by means of increased and cost effective food production in tropical regions
*Analyse and synthesise complex information, problems, concepts and theories in new situations or contexts with creativity and independence
*Demonstrate a high level of personal autonomy and accountability for their own future professional development through selection and integration of available subjects in tropical animal science
*Interpret and justify theoretical propositions, methodologies and conclusions to non-specialist audiences through high level written and oral communication and numeracy skills.

Award title

Graduate Diploma of Tropical Animal Science (GDipTropAnimSc)

Course articulation

Students who complete this course are eligible for entry to the Master of Tropical Animal Science, and may be granted advanced standing for all subjects completed under this course.

Post admission requirements

Q Fever immunisation:
Students must provide evidence of being immune to Q Fever within the first teaching period of their studies. Students who are not immune to Q fever will not be permitted on-site at some facilities and consequently this may result in their inability to complete the requirements of the course as accredited by the relevant professional accrediting body. If a student has not complied with the above requirement by the last day of the first teaching period of their studies, their enrolment will be terminated immediately.

Entry requirements (Additional)

English band level 2 - the minimum English Language test scores you need are:
*Academic IELTS – 6.5 (no component lower than 6.0), OR
*TOEFL – 570 (plus minimum Test of Written English score of 4.5), OR
*TOEFL (internet based) – 90 (minimum writing score of 21), OR
*Pearson (PTE Academic) - 64

If you meet the academic requirements for a course, but not the minimum English requirements, you will be given the opportunity to take an English program to improve your skills in addition to an offer to study a degree at JCU. The JCU degree offer will be conditional upon the student gaining a certain grade in their English program. This combination of courses is called a packaged offer.
JCU’s English language provider is Union Institute of Languages (UIL). UIL have teaching centres on both the Townsville and Cairns campuses.

Minimum English language proficiency requirements

Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of Band 3a – Schedule II of the JCU Admissions Policy.

Why JCU?

James Cook University has:
*Purpose-built emergency veterinary clinic including operating theatres and radiology facilities
*anatomy and biomedical science teaching and research laboratories, including housing for small, large and aquatic animals
*veterinary teaching facilities in Atherton, Malanda, Townsville and Charters Towers.

Application deadlines

*1st February for commencement in semester one (February)

Read less
Tropical veterinary science focuses on animal health and reproduction in tropical climates. Study areas within the tropical veterinary science programs may include. Read more

What is tropical veterinary science?

Tropical veterinary science focuses on animal health and reproduction in tropical climates. Study areas within the tropical veterinary science programs may include:
*Animal production
*Pathology
*Epidemiology
*Microbiology
*Parasitology.

Who is this course for?

This course is for veterinary science graduates who want to further their training in tropical veterinary health issues and reproduction.

Course learning outcomes

Tropical veterinary science covers the field of animal health, welfare, and production with the aim of improving health and productivity of livestock, and better utilisation of animal resources, including wildlife in tropical, subtropical and similar agro-ecological environments.
Graduates of the Graduate Diploma of Tropical Veterinary Science will be able to:
*Apply and adapt advanced and integrated knowledge, including an understanding of recent developments, in the area of Tropical Veterinary Science and related professional competencies, behaviours and ethical frameworks
*Apply an integrated understanding of tropical veterinary medicine and its application to improve human health and quality of life by means of increased and safe food production in tropical regions
*Analyse and synthesise complex information, problems, concepts and theories in new situations or contexts with creativity and independence
*Demonstrate a high level of personal autonomy and accountability for their own future professional development through selection and integration of available subjects in tropical veterinary medicine
*Interpret and justify theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences through high level written and oral communication and numeracy skills.

Award title

Graduate Diploma of Tropical Veterinary Science (GDipTropVSc)

Course articulation

Students who complete this course are eligible for entry to the Master of Tropical Veterinary Science, and may be granted advanced standing for all subjects completed under this course.

Post admission requirements

Q Fever immunisation:
Students must provide evidence of being immune to Q Fever within the first teaching period of their studies. Students who are not immune to Q fever will not be permitted on-site at some facilities and consequently this may result in their inability to complete the requirements of the course as accredited by the relevant professional accrediting body. If a student has not complied with the above requirement by the last day of the first teaching period of their studies, their enrolment will be terminated immediately.

Entry requirements (Additional)

English band level 2 - the minimum English Language test scores you need are:
*Academic IELTS – 6.5 (no component lower than 6.0), OR
*TOEFL – 570 (plus minimum Test of Written English score of 4.5), OR
*TOEFL (internet based) – 90 (minimum writing score of 21), OR
*Pearson (PTE Academic) - 64

If you meet the academic requirements for a course, but not the minimum English requirements, you will be given the opportunity to take an English program to improve your skills in addition to an offer to study a degree at JCU. The JCU degree offer will be conditional upon the student gaining a certain grade in their English program. This combination of courses is called a packaged offer.
JCU’s English language provider is Union Institute of Languages (UIL). UIL have teaching centres on both the Townsville and Cairns campuses.

Minimum English language proficiency requirements

Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of Band 3a – Schedule II of the JCU Admissions Policy.

Why JCU?

James Cook University offers:
*Purpose-built emergency veterinary clinic including operating theatres and radiology facilities
*anatomy and biomedical science teaching and research laboratories, including housing for small, large and aquatic animals
*veterinary teaching facilities in Atherton, Malanda, Townsville and Charters Towers.

Application deadlines

*1st February for commencement in semester one (February)
*1st July for commencement in semester two (mid-year/July)

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The new Graduate Diploma in Applied Equine Locomotor Research being launched by the RVC offers professional farriers the chance to gain the necessary skill-set to produce original research and increase the evidence base behind farriery. Read more
The new Graduate Diploma in Applied Equine Locomotor Research being launched by the RVC offers professional farriers the chance to gain the necessary skill-set to produce original research and increase the evidence base behind farriery.

The course takes a minimum of two and a maximum of five years to complete. Some of the programme is delivered during residential weekend sessions while some of the learning is self-directed, with continuous support from teaching staff.

Under the microscope

Participants in the course will develop knowledge and skill in equine locomotor research directly related to the field of farriery. The course is specifically designed to enable participants to develop the necessary scientific and academic skills in order to produce their own research project to the highest professional standard.

Graduates will be awarded a Graduate Diploma in Equine Locomotor Research, which is a Level 6 (FHEQ) UK Higher Education qualification. The programme has been carefully designed to help graduates meet the project and presentation requirements for the Fellowship of the Worshipful Company of Farriers examination.

The course

We are mindful of the fact that the farriery profession is made up of a cross-section of individuals with varying academic backgrounds.

The course divides into two distinct sections. Section 1 acts as a springboard that enables participants who have not had any involvement in formal education in a number of years to familiarise themselves with current learning methods and thus 'ease into' academic work. Applicants who already hold a degree may be exempt from this and can apply for an exemption from Section 1 of the course and direct entry into Section 2.

Section 1: Contemporary Study Skills - this section of the course includes the following modules:

- Introduction to online learning
- Learning styles and self-regulation of learning
- Searching for information
- Academic writing
- Presentation skills

Section 2: Applied Equine Locomotion - this section of the course comprises of five modules:

- Equine locomotor biomechanics and orthopaedics
- Critical evaluation of scientific literature
- Study design and equine locomotor assessment methods
- Data processing, analysis and presentation
- Research project

How will I learn?

The course will run over a minimum of 24 months, with self-study tasks (‘homework’) in between sessions. Some of the programme is delivered during residential weekend sessions while some of the learning is self-directed, with continuous support from teaching staff.

In Section 1, participants are expected to spend five hours of study a week, and in Section 2, participants are expected to spend ten hours of study a week

'Study' does not only include the time sitting at a desk and working on the computer or reading scientific literature it also includes thinking “on the job”, discussing cases with fellow farriers, vets or other knowledgeable stakeholder as well as collecting data, e.g. taking photographs of horses’ feet or reflecting about what you could have done differently about the last horse while driving to the next horse can count as study time.

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This SOAS Language Centre programme of professional development leads to highly sought after and widely accepted post-graduate qualifications (Certificate and Diploma) in teaching Arabic as a Foreign Language. Read more
This SOAS Language Centre programme of professional development leads to highly sought after and widely accepted post-graduate qualifications (Certificate and Diploma) in teaching Arabic as a Foreign Language. These awards have contributed substantially to the professionalising of Arabic teaching in the UK and elsewhere and to the recognition of the expertise of teachers of Arabic as a Foreign or Second Language.

The Certificate in Teaching Arabic is designed:

- to meet the rapidly growing demand in the UK and elsewhere for trained and qualified teachers of Arabic as a foreign language.

- to equip trainees with the knowledge and skills which will enable them to teach Arabic to a broad spectrum of Arabic learners in UK, European and worldwide educational contexts.

The Postgraduate Diploma in Teaching Arabic is designed to:

- equip trainees to be able to deal professionally with the teaching of Arabic in different contexts and through the integration of different varieties of the Arabic language.

- familiarise trainees with the theoretical principles underlying the content and design of instructional materials and teaching/testing techniques.

- provide trainees with the knowledge and skills and the supported teaching practice to enable them to teach Arabic using the latest communicative methods.

- show trainees how to create coherent and progressive schemes of work and design effective and efficient lesson plans that are adapted to students’ learning needs.

- show trainees how to analyse empirical data in order to evaluate second language learners’ performance objectively and how to describe achievement and proficiency levels using appropriate terminology.

- enable trainees to fulfil supervisory and pedagogical lead roles such as those of syllabus designer, course co-ordinator, teacher mentor and materials developer.

Graduates will be qualified and well-prepared for teaching Arabic in higher education in the UK, Europe and other parts of the world, for teaching Arabic at private institutions or companies, for fulfilling administrative or consultative roles in educational organisations and for undertaking commissioning and editing in companies which create and market Arabic language courseware.

Visit the website http://www.soas.ac.uk/languagecentre/languages/arabic/postgraduate-certificate-diploma-in-teaching-arabic-as-a-foreign-language.html

The overall learning required is full-time, though attendance in sessions at SOAS is not required 5 days per week. The course requires attendance on normally three days per week, depending on assignments set and appointments to observe live teaching which may be on an evening or on a Saturday. The overall learning required is full-time, though attendance in session at SOAS is not required 5 days per week. The days where no presence at SOAS is required are to be devoted to lesson planning and materials preparation, writing of self-reflections and peer appraisals, readings of theoretical applied linguistics and teaching theory books/journal articles, self-access learning, specified VLE learning activities, guided independent study, assigned homework tasks and completion of formal assessments. The programme is very demanding and students will be expected to spend at least 20-30 hours of study outside of class every week.

Structure

The Postgraduate Diploma in Teaching Arabic is equivalent to 3 post-graduate level course units carrying 135 CATS credits.
The Postgraduate Certificate in teaching Arabic is equivalent to 1.5 post-graduate level course units carrying 67.5 CATS credits.
Trainees take compulsory courses in two main areas.

1. Principles and Practice in Communicative Language Teaching for Arabic:
- Arabic Applied Linguistics (0.5 unit)
- Language Awareness, Methods and Techniques in Teaching Arabic (1 unit)

2. Knowledge and Skills for Second Language Teaching:
- Theories of Language Learning and Acquisition (0.5 unit)
- Approaches and Methods in Language Teaching and Language Assessment (1 unit)

Teaching Practice

A key component of the course is the opportunity for live observation of experienced teachers, followed by teaching practice of Arabic with different types of student groups, covering a range of levels. Trainees will observed and assessed in teaching Arabic, including the quality of lesson plans and teaching materials they have created, competencies in using a range of different communicative teaching techniques and ability to create rapport and establish a co-operative learning environment.

All our teacher trainers are expert classroom teachers themselves. Have a look at one of them teaching (http://www.soas.ac.uk/languagecentre/languages/chinese/) and see the kinds of classroom skills you will learn to use yourself.

Find out how to apply here - http://www.soas.ac.uk/languagecentre/languages/arabic/postgraduate-certificate-diploma-in-teaching-arabic-as-a-foreign-language.html

Closing Date for Applications:
Overseas Applicants - Friday 23rd September 2016
UK and EU Applicants - Friday 7th October 2016

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This SOAS Language Centre programme of professional development leads to highly sought after and widely accepted post-graduate qualifications (Certificate and Diploma) in teaching Chinese as a Foreign Language. Read more
This SOAS Language Centre programme of professional development leads to highly sought after and widely accepted post-graduate qualifications (Certificate and Diploma) in teaching Chinese as a Foreign Language. These awards have contributed substantially to the professionalising of Chinese teaching in the UK and elsewhere and to the recognition of the expertise of teachers of Chinese as a Foreign or Second Language.

The Certificate in Teaching Chinese is designed:

- to meet the rapidly growing demand in the UK and elsewhere for trained and qualified teachers of Chinese as a foreign language.

- to equip trainees with the knowledge and skills which will enable them to teach Chinese to a broad spectrum of Chinese learners in UK, European and worldwide educational contexts.

The Postgraduate Diploma in Teaching Chinese is designed to:

- equip trainees to be able to deal professionally with the teaching of Chinese in different contexts and through the integration of different varieties of the Chinese language.

- familiarise trainees with the theoretical principles underlying the content and design of instructional materials and teaching/testing techniques.

- provide trainees with the knowledge and skills and the supported teaching practice to enable them to teach Chinese using the latest communicative methods.

- show trainees how to create coherent and progressive schemes of work and design effective and efficient lesson plans that are adapted to students’ learning needs.

- show trainees how to analyse empirical data in order to evaluate second language learners’ performance objectively and how to describe achievement and proficiency levels using appropriate terminology.

- enable trainees to fulfil supervisory and pedagogical lead roles, such as those of syllabus designer, course co-ordinator, teacher mentor and materials developer.

Graduates will be qualified and well-prepared for teaching Chinese in higher education in the UK, Europe and other parts of the world, for teaching Chinese at private institutions or companies, for fulfilling administrative or consultative roles in educational organisations and for undertaking commissioning and editing in companies which create and market Chinese language courseware.

Visit the website http://www.soas.ac.uk/languagecentre/languages/chinese/postgraduate-certificate-diploma-in-teaching-chinese-as-a-foreign-language.html

The overall learning required is full-time, though attendance in sessions at SOAS is not required 5 days per week. The course requires attendance on normally three days per week, depending on assignments set and appointments to observe live teaching, which may be on an evening or on a Saturday. The overall learning required is full-time, though attendance in session at SOAS is not required 5 days per week. The days where no presence at SOAS is required are to be devoted to lesson planning and materials preparation, writing of self-reflections and peer appraisals, readings of theoretical applied linguistics and teaching theory books/journal articles, self-access learning, specified VLE learning activities, guided independent study, assigned homework tasks and completion of formal assessments. The programme is very demanding and students will be expected to spend at least 20-30 hours of study outside of class every week.

Structure

The Postgraduate Diploma in Teaching Chinese is equivalent to 3 post-graduate level course units carrying 135 CATS credits.
The Postgraduate Certificate in Teaching Chinese is equivalent to 1.5 post-graduate level course units carrying 67.5 CATS credits.
Trainees take compulsory courses in two main areas.

1. Principles and Practice in Communicative Language Teaching for Chinese:
- Chinese Applied Linguistics (0.5 unit)
- Language Awareness, Methods and Techniques in Teaching Chinese (1 unit)

2. Knowledge and Skills for Second Language Teaching:
- Theories of Language Learning and Acquisition (0.5 unit)
- Approaches and Methods in Language Teaching and Language Assessment (1 unit)

Teaching Practice

A key component of the course is the opportunity for live observation of experienced teachers, followed by teaching practice of Chinese with different types of student groups, covering a range of levels. Trainees will be observed and assessed in teaching Chinese, including the quality of lesson plans and teaching materials they have created, competencies in using a range of different communicative teaching techniques and ability to create rapport and establish a co-operative learning environment.

All our teacher trainers are expert classroom teachers themselves. Have a look at one of them teaching (http://www.soas.ac.uk/languagecentre/languages/chinese/) and see the kinds of classroom skills you will learn to use yourself.

Find out how to apply here - http://www.soas.ac.uk/languagecentre/languages/chinese/postgraduate-certificate-diploma-in-teaching-chinese-as-a-foreign-language.html

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Gain the qualification you need to teach in the area of special educational needs in Post-16 and Further Education, previously known as Post-Compulsory Education and Training (PCET), and including 14-19 provision. Read more

Gain the qualification you need to teach in the area of special educational needs in Post-16 and Further Education, previously known as Post-Compulsory Education and Training (PCET), and including 14-19 provision.

It is suitable whether you are new to teaching and need us to find you a placement, or if you are already working as a teacher or trainer within the SEN context and want to become qualified.

The course maps to the national framework for teaching qualifications in Post-16 and Further Education, the new Diploma in Education and Training for Disabled Learners (DET, previously DTLLS). The course is recognised by the professional body, currently the Institute for Learning (IfL) and sector body the Education and Training Foundation (EtF). It enables you to apply for Qualified Teacher Learning and Skills (QTLS) status for Post-16 and Further Education, which is equivalent to Qualified Teacher Status (QTS) in schools. QTLS is currently awarded by IfL who charge a fee for membership and QTLS registration. An employer may be willing to pay the fee for you.

On the course, you

  • develop as a teacher in special educational needs
  • develop your knowledge and understanding of educational ideas and theories
  • engage with the latest developments for special educational needs in the Post-16 and Further Education context

You apply the course theory through your teaching practice. This consists of at least 120 hours teaching over either one year or two. During the course, University staff and your placement or workplace mentor assess your teaching practice eight times.

Key areas covered include • planning and preparing to teach • assessment for learning • teaching methods • behaviour for learning • using technology in teaching and learning • progression against the professional standards • understanding your wider professional context.

Settings of Post-16 and Further Education and Training include • further education colleges • school sixth forms • higher education institutions • adult and community learning providers • private training companies • public services • 14-19 educational providers.

After successfully completing the course, you gain a level 7 qualification equivalent to DTLLS or the new Diploma in Education and Training, but at masters level, and you can use these 60 credits towards a masters course.

We have partnerships with a range of settings across the Post-16 and Further Education sector, who provide you with a wide range of placement opportunities.

If you do not have an undergraduate degree or equivalent and need an initial teaching qualification, you can study our CertEd Post-16 Education and Training. This route is not available with the special educational needs specialism.

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.

Professional recognition

The course is recognised by the Education and Training Foundation (EtF).

Course structure

Modules

  • introduction to learning, teaching and assessment
  • the learner experience (SEN)
  • professional practice 1 and 2 (SEN)
  • exploring your specialist context (SEN)
  • extending teaching for learning

Assessment

  • assessment of practical teaching
  • presentations
  • planning and evaluation exercises
  • preparation of teaching materials
  • written assignments

Employability

We have an excellent graduate employment record. On average 95% of our PGCE graduates are teaching or in further study within six months of graduating.

Previous students have gone on to teach in • further education colleges • sixth form colleges • schools • public services • private training organisations • voluntary sector.

Others work as educational development officers or similar for local education authorities, non-governmental organisations and charities.



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