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Masters Degrees (Postgraduate Certificate In Education)

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Our postgraduate teacher training programme is one of the largest in the country. You will develop a sound understanding of pedagogical theory and gain extensive practical classroom experience. Read more
Our postgraduate teacher training programme is one of the largest in the country. You will develop a sound understanding of pedagogical theory and gain extensive practical classroom experience.

We offer a range of teacher training subjects and routes, emphasising practical school-based training supported by a thorough introduction to current educational theory.

Upon successful completion of our teacher training courses, you will achieve:

a Postgraduate Certificate in Education (PGCE)
Qualified Teacher Status by meeting Teacher Standards

All our Initial Teacher Training courses are highly rated locally and many of our students go on to work in partner schools each year. Ofsted recently judged the PGCE course to be outstanding, commenting that:

‘Expert teams of tutors, with a blend of professional and academic expertise, work together extremely well to support trainees and provide excellent training in subject and professional studies.’ Ofsted 2010

Courses Available:

Primary - National SCITT
One year full-time
Distance learning, with Study Schools
Based in a school of your choice from a national consortium of around 50 'outstanding' schools

Primary - School Direct
One year full-time
School-based
Based in local partnership school
One day a week at University
Tuition fee loan and bursaries available

Primary - School Direct (salaried)
One year full-time
School-based (salaried)
Based in local partnership school
One day a week at University
Employed by a school with a salary on unqualified teacher scale (grade 1)

Secondary - PGCE
One year full-time
University based
School placements in local partnership schools

Secondary - School Direct
One year full-time
School-based
Based in local partnership school
One day a week at University
Tuition fee loan and bursaries available

Secondary - School Direct (salaried)
One year full-time
School-based (salaried)
Based in local partnership school
One day a week at University
Employed by a school with a salary on unqualified teacher scale (grade 1)

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The MA Education will allow you to develop and enhance your own professional practice in education. It focuses on developing your practice in relation to the needs of your professional setting. Read more
The MA Education will allow you to develop and enhance your own professional practice in education. It focuses on developing your practice in relation to the needs of your professional setting. All of the modules are designed to support your teaching and associated educational leadership practice in a wide range of work-place settings. This might be in a school, college, local authority, public service or community setting. It provides a programme that will inspire you and develop your passion for working in education, whilst extending and enhancing your own educational development. We welcome applications from individuals who wish to enhance their continuing professional development portfolios through engagement with single modules.

This programme may be delivered at other Staffordshire University campus locations (dependent on sufficient demand). If you already have some Masters level credits (from your NPQH, PGCE or other education courses at level 7 for example) you may be able to fast track part of the award.

Our on-campus groups comprise practitioners from a diverse range of educational settings and students are encouraged to share practice and knowledge across different educational settings. Sessions are interactive and employ a range of learning strategies. These include group-discussion and reflection, and student contributions to on-line discussion boards/academic blogs.

Students are supported in their learning and academic development through tutorial support and developmental feedback.

Course content

You will study a variety of modules. Current modules include: Learning and Assessment; Educational Leadership and Management; Collaborative Working in Education and Education, Culture and Society.

We value the knowledge that you have already gained through your prior experience and you are encouraged to contribute your ideas and experiences from practice in class sessions.

Progression through the course.
Stage 1
You will usually complete two 30 credit modules at level 7 during the first stage of study. You will be awarded a Postgraduate Certificate in Education on successful completion of this stage. This stage is usually completed during one academic year. After this, you can progress onto a PGDip or the complete MA.

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At Worcester we were born to teach. The institution was founded in 1947 as a teacher training college with a mission to ‘win the peace through education’. Read more
At Worcester we were born to teach. The institution was founded in 1947 as a teacher training college with a mission to ‘win the peace through education’.

Few sights are as rewarding as that of the curious young mind in pursuit of knowledge, and few careers combine excellent professional prospects with the opportunity to inspire in others a love of learning that will last a lifetime.

At Worcester, our PGCE in primary education is led by experienced academic staff with extensive research profiles, meaning your learning is shaped by those helping to shape education itself. With a range of career-enhancing subject specialisms for you to choose from, and personalised support that is tailored to meet your needs, you have the ideal environment to hone your skills as an inspiring and innovative teacher.

The Postgraduate Certificate in Education is an internationally respected route in to a career in teaching, but it is also the start of a journey like no other.

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The Postgraduate Certificate in Education (International) [PGCEi] is a part-time, distance learning programme of professional enrichment for educators working in countries other than the UK. Read more
The Postgraduate Certificate in Education (International) [PGCEi] is a part-time, distance learning programme of professional enrichment for educators working in countries other than the UK. Our graduates tell us that the PGCEi has been an aid to promotion, and a useful qualification for those wanting to enhance their CV prior to applying for a new position.

The PGCEi is relevant to all curricula. It focuses on the improvement of individual teaching practice through critical reflection and research on practice. It also enables you to compare teaching approaches in different countries and develop a global approach to education.

The course comprises a face-to-face introductory event, where you will meet your Nottingham-based tutor and fellow students. This is followed by online distance learning with individual tutor support.

The PGCEi at The University of Nottingham is one of the leading courses of its type. The programme is offered by a truly international university and runs in 14 locations around the world. It offers the best value for money, with world expert tutors with a range of specialisms. More than 1,100 students have completed the programme, with approximately 700 currently on course.

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The Language, Literacies and Dyslexia programme, is aimed at teachers, speech and language therapists and other professionals working with children, young people and students in further and higher education at pre-16 and FE/HE education levels who have difficulties with learning literacy skills. Read more
The Language, Literacies and Dyslexia programme, is aimed at teachers, speech and language therapists and other professionals working with children, young people and students in further and higher education at pre-16 and FE/HE education levels who have difficulties with learning literacy skills.

This distance learning masters level programme is essential for practitioners seeking to become specialist practitioners, employable to assess and teach learners with dyslexia and literacy difficulties of school age or in further/higher education. Successful completion of modules 1-3 which meet the British Dyslexia Association (BDA) criteria in practical assessments, allows students to apply for the BDA professional qualification.

The University of Birmingham offers three awards at masters level.

Postgraduate Certificate (3 modules, 12 months of part-time study, Sept – end of August)
Postgraduate Diploma (6 modules, 24 months part-time study, Sept – August)
MEd (6 modules+ dissertation, 36 months part-time study, Sept – August)
You can register for the first year’s study and half way through the year you will be invited to consider if you to wish extend your registration to a further award.

The programme provides a broad and critical perspective of language literacies and literacy difficulties/dyslexia through sociocultural and cognitive research, as well as education policies. It embraces school and further educational demands of literacy skills, the demands of family and social literacy practices, and peer demands of new literacies, such as digital literacies. The programme establishes the fundamental relationship between language and literacy in typical and atypical development. Students study literacy difficulties/dyslexia in contexts of monolingual, multilingual and multimodal (eg digital literacies).

Studying at a distance means you can work from anywhere, such as in your home or workplace in the UK or overseas. All your studies will be in English and it is a requirement that you practice in an educational context of monolingual or additional English (EAL/ESL/EFL). Reference would be made to contexts that are multilingual and multimodal.

Specialist professional practice in dyslexia/specific learning difficulties

All students follow the same programme and module requirements for study and assessment that develop knowledge and practice in specialist assessment and teaching for learners with literacy needs and difficulties.

Successful completion of the Postgraduate Certificate (PGCert) award, meets the specialist professional practice competencies required by the Joint Qualifications Council UK, and the British Dyslexia Association’s AMBDA accreditation, in diagnostic assessment, and intervention/ specialist teaching with learners with literacy difficulties/ specific learning difficulties at school and FE/HE levels of provision.

The PGCert award allows practitioners, who wish, to apply for the BDA’s accreditation (ATS/APS, AMBDA, AMBDA FE/HE) depending on their professional qualification – please visit the BDA website http://www.bdadyslexia.org.uk for further information.

The Department of Disability Inclusion and Special Needs (DISN) in the School of Education, has a very strong profile in professional development, regionally, nationally and internationally. The tutors who run this programme have strong national and international profiles in the field of research and practice in language and literacy difficulties and dyslexia. The department also runs a number of other courses in special education which may interest you.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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

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

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

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

Course detail

AWARD IN EDUCATION AND TRAINING

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

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

CERTIFICATE IN EDUCATION AND TRAINING

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

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

DIPLOMA/ProfGCE IN EDUCATION AND TRAINING

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

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

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

SPECIALIST PATHWAYS IN ENGLISH, MATHEMATICS AND TEACHING LEARNERS WITH SPECIAL NEEDS

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

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

QUALIFIED TEACHER STATUS LEARNING AND SKILLS

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

Suitability

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

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

Content

-Award-

• Module 1 Introduction to Teaching and Learning

-Certificate-

As above, plus:

• Module 2 Planning and Assessing

• Module 3 Applying Theory to Practice

-Diploma and ProfGCE-

As above, plus:

• Module 4 Reflecting on Practice

• Module 5 Curriculum

• Module 6 Professional Practice

Format

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

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

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

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

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

Assessment

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

What can I do next?

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

How to apply

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

Fees and Funding

See our postgraduate fees and funding page to discover the loans, scholarships and bursaries and available.

View https://www.canterbury.ac.uk/study-here/fees-and-funding/postgraduate-fees-funding/postgraduate-funding.aspx



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The Bilingualism in Education is a part-time distance learning programme, aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. Read more
The Bilingualism in Education is a part-time distance learning programme, aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. Delivered in partnership with The Northern Association of Support Services for Equality and Achievement (NASSEA), our programme will help you to work more effectively in your role with children and young people learning English as an additional or second language.

Please note that this programme is currently only open to home/EU students

Our Bilingualism in Education programme is aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. You will study the programme on a part-time distance learning basis.

Delivered in partnership with The Northern Association of Support Services for Equality and Achievement (NASSEA), the programme will help you to work more effectively in your role with children and young people learning English as an additional or second language.

The programme aims to:

Increase knowledge and understanding of the language and learning needs of bilingual learners who are learning English as an additional language
Increase knowledge and practices of working across a diversity of cultures
Improve classroom practice in planning, implementing and evaluating the curriculum, taking into account the needs of bilingual learners
Enable students to develop more effective practices with bilingual learners with alleged special educational needs
Enable students to participate in, and evaluate interpersonal intervention with bilingual children with language learning and learning needs

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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Overview. Many clinical health professionals are involved in teaching and supervising undergraduate and postgraduate students and increased recruitment to the NHS produces even greater demands for teachers. Read more

Overview

Many clinical health professionals are involved in teaching and supervising undergraduate and postgraduate students and increased recruitment to the NHS produces even greater demands for teachers. There is a need for greater professionalism and accountability as clinical teachers and this course is designed to meet this need by providing a sound theoretical and practical basis for good teaching practice. It complements the established Teaching and Learning in Higher Education Programme at Keele by emphasising small group teaching in clinical settings and education for clinical competence.

The Postgraduate Certificate in Medical Education is accredited by the Higher Education Academy. The programme is aligned with Standard Descriptor 2 of the UK Professional Standards Framework for teaching and supporting learning in higher education and successful completion of the programme entitles participants to recognition as a Fellow of the Higher Education Academy.

Students from the Faculty of Sexual and Reproductive Health should look at course content for details and then apply via the Keele University and Faculty of Sexual & Reproductive Health Postgraduate Course in Medical Education link above.

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

Course Aims

The overall aim of the course is to improve the quality and effectiveness of clinical teaching and medical education through:

- Understanding and fostering a learner-centred approach

- Relating this to the requirements of professional education for clinical competence

- Developing practical, generic skills in teaching and assessment, underpinned by an understanding of educational theory

- Promoting reflective practice in education and clinical practice, using work-based assignments and a portfolio

- Promoting evidence-based education

The programme’s aims and values embody those of the Higher Education Academy and will develop participants’ understanding of the HEA areas of learning and teaching activity, core knowledge and adherence to the professional values.

Course Director: Dr Clive Gibson ()

Course Content

The Masters in Medical Education programme consists of a three year programme of study. The structure of this is as detailed below. There are different levels of accreditation to enable flexibility for students who wish to study medical education but may not be in a position to complete the full Masters programme. Students may study the first two modules (30 credits) and receive a transcript to this effect. Students who complete the first four modules (60 credits) will be awarded a Postgraduate Certificate and those who complete 8 modules (120 credits) will be awarded the Diploma. Students who wish to complete the full Masters programme will then go on to submit a dissertation (60 credits) therefore giving them the full 180 credits required for the award of the Masters in Medical Education. The taught components of the programme are available part time over the academic year and most students will complete 4 modules per year.

Students wishing to receive accreditation for training for the Faculty of Sexual and Reproductive Health should select the Keele University and Faculty of Sexual & Reproductive Health Postgraduate Course in Medical Education when applying.

- Course Modules:

Year One Modules (comprising the Postgraduate Certificate)

1. Introduction to Medical Education (15 credits)

2. Teaching Methods and Theories of Learning (15 credits)

3. Assessment in Medical Education (15 credits)

4. Educational Supervision and Feedback (15 credits)

Year Two Modules (with the PG Certificate modules, comprising the Postgraduate Diploma)

Modules will aim at developing expertise and a specialist knowledge base in chosen areas of medical education. Participants can select four from the following:

• Developing Professional Skills and Attitudes

• Introduction to Research in Medical Education

• Independent Study Module

• Media Design

• Curriculum Design and Session Planning

• Simulation in Medical Education

• Advanced Assessment Module

The course will include a variety of teaching methods including small group teaching, peer observations of teaching practice, completion of a portfolio and personal study. Some course elements will be in distance learning format.

The overall structure will be flexible to allow you to complete individual course units at different times, using the portfolio as a personal planner and record of achievement.

Teaching & Assessment

Module 1 of the Certificate will be assessed by a portfolio of evidence, relating to your prior experience, taught courses, reflection and observation of your teaching. Remaining modules will be assessed by assignments, generally in written format, and with a choice of subject areas, along with specific project work associated with some modules.

Additional Costs

Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this postgraduate programme.

Career Information

A Postgraduate Certificate in Medical Education is becoming a national standard for health professionals involved in teaching and is expected of new clinical teachers in the Keele University School of Medicine. Postgraduate Diploma and Masters level is appropriate to those who will be responsible for curriculum development and educational management within universities and NHS trusts.

Application Procedure

Application details are given on the postgraduate website at http://www.keele.ac.uk/postgraduate. If you are unable to access this then an application form and prospectus can be requested via email, telephone or post:

Email:

Tel: 01782 734472

The Postgraduate Office, Keele University, Staffordshire, ST5 5BG

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/



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The Autism (Adults) programme is a distance learning programme which is studied part-time. It is appropriate for practitioners working with adults across the autism spectrum in a range of services and in both specialist and mainstream environments. Read more
The Autism (Adults) programme is a distance learning programme which is studied part-time. It is appropriate for practitioners working with adults across the autism spectrum in a range of services and in both specialist and mainstream environments. The course draws upon your own experience as a practitioner, and through the set assessments, you will consider how your learning informs your practice.

The University of Birmingham is the leading provider of degree-level education in autistic spectrum disorders in the UK - offering Professional Development courses at both undergraduate and postgraduate levels. Our courses develop real insight and encourage reflective practice. You will be tutored by senior practitioners and researchers in the field who work within the Autism Centre for Education and Research (ACER). You will have access to an extensive library, research materials and a large online community of students in the field of autism. Academic credits and qualifications can be used as a springboard to further study and we accept both vocational and academic qualifications as entry criteria.

The Autism (Adults) distance learning programme aims to provide you with knowledge of the autism spectrum, including Asperger syndrome, based on theory, research and practice. You will be taught to consider how autism theory applies to the individuals that you support in their adult lives, and what this should mean for your own practice. Autistic authors and researchers contribute to our study materials, so that you will gain insights into the diversity of the autistic experience, and learn about the range of individual and social barriers that can be experienced. The course will also encourage you think for yourself and use your professional skills to select and research topics of relevance to your own situation.

You will have a personal tutor in a small online or regional tutor group, with study supported through study packs, tutorial groups, telephone, email and the online virtual learning environment network, encouraging you to develop through shared experience (Internet access is required for the programme). There are two compulsory university-based study weekends in the first year - find out more about this in the Learning and Teaching section.

The following awards are offered for this programme.

AdCert (Level H) Three core modules
PGCert (Level M) Three core modules
BPhil (Level H) Three core modules plus one optional module and a 10,000 word dissertation
PGDip (Level M) Three core modules plus three optional modules
MEd (Level M) Three core modules plus two optional modules, PIE and a 15,000 word dissertation

The entry level will depend on your academic qualifications as well as professional experience. Learn more about admission requirements in the School of Education. If you don't already hold a recognised degree, the appropriate level for entry will be the undergraduate level. However, you will have the opportunity to progress through to postgraduate level.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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

Overview

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

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

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

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

Course Aims

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

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

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

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

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

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

Teaching

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

Assessment

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

Additional Costs

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

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

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

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UEA is one of the top teacher training institutions in the United Kingdom. The degree programme prepares students to teach in the age bands 3-7 or 5-11 years. Read more
UEA is one of the top teacher training institutions in the United Kingdom. The degree programme prepares students to teach in the age bands 3-7 or 5-11 years. UEA offers a range of PGCE primary courses:

PGCE Primary (specialising in Key Stage 2)

PGCE Primary (Key Stage 2 with Primary Languages - French)

PGCE Primary (Key Stage 2 with Primary Languages - German)

PGCE Primary (Key Stage 2 with Primary Languages - Spanish)

PGCE Primary (specilaising in Foundation Stage and Key Stage 1)

PGCE Primary (specialising in Key Stage 1 and Key Stage 2)

PGCE Primary (General Class Teacher with Mathematics Specialism)

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We work in close partnership with schools in designing, delivering and assessing our programme. You have the opportunity to work with tutors who are actively engaged in research and are encouraged to take a critical view of policies and practice. Read more

We work in close partnership with schools in designing, delivering and assessing our programme. You have the opportunity to work with tutors who are actively engaged in research and are encouraged to take a critical view of policies and practice.

Key benefits

The programme at King's is challenging and students are encouraged to take a critical view of policies and practice.

Located in the heart of London.

It is a sociable course where you will be expected to work with others, discussing issues and problems about teaching.

You have the opportunity to work with tutors who are actively engaged in research in their subject and about teaching.

Subject specialisms available in: 

Description

The programme combines the theory and practice of education. We work in close partnership with schools in designing, delivering and assessing our course. 

College based: You will work with other trainees and tutors in your subject area to consider the principles and practice of teaching your subject including curriculum design, the development of materials, classroom management and lesson planning. You will also work with trainees from other subjects in a programme of lectures and seminar groups to examine broad generic issues. During both secondary school placements there are occasional days in college for tutorials to support and monitor progress towards the standards for Qualified Teacher Status (QTS). There are cross-curricular research tasks and assignments. 

School based: For 24 of the 36 weeks the training takes place in schools, mainly in two complementary secondary schools but with two short primary school experiences. This introduces you to recognising key constituents of good teaching, helps develop your own teaching skills and gain an understanding of how schools work and how children learn. Some Modern Languages trainees undertake part of their teaching practice in France, Spain, Austria or Germany, funded by the Erasmus programme.

Course purpose

For those wishing to train as teachers of pupils aged 11-18 in the following subjects: English, Computer Science, IT and Computer Science, Latin with Classics, Mathematics, Modern Foreign Languages (French, German or Spanish), Religious Education or Science (Biology, Chemistry, Physics or Physics with Maths). The programme will lead to the DfE Standards for QTS which are assessed through teaching practice observation, portfolios and written assignments.

Course format and assessment

Course assessment: King's and its partnership schools assess trainees through their work in schools and college, coursework assignments and subject work assignments. To be awarded PGCE trainees must meet the Department for Education standards for Qualified Teacher Status.

Career destinations

The majority of trainees go into teaching or other areas of education: many become heads of departments or members of senior management teams; some take up careers in educational administration in the advisory or inspection services.



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The PGCE Biology provides a clear, thoughtful and critical introduction to teaching Biology, drawing on leading education research carried out at King’s. Read more

The PGCE Biology provides a clear, thoughtful and critical introduction to teaching Biology, drawing on leading education research carried out at King’s. We work in close partnership with schools in designing, delivering and assessing our course in order to develop excellent, reflective classroom practitioners.

Key benefits

  • Our Biology course, judged Outstanding by Ofsted, is taught by one of the strongest teams of science education tutors in the country.
  • One reason that our PGCE was judged Outstanding is the strong research base which informs the course. In the last research assessment exercise, the department was rated as one of the top three in the UK.
  • We work in partnership with a wide range of schools in London and beyond, providing a unique opportunity to learn how to teach a diverse range of students.

Description

During the year you will spend over 50 days at King’s and 120 days in schools. You will work with other trainees and tutors in your subject area to consider the principles and practice of teaching your subject including curriculum design, the development of materials, classroom management and lesson planning. You will also work with trainees from other subjects in a programme of lectures and seminar groups to examine a broad range of education issues. During both secondary school placements there are occasional days in college for tutorials to support and monitor progress towards the standards for Qualified Teacher Status (QTS). There are crosscurricular research tasks and assignments.

There are two blocks of school experience, one starting in the autumn and the other in the spring. You will spend time observing other teachers and their classes before beginning to teach yourself. You will teach more during the second school experience than you will in the first one. During the year you will also complete a short placement in a primary school so that you can see what pupils experience before they arrive in secondary schools.

The course includes residential fieldwork based at the Field Studies Council centre in Surrey. There are many other opportunities for you to develop your abilities to teach beyond the classroom, in the school grounds and beyond.

Course purpose

The aim of our course is to make you an effective teacher of science and to help you develop high professional standards. Our course is designed to prepare science teachers to work in secondary schools as part of a team that teaches science up to Year 11 and biology to Years 12 and 13 (post-16).

Course format and assessment

Teaching

You can typically expect:

  • The equivalent of over 50 days of academic sessions at King’s (typically three hours in the morning and/or afternoon spread throughout the academic year)
  • Approximately 120 days of teaching placement.* This includes a short period of placement in primary schools (typically four days)
  • Five to seven tutorials across the year
  • Two visits from a tutor whilst on placement to observe lessons and monitor progress
  • Regular** meetings with a mentor, who will be a member of staff at your placement school, whilst on placement
  • Written feedback on all credit-bearing assignments within four weeks of the deadline.

* This 120 day figure represents the standard number of placement days. In certain cases, following assessment by course tutors and mentors, students may be required to undertake a greater number of placement days to demonstrate their ability to meet the Teacher Standards.

** Typically each trainee will have a meeting with their mentor during each week they are on placement. In certain circumstances the frequency may vary. The types of learning commitment encompassed within the course vary depending on modules. For this course one credit represents the equivalent of 10 hours of learning and engagement

Assessment

  • The 45-credit honours-level module will be assessed by a combination of a written portfolio (equivalent to 8,000 words) and assessment of your teaching practice against the Teaching Standards as set out by the government’s Department for Education. Progress in meeting the teaching standards will be monitored through three progress reports that will be completed by staff at the placement school.
  • The 30-credit master’s-level modules will each be assessed by a 6,000 word written assignment heavily based on in-school research that trainees undertake.
  • The 15-credit honours-level module will be assessed by an assignment focusing on data collection methods in the school environment.

Location

Students undertake placements in secondary schools that work in partnership with King’s College London. Partnership schools are located across central London and the Greater London area. Whilst every effort is made to place PGCE trainees in local schools, due to the changing nature of initial teacher education and limited availability of placements in certain subject areas, trainees should be prepared to travel to their placement schools throughout the Greater London area and beyond.

Students also organise their own short placement at a state primary school. Further information on this short placement is provided in the offer holder pack and during the course. 

Career prospects

The majority of trainees go into teaching or other areas of education; many become heads of departments or members of senior management teams; some take up careers in educational administration in the advisory or inspection services.



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The PGCE Chemistry provides a clear, thoughtful and critical introduction to teaching Chemistry, drawing on leading education research carried out at King’s. Read more

The PGCE Chemistry provides a clear, thoughtful and critical introduction to teaching Chemistry, drawing on leading education research carried out at King’s. We work in close partnership with schools in designing, delivering and assessing our course in order to develop excellent, reflective classroom practitioners.

Key benefits

  • Our chemistry course, judged Outstanding by Ofsted, is taught by one of the strongest team of science education tutors in the country.
  • One reason that the PGCE was judged Outstanding is the strong research base which informs the course. In the last research assessment exercise, the department was rated as one of the top three in the UK.
  • We work in partnership with a wide range of schools in London and beyond, providing a unique opportunity to learn how to teach the full diversity of students.
  • We prepare you to teach outside the classroom: there is a residential field trip and several other opportunities to make best use of what London has to offer the science teacher, from the South Bank to the Natural History Museum.

Description

During the year you will spend over 50 days at King’s and 120 days in schools. You will work with other trainees and tutors in your subject area to consider the principles and practice of teaching your subject including curriculum design, the development of materials, classroom management and lesson planning. You will also work with trainees from other subjects in a programme of lectures and seminar groups to examine a broad range of educational issues. During both secondary school placements there are occasional days in college for tutorials to support and monitor progress towards the standards for Qualified Teacher Status (QTS). There are crosscurricular research tasks and assignments.

There are two blocks of school experience, one starting in the autumn and the other in the spring. You will spend time observing other teachers and their classes before beginning to teach yourself. You will teach more during the second school experience than you will in the first one. During the year you will also spend time in a primary school so that you can see what pupils experience before they arrive in secondary schools.

The course includes residential fieldwork based at the Field Studies Council centre in Surrey. There are many other opportunities for you to develop your abilities to teach beyond the classroom, in the school grounds and beyond.

Course purpose

The aim of our course is to make you an effective teacher of science and to help you develop high professional standards. The course is designed to prepare science teachers to work in secondary schools as part of a team that teaches science up to Year 11 and chemistry to Years 12 and 13 (post-16).

Course format and assessment

Teaching

You can typically expect:

  • the equivalent of over 50 days of academic sessions at King’s (typically three hours in the morning and/or afternoon spread throughout the academic year)
  • approximately 120 days of teaching placement.* This includes a short period of placement in primary schools (typically between five to nine days in length)
  • five to seven tutorials across the year
  • two visits from a tutor whilst on placement to observe lessons and monitor progress
  • regular** meetings with a mentor, who will be a member of staff at your placement school, whilst on placement
  • written feedback on all credit-bearing assignments within four weeks of the deadline.

*This 120 day figure represents the standard number of placement days. In certain cases, following assessment by course tutors and mentors, students may be required to undertake a greater number of placement days to demonstrate their ability to meet the Teacher Standards.

**Typically each trainee will have a meeting with their mentor during each week they are on placement. In certain circumstances the frequency may vary.

The types of learning commitment encompassed within the course vary depending on modules. For this course one credit represents the equivalent of 10 hours of learning and engagement.

Assessment

  • The 45-credit honours-level module will be assessed by a combination of a written portfolio (equivalent to 8,000 words) and assessment of your teaching practice against the Teaching Standards as set out by the government’s Department for Education. Progress in meeting the teaching standards will be monitored through three progress reports that will be completed by staff at the placement school.
  • The 30-credit master’s-level modules will each be assessed by a 6,000 word written assignment heavily based on in-school research that trainees undertakes.
  • The 15-credit honours-level module will be assessed by an assignment focusing on data collection methods in the school environment.

The study time and assessment methods detailed above are typical and give you a good indication of what to expect.

Location

Students undertake placements in secondary schools that work in partnership with King’s College London. Partnership schools are located across central London and the Greater London area. Whilst every effort is made to place PGCE trainees in local schools, due to the changing nature of initial teacher education and limited availability of placements in certain subject areas, trainees should be prepared to travel to their placement schools throughout the Greater London area and beyond.

Students also organise their own short placement at a state primary school. Further information on this short placement is provided in the offer holder pack and during the course.

Career prospects

The majority of trainees go into teaching or other areas of education; many become heads of departments or members of senior management teams; some take up careers in educational administration in the advisory or inspection services.



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Our PGCE provides a clear, thoughtful and critical introduction to teaching Latin with Classics, drawing on leading education research carried out at King's. Read more

Our PGCE provides a clear, thoughtful and critical introduction to teaching Latin with Classics, drawing on leading education research carried out at King's. We work in close partnership with schools in designing, delivering and assessing our programme in order to develop excellent, reflective classroom practitioners.

Key benefits

  • King's is one of only two institutions to offer PGCE Latin with Classics and our programme has a national reputation for its quality.
  • All King's PGCE Latin with Classics students who have sought jobs immediately after training have been successful and schools with classics vacancies often contact our PGCE office in advance of advertising posts in the national press.
  • Strong relationships between King’s and the teaching schools that make up the King’s Teacher Training Partnership. The Partnership offers a broad range of schools in London and beyond, providing unique opportunities to learn how to teach a diverse range of students.
  • Located in the heart of London.

Description

Our course combines the theory and practice of education. University based: you will work with other trainees and tutors in your subject area to consider the principles and practice of teaching your subject including curriculum design, the development of materials, classroom management and lesson planning. You will also work with trainees from other subjects in a programme of lectures and seminar groups to examine a broad range of educational issues.

During both secondary school placements there are additional days in college for tutorials to support and monitor progress towards the standards for Qualified Teacher Status (QTS). There are cross-curricular research tasks and assignments. School based: for 24 of the 37 weeks the training takes place in schools, mainly in two complementary secondary schools but with one short primary school experience. This introduces you to recognising key constituents of good teaching, helps develop your own teaching skills and gain an understanding of how schools work and how children learn.

School Direct Route offered: The School Direct Non Salaried teacher training route is composed of a partnership between King’s College London and a Lead School. Students apply to the Lead School for admission to the programme. The academic components of the course are delivered by King’s College London whilst the secondary school teaching experience is organised by the Lead School. 

Course purpose

For those wishing to train as teachers of pupils aged 11-18 in Latin with Classics. Our course will lead to the DfE Standards for QTS which are assessed through teaching practice observation, portfolios and written assignments.

Course format and assessment

Teaching

The study time and assessment methods detailed above are typical and give you a good indication of what to expect. You can typically expect:

  • the equivalent of over 50 days of academic sessions at King’s (typically three hours in the morning and/or afternoon spread throughout the academic year)
  • approximately 120 days of teaching placement.* This includes a short primary school observation of four days.
  • five to seven tutorials across the year
  • two visits from a tutor whilst on placement to observe lessons and monitor progress
  • regular** meetings with a mentor, who will be a member of staff at your placement school, whilst on placement
  • written feedback on all credit-bearing assignments within four weeks of the deadline.

* This 120 day figure represents the standard number of placement days. In certain cases, following assessment by course tutors and mentors, students may be required to undertake a greater number of placement days to demonstrate their ability to meet the Teacher Standards.

** Typically each trainee will have a meeting with their mentor during each week they are on placement. In certain circumstances the frequency may vary.

The types of learning commitment encompassed within the course vary depending on modules. For this course one credit represents the equivalent of 10 hours of learning and engagement.

Assessment

  • The 45-credit honours-level module will be assessed by a combination of a written portfolio (equivalent to 8,000 words) and assessment of your teaching practice against the Teaching Standards as set out by the government’s Department for Education. Progress in meeting the teaching standards will be monitored through three progress reports that will be completed by staff at the placement school.
  • The 30-credit master’s-level modules will each be assessed by a written assignment of 6,000 words heavily based on in-school research that trainees undertakes.
  • The 15 credit honours-level module will be assessed by an assignment focusing on data collection methods in the school environment.

Location

Students undertake placements in secondary schools that work in partnership with King’s College London. Partnership schools are located across central London and the Greater London area. Whilst every effort is made to place PGCE trainees in local schools, due to the changing nature of initial teacher education and limited availability of placements in certain subject areas, trainees should be prepared to travel to their placement schools throughout the Greater London area and beyond.

Students also organise their own short placement at a state primary school. Further information on this short placement is provided during the course.

School Direct Route: Students undertake teaching placements in secondary schools selected by their Lead School. Whilst every effort is made to place PGCE trainees in local schools, due to the changing nature of initial teacher education and limited availability of placements in certain subject areas, trainees should be prepared to travel to their placement schools throughout the Greater London Area and beyond.

Career prospects

The majority of trainees go into teaching or other areas of education; many become heads of departments or members of senior management teams; some take up careers in educational administration in the advisory or inspection services.



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