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Masters Degrees (Professional Graduate Certificate In Education)

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The Professional Graduate Certificate in Education (PcET) course is for you if you are a graduate from a relevant subject looking to gain a nationally recognised qualification in order to teach learners aged 16+ in further education and the broader post-compulsory sector. Read more
The Professional Graduate Certificate in Education (PcET) course is for you if you are a graduate from a relevant subject looking to gain a nationally recognised qualification in order to teach learners aged 16+ in further education and the broader post-compulsory sector.

On the course you will develop your skills, knowledge and understanding of successful practice in Post-compulsory Education and your confidence as a professional practitioner. At the University, you will be encouraged to take responsibility for planning and managing your professional experiences and development as the course progresses, with the guidance of your personal tutor and your subject specialist workplace mentor. You will also experience a supported placement in one of our partner colleges enabling you to develop professionally with the support of an experienced subject specialist mentor.

The Professional Graduate Certificate in Education (PcET) offers participants the opportunity to apply their knowledge and skills to helping future generations of students to improve their life chances. The teaching team have a huge range of experience in a variety of post-compulsory settings in the UK and overseas.

The Professional Graduate Certificate in Education (PcET) is one of a range of teaching qualifications offered by the School of Education. This course is designed for teaching in the post-compulsory education sector, with students aged 16+.

See the website http://courses.southwales.ac.uk/courses/1137-professional-graduate-certificate-in-education-pcet

What you will study

The structure of the course corresponds to the learning and teaching cycle, and includes identifying needs, planning for learning, managing learning, assessment and evaluation of learning. Other themes include diversity, equal opportunities, inclusive learning, curriculum and policies in Post-compulsory Education. You will be encouraged and supported in developing your skills and understanding in language, literacy, numeracy and ICT, to the professionally required level, by addressing the minimum core requirements in these areas.

This course, like all teacher education courses, develops a very wide range of skills and aptitudes that can be applied in many different settings, though the focus is on your own personal, professional development as a subject teacher in this sector.

Our trainee teachers are drawn from a wide range of subjects which reflect those currently offered in our partner further education colleges.

Learning and teaching methods

Assessment is very closely connected to your own work activity and learning.

Work Experience and Employment Prospects

The qualification is recognised nationally as the requirement for teachers entering the post-compulsory sector, a very wide field that includes further education, adult and community education, work-based learning, the work of many voluntary organisations and community development.

Assessment methods

Assessments include reports, group tasks, small scale research projects and practical teaching observation. There are no formal written exams. Your professional practice will be assessed by a series of observations, and a professional development portfolio.

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Our Higher Education MA has been built with practising university teacher in mind. It encourages you to construct your own developmental pathway through a choice of optional modules, allowing you to graduate a more confident university teacher with the skills and knowledge to shape professional practice. Read more
Our Higher Education MA has been built with practising university teacher in mind. It encourages you to construct your own developmental pathway through a choice of optional modules, allowing you to graduate a more confident university teacher with the skills and knowledge to shape professional practice.

PROGRAMME OVERVIEW

Through online delivery of content, our Higher Education MA offers you the flexibility to create a programme that suits your professional development needs in the field of university teaching, and is offered on a part-time basis over five years.

The programme allows you to construct your own developmental pathway through a choice of optional modules. You will do this by engaging with the explicit pedagogic framework that underpins the programme, emphasising the connections between concepts, theory and practice, teaching and research, disciplinary methods, and teachers and students.

On the programme you will analyse issues relating to your everyday teaching practice, share practice and explore solutions with your fellow participants and tutors.

PROGRAMME STRUCTURE

This programme is studied over three academic years and is part-time via distance learning. It consists of eight taught modules and a dissertation.

On successful completion of the PGDip in Higher Education and a review of a portfolio of work via an accreditation panel, participants may apply to become a Senior Fellow of the Higher Education Academy (subject to accreditation). 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.
-Teaching in Your Own Discipline
-Researching in Higher Education
-Research Dissertation
-Signature Concepts in Higher Education
-Evaluating Educational Research
-Assessment and Feedback
-From Student Voice to Co-Enquiry
-Peer Observation of Teaching
-Moving into Academic Leadership
-Designing Technology Enhanced Learning
-Exploring Technology Enhanced Learning
-Veterinary Clinical Teaching
-Technical and Professional Skills Teaching in Veterinary Education

EDUCATIONAL AIMS OF THE PROGRAMME

-Contribute to the development of participants' theoretically informed understandings, and teach in ways that support epistemological access for a diverse student body
-Respect participants' disciplinary backgrounds, and encourage participants to interrogate the nature of their own disciplines and relate this to ideas presented in the programme
-Promote reflective practice, requiring critical engagement based on evidence and theory with the roles and practices of higher education teaching, rather than having as its goal the teaching of a set of generic skills and techniques
-Disrupt participants' existing beliefs about teaching and learning

PROGRAMME LEARNING OUTCOMES

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes. The overarching programme learning outcomes are to:
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Critically assess the role of theory, methodology and evidence in the policy and/or practices of higher education
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature

Knowledge and understanding
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Critically assess the role of theory, methodology and evidence in the policy and/or practices of higher education

Intellectual / cognitive skills
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Critically assess the role of theory, methodology and evidence in the policy and/or practices of higher education
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature

Professional practical skills
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature

Key / transferable skills
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature
-Further details of the programme’s pedagogic framework is available by contacting the programme team. The programme is aligned to the requirements of the UK Professional Standards Framework at D3 which relates to Senior Fellowship of the Higher Education Academy.

Initial enquires should be directed to Dr Dawn Morley -

STUDENT EXPERIENCE

As part of induction to the programme, you will have a discussion with a personal tutor to help you make the appropriate choices for your professional learning journey based on your previous teaching and learning experience in the higher education context and your developmental aspirations.

A personal tutor will work with you to develop a personalised plan to ensure you get the most from the programme by developing your professional knowledge and skills.

REGISTRATION

As we recognised that you will be working within your own higher education institutions while you study, the programme is offered as part-time registration. It is anticipated that the Diploma would be completed within two years of registration and the Dissertation would normally be completed within an additional year.

You will be registered initially for the MA in Higher Education (180 credits). However, you can choose to step-off at Postgraduate Certificate (60 credits) or the Postgraduate Diploma (120 credits) Level.

You can decide to study for a general MA in Higher Education or a MA in Higher Education with a specialist pathway. Specialist pathways are only available for the MA in Higher Education (not at the award of Diploma).

If you decide, a pathway is right for you, you will need to take 60 credits from the specialist modules and conduct research within the Research Dissertation module on an area relating to the pathway. The following are the three specialist pathways available:
-Academic Leadership
-Technology Enhanced Learning
-Veterinary Education

If you decide to take the Academic Leadership pathway, you will be awarded for example, 'MA in Higher Education (Academic Leadership)'.

Postgraduate Certificate
The postgraduate certificate is built around the compulsory module of 'Teaching in Your Own Discipline'. You will choose three optional modules that help builds your own professional pathway and suits your needs.

Postgraduate Diploma
For the Postgraduate Diploma, based on your personal/professional development plan, you will choose three further modules that fulfil your personal and professional aims and which strengthens your activities, knowledge and professional values in your career.

You will also do the compulsory module of 'Researching in Higher Education', which aims to help you to start thinking about how to investigate and explore issues that intrigues and challenges you in the Higher Education landscape.

MA
For the MA in Higher Education, you will have to conduct a piece of independent research as part of the compulsory Research Dissertation module.

This allows you to investigate an issue that you have personally selected that will contribute to your growing understanding of your professional practice.

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings. Read more
The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings.
Educators are provided with the opportunity to further their qualifications through professional development. This coursework program aligns with the requirements and specifications of the Australian Quality Framework (AQF) and provides three major areas of expertise relevant to professional educators. The Master of Education does not lead to teacher registration.
The flexible 18 month Master of Education coursework program entails four core subjects, including an enquiry-based project, and provides the opportunity to specialise in up to two majors.

Global Contexts Major

The Global Contexts major has been designed for professionals who are seeking to develop a strategic approach to global practices and strategies. It has been developed in response to the steady growth in globalisation and changing international employment relationships.
Studying this major will expand and upgrade your expertise in globalisation and transnational education. Interested parties include: international and national school employees, managerial and non-managerial global careerists, international human resource management staff, professional managers, self-initiated expatriates, cross cultural team members, foreign hires (third country nationals, and mobility managers).
If you undertake our Global Contexts major you will:
*Examine the phenomenon of ‘development’ in Asia- Pacific contexts through an anthropological lens
*Acquire the ability to assess the social and cultural impacts of globalisation and transnationalism, natural resource development and the introduction of new technologies
*Understand the international, national, and relevant state frameworks, statements, policies, curriculum initiatives and resources as regards education for sustainability
*Evaluate educational curriculum and teaching practices in relevant professional settings.

Course learning outcomes

On successful completion of the Master of Education, graduates will be able to:
*Demonstrate advanced knowledge of recent developments, discourses and debates in the field, or a sub-field, of Education and/or area of professional practice
*Demonstrate knowledge of research or inquiry principles applicable to the field, or a sub-field, of Education and/or area of professional practice
*Investigate, analyse, synthesise and evaluate complex information, problems, concepts and theories, at an advanced level, and critically reflect on theory in relation to different bodies of knowledge or practice
*Justify, interpret and present theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
*Demonstrate advanced speaking, reading, writing, listening, collaborating and advocacy skills for Educational leadership in a field or sub field of Education
*Design, plan and ethically execute a substantial research and/or inquiry-based project with creativity and initiative and a high level of autonomy and accountability in the field or a sub-field of Education.

Award title

MASTER OF EDUCATION (MEd)

Course pre-requisites

Completion of:
*An AQF level 7 Bachelor Degree in a discipline other than education, with a minimum 2 years professional work experience in education; or
*An AQF level 7 Bachelor Degree in education, or
*An AQF level 8 Graduate Certificate in education from one of the following JCU courses: Graduate Certificate of Education for Sustainability; Graduate Certificate in Research Methods [Education]; Graduate Certificate in Career Development; Graduate Certificate in Catholic Education; Graduate Certificate in Education (Academic Practice); or
*An AQF level 8 Graduate Diploma in education, or
*An AQF level 8 Bachelor Honours Degree in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position; or
*An AQF level 8 Graduate Certificate or Graduate Diploma in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position;or
Other qualifications recognised by the Deputy Vice-Chancellor, Division of Tropical Environments and Societies as equivalent to the above.

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.

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 Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings. Read more
The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings.
Educators are provided with the opportunity to further their qualifications through professional development. This coursework program aligns with the requirements and specifications of the Australian Quality Framework (AQF) and provides three major areas of expertise relevant to professional educators. The Master of Education does not lead to teacher registration.
The flexible 18 month Master of Education coursework program entails four core subjects, including an enquiry-based project, and provides the opportunity to specialise in up to two majors.

Leadership and Management Major

The Leadership and Management major is relevant to aspiring, expectant and existing leaders wanting to raise their effectiveness and improve their performance in leadership and management. This major is relevant to professionals working in schools, universities (as well as Government), community and corporate organisations.
Interested parties include: specialist generalists, lead teachers, head teachers, subject masters and coordinators, administrators, support teachers, educational consultants and supervisors, human resource management team members, and system supervisors.
If you undertake our Leadership and Management major you will:
*Acquire knowledge of concepts, theories and models which underpin current successful educational leadership and management practices in schools and school systems
*Critically analyse issues and literature concerning school improvement, effectiveness, review and evaluation
*Develop strategies to analyse and refl ect upon human relations issues in contemporary work environments
*Integrate interpersonal skills to develop a clearer understanding of relevant issues
*Employ critical analysis of key work issues in the new economy such as global integration, workplace diversity, and the impact of technology
*Explore and appreciate the impact of these issues on their own individual career management strategies.

Course learning outcomes

On successful completion of the Master of Education, graduates will be able to:
*Demonstrate advanced knowledge of recent developments, discourses and debates in the field, or a sub-field, of Education and/or area of professional practice
*Demonstrate knowledge of research or inquiry principles applicable to the field, or a sub-field, of Education and/or area of professional practice
*Investigate, analyse, synthesise and evaluate complex information, problems, concepts and theories, at an advanced level, and critically reflect on theory in relation to different bodies of knowledge or practice
*Justify, interpret and present theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
*Demonstrate advanced speaking, reading, writing, listening, collaborating and advocacy skills for Educational leadership in a field or sub field of Education
*Design, plan and ethically execute a substantial research and/or inquiry-based project with creativity and initiative and a high level of autonomy and accountability in the field or a sub-field of Education.

Award title

MASTER OF EDUCATION (MEd)

Course pre-requisites

Completion of:
*An AQF level 7 Bachelor Degree in a discipline other than education, with a minimum 2 years professional work experience in education; or
*An AQF level 7 Bachelor Degree in education, or
*An AQF level 8 Graduate Certificate in education from one of the following JCU courses: Graduate Certificate of Education for Sustainability; Graduate Certificate in Research Methods [Education]; Graduate Certificate in Career Development; Graduate Certificate in Catholic Education; Graduate Certificate in Education (Academic Practice); or
*An AQF level 8 Graduate Diploma in education, or
*An AQF level 8 Bachelor Honours Degree in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position; or
*An AQF level 8 Graduate Certificate or Graduate Diploma in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position;or
Other qualifications recognised by the Deputy Vice-Chancellor, Division of Tropical Environments and Societies as equivalent to the above.

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.

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 course explores local, regional, national and international issues of sustainability and stewardship of national resources. If you undertake our Education for Sustainability course you will. Read more
The course explores local, regional, national and international issues of sustainability and stewardship of national resources.

Make a difference

If you undertake our Education for Sustainability course you will:
*Be exposed to issues associated with local ecosystems, including the Great Barrier Reef and Wet Tropics World Heritage Areas
*explore local, regional, national and international issues for sustainability and stewardship of national resources
*discover the roles local communities can have in contributing to stewardship
*gain an appreciation of our outstanding natural assets within a global context.

Who is this course for?

This course is relevant to teachers, trainers, school leaders, administrators; education and communication officer and to any individual seeking to upgrade their sustainability expertise.

Course learning outcomes

On successful completion of the Master of Education, graduates will be able to:
*Demonstrate advanced knowledge of recent developments, discourses and debates in the field, or a sub-field, of Education and/or area of professional practice
*Demonstrate knowledge of research or inquiry principles applicable to the field, or a sub-field, of Education and/or area of professional practice
*Investigate, analyse, synthesise and evaluate complex information, problems, concepts and theories, at an advanced level, and critically reflect on theory in relation to different bodies of knowledge or practice
*Justify, interpret and present theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
*Demonstrate advanced speaking, reading, writing, listening, collaborating and advocacy skills for Educational leadership in a field or sub field of Education
*Design, plan and ethically execute a substantial research and/or inquiry-based project with creativity and initiative and a high level of autonomy and accountability in the field or a sub-field of Education.

Award title

MASTER OF EDUCATION (MEd)

Course pre-requisites

Completion of:
*An AQF level 7 Bachelor Degree in a discipline other than education, with a minimum 2 years professional work experience in education; or
*An AQF level 7 Bachelor Degree in education, or
*An AQF level 8 Graduate Certificate in education from one of the following JCU courses: Graduate Certificate of Education for Sustainability; Graduate Certificate in Research Methods [Education]; Graduate Certificate in Career Development; Graduate Certificate in Catholic Education; Graduate Certificate in Education (Academic Practice); or
*An AQF level 8 Graduate Diploma in education, or
*An AQF level 8 Bachelor Honours Degree in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position; or
*An AQF level 8 Graduate Certificate or Graduate Diploma in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position;or
Other qualifications recognised by the Deputy Vice-Chancellor, Division of Tropical Environments and Societies as equivalent to the above.

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?

JCU is now a signatory to the Talloires Declaration – an international commitment to sustainability in higher education making us one of 350 universities across 40 countries to commit to a ten-point action plan for incorporating sustainability and environmental literacy in teaching, research, operations and outreach.
James Cook University offers courses to develop knowledge and skills for education for sustainability based on principles and practice implemented through the United Nation’s Decade of Sustainable Development 2005-2014.
Education subjects cover the challenges of learning in the Anthropocene, the current Australian curriculum and national and international framing documents and ideas as well as communication skills, pedagogies and the latest developments in education for sustainability research and practice.

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 Tendring Hundred Primary SCITT programme combines the very best of school-centred and academic training to produce confident and competent Newly Qualified Teachers. Read more
The Tendring Hundred Primary SCITT programme combines the very best of school-centred and academic training to produce confident and competent Newly Qualified Teachers. The course specialises in Early Years education (3-7 years) and Primary (5-11 years). On successful completion of the course all Trainees will gain QTS and a Professional Graduate Certificate in Education (PGCE). The course offers a range of opportunities to work within a school environment and be part of the school community.

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

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

Please contact the relevant Pathway Leader for more information.

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


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

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


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


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


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


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


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


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


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


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


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

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This Professional Graduate Certificate in Education is a nationally recognised and established teaching qualification for the sector. Read more

About the course

This Professional Graduate Certificate in Education is a nationally recognised and established teaching qualification for the sector. It will equip you to teach in a variety of environments such as FE colleges, academies and schools (post-14), adult and community education, work based learning, training providers, prisons, and public services.

The course is designed to develop your teaching skills. We’ll help you to reflect on your practice and develop as a teacher. You will also have the opportunity to complete an optional module that suits your own needs and preferences.

In April 2012, Ofsted awarded our initial teacher training FE and skills provision a grade 1 (‘outstanding’) for training and assessment of its trainees. The inspectors reported on our: ‘outstanding training and assessment which results in trainees being highly reflective of their practice and possessing a good understanding of their own professional development needs.’ You will also be taught by an experienced team who have published books and articles relating to teaching in the sector.

What you'll study

During the first semester, you will study two full days a week at the University and will be on teaching placement for two days. This early integration into teaching will help you to apply the theory and skills you’re acquiring in practice. It will also give you a sound grounding in the ethos of working within the sector. You will be assigned a subject mentor on your placement and a teacher training mentor from the University who will guide and advise you throughout the course.

During the second semester you will undertake a six-week block placement to experience the wider role of the teacher and establish and enhance your knowledge and skills from the initial placement. You will also complete a week in a different setting. This is a popular activity and was recognised by Ofsted: ‘A particularly successful and productive feature of the provision is the alternative placement during which trainees visit and observe in an unfamiliar setting.’

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Our Master of Education program provides both teachers and graduates from non-teaching backgrounds with the opportunity to further their qualifications. Read more

Maximise your employment opportunities

Our Master of Education program provides both teachers and graduates from non-teaching backgrounds with the opportunity to further their qualifications.
Graduates from our Masters of Education program have secured employment in:
*Schools;
*other academic organisations;
*research
*consultancy.

While this course is useful for those wanting to further their professional development it does not lead to teacher registration.

Course learning outcomes

On successful completion of the Master of Education, graduates will be able to:
*Demonstrate advanced knowledge of recent developments, discourses and debates in the field, or a sub-field, of Education and/or area of professional practice
*Demonstrate knowledge of research or inquiry principles applicable to the field, or a sub-field, of Education and/or area of professional practice
*Investigate, analyse, synthesise and evaluate complex information, problems, concepts and theories, at an advanced level, and critically reflect on theory in relation to different bodies of knowledge or practice
*Justify, interpret and present theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
*Demonstrate advanced speaking, reading, writing, listening, collaborating and advocacy skills for Educational leadership in a field or sub field of Education
*Design, plan and ethically execute a substantial research and/or inquiry-based project with creativity and initiative and a high level of autonomy and accountability in the field or a sub-field of Education.

Award title

MASTER OF EDUCATION (MEd)

Course pre-requisites

Completion of:
*An AQF level 7 Bachelor Degree in a discipline other than education, with a minimum 2 years professional work experience in education; or
*An AQF level 7 Bachelor Degree in education, or
*An AQF level 8 Graduate Certificate in education from one of the following JCU courses: Graduate Certificate of Education for Sustainability; Graduate Certificate in Research Methods [Education]; Graduate Certificate in Career Development; Graduate Certificate in Catholic Education; Graduate Certificate in Education (Academic Practice); or
*An AQF level 8 Graduate Diploma in education, or
*An AQF level 8 Bachelor Honours Degree in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position; or
*An AQF level 8 Graduate Certificate or Graduate Diploma in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position;or
Other qualifications recognised by the Deputy Vice-Chancellor, Division of Tropical Environments and Societies as equivalent to the above.

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 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

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

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The MA in Advanced Professional Practice allows you to combine your Practice Education modules with a choice from a range of university and work-based modules. Read more
The MA in Advanced Professional Practice allows you to combine your Practice Education modules with a choice from a range of university and work-based modules. You may also be able to import courses, or other forms of CPD activity, from elsewhere. This means that you can work towards an award that meets your specific professional development needs and interests.

Visit the website: http://www.chi.ac.uk/ma-pg-dip-pg-certificate-practice-education

Course detail

The Postgraduate Certificate Practice Education is two module programme, which will enable you to fulfil the role of Practice Educator: supporting, assessing and training student social workers in practice.

Module 1: Practice Education 1, meets Stage 1 of the new Practice Educator Professional Standards (PEPS); you will normally complete this module in one year.

Module 2: Practice Education 2, meets Stage 2 of the PEPS, and successful completion of both modules will result in the award of the Postgraduate Certificate. A key feature of this programme is the possibility of importing and ‘upgrading’ credit from previously completed ‘ Enabling Learning ‘ courses . This may allow you to progress directly to the Practice Education 2 module and complete the Postgraduate Certificate in one year.

Format and assessment

The Postgraduate Certificate is a 60 credit course, and therefore comprises one third of the 180 credits required for the award of an MA. You can exit with the award of the Postgraduate Certificate, or may build upon this to complete your Postgraduate Diploma (a further 60 credits). A 60 credit dissertation module will then complete your MA. You can progress through the various levels of the programme at a pace that suits your professional and personal requirements: you may take between three and seven years to complete the full MA.

Should you wish to progress beyond the Postgraduate Certificate the University offers you a choice of professional pathways:

The MA in Practice Education offers modules in Mentoring, Developing Resilience, Advanced Critical Analysis, and Learning and Teaching in Higher Education.

The MA in Advanced Professional Practice allows you to combine your Practice Education modules with a choice from a range of university and work-based modules. You may also be able to import courses, or other forms of CPD activity, from elsewhere. This means that you can work towards an award that meets your specific professional development needs and interests

– PG Certificate -

- Practice Education 1 ( 30 credits)
- Practice Education 2 ( 30 credits)

- PG Diploma -

- How to Conduct Research

plus (options)

- Core Issues in Learning and Teaching in Higher Education
- Mentoring
- Developing Resilience
- Advanced Critical Analysis and Decision Making

Dissertation - MA

18,000 word topic to reflect and contribute to the development of an aspect of Practise Education.

Work placements

You’ll have the option to undertake a four year professional placement programme by completing a one-year internship in year three. Following this placement, you’ll return to university to complete your final year. The internship is typically salaried and, if you choose this route, you will receive professional placement recognition as part of your degree title. A few placements are listed below:

- Hays Recruitment
- Europ Assistance (now Aria)
- Sussex County Football Association
- Glaxo Smith Kline
- Enterprise Rent a Car
- IBM
- Rolls Royce Motor Cars
- West Sussex County Council –Employment and Skills
- Porsche

Where this can take you

The prosperity of business relies on the innovation and creativity of its employees. This programme will give you the skills and experience necessary to flourish in a challenging business environment.

Over the course of your degree studies, you’ll encounter a range of practice-based topics across a full range of business and management disciplines. A business studies graduate might typically expect to work within a commercial environment, but the skills you’ll develop through the degree will be equally applicable to employment within the public and not-for-profit sectors of the economy.

How to apply:

https://dotmailer-surveys.com/f31ueg1e-c011re4a

Funding for postgraduate students:

For information on funding and scholarships, please visit: http://www.chi.ac.uk/study-us/fees-finance/funding-and-money-advice-0/funding-postgraduate-students

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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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The Graduate Certificate of Education provides teachers with the opportunity to further their qualifications for professional development. Read more
The Graduate Certificate of Education provides teachers with the opportunity to further their qualifications for professional development.
Our Graduate Certificate of Education program provides both teachers and graduates from non-teaching backgrounds the opportunity to gain postgraduate qualifications in the area of Education, or to pursue specific interests in areas such as Sustainability or Public Education.
Subjects successfully completed in this course can be credited towards a Master of Education or used for entry into the research Master of Education with Honours.
While this course is useful for those wanting to further their professional development and gain entry and credit in the Masters programs it does not lead to teacher registration.

Course learning outcomes

On successful completion of the Graduate Certificate of Education, graduates will be able to:
*Demonstrate knowledge of recent developments, discourses and debates in the field of education and communication
*Demonstrate knowledge, critical inquiry and action learning principles applicable to education research and related areas of professional practice
*Identify and generate practical and research-informed solutions to complex problems in a range of education contexts, with responsibility, autonomy, well-developed judgement and adaptability
*Communicate complex knowledge and ideas clearly and coherently to a variety of audiences through high-level speaking, reading, writing, listening and advocacy skills.

Award title

GRADUATE CERTIFICATE OF EDUCATION (GCertEd)

Course articulation

Students who successfully complete the Graduate Certificate of Education are eligible to apply for for entry to the Master of Education, and may be granted advanced standing for all subjects completed under the Graduate Certificate of Education. (Note: If advanced standing is granted for all subjects completed within this course it will not be possible to also complete a major within the MEd).
Students who successfully complete the Graduate Certificate Education and who obtain at least a Credit for ED5095 Research Dissertation are eligible to apply for entry to the Master of Philosophy (Education) and the Master of Philosophy (Society and Culture)
Students who successfully complete the Graduate Certificate Education and who obtain at least a Distinction for ED5095 Research Dissertation are eligible to apply for entry to the Doctor of Philosophy [Society and Culture] or the Doctor of Education.

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 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

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

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This programme is specifically to train teachers wanting to teach in education and training sector educational settings, such as further education colleges, and adult and community settings. Read more
This programme is specifically to train teachers wanting to teach in education and training sector educational settings, such as further education colleges, and adult and community settings. Due to government changes, if you complete this award you may also be able to gain employment in a secondary school setting, particularly in the post-14 age range - subject to the completion of Qualified Teacher Learning and Skills (QTLS).

Course details

Demand for places on this course is very high, so we encourage you to submit your application as early as possible.The programme is delivered full time and part time. The full-time programme is a pre-service award for those intending to teach in the sector and is offered at Teesside University Middlesbrough campus, Darlington College and Stockton Riverside College. The full-time award, delivered at Stockton Riverside College, is specifically for those wanting to be adult literacy or numeracy specialists.The part-time award is offered at Darlington College, Hartlepool College of Further Education, Middlesbrough College, Redcar & Cleveland College, and Stockton Riverside College. The part-time programme is available as an in-service award if you are currently employed in teaching or training in the sector. If you are not in a paid teaching post, a pre-service part-time route is available but you must be able to find your own teaching practice. We promote the values of reflective practice, equality of opportunity, inclusiveness and learner autonomy. Both full-time and part-time routes cover a range of topics including planning and assessment, theories and principles for enabling learning, curriculum design and development plus being a professional in the sector. You study specialist modules if you choose to follow the literacy or numeracy subject-specialist programme. Your award title on qualification will also reflect your chosen specialist route rather than the generic award title.

Professional accreditation

This qualification meets the national units of assessment and overarching professional standards. It also meets the national requirements for practitioners carrying out the full teaching role.

On completion of the full award, you will have met the national requirements for the Diploma in Education and Training and will be in a position to apply for Qualified Teacher Learning and Skills status (QTLS). Please note this course does not confer Qualified Teacher Status (QTS).

This course is Ofsted inspected.

What you study

You study a range of modules that takes you from preparing to teach through to more advanced practice skills. You also study issues affecting the education and training educational sector, such as educational policy, quality assurance, and your own personal and professional development needs.

If you are studying a subject-specialist award, there are modules that develop your subject knowledge and understanding as well as modules that focus on how you develop this into subject-specialist pedagogy in your teaching practice.

All programmes are mapped to the Professional Standards for Teachers and Trainers in Education and Training – England (The Education and Training Foundation) and are in line with national requirements for Award in Education and Training, Certificate in Education and Training, and Diploma in Education and Training. These are referred to throughout your progression through the programme, as they are the occupational standards used throughout the sector.

Core modules (all awards)
-Educational Theories and Concepts
-Extending Approaches to Learning and Teaching
-Introduction to Learning and Teaching
-Learning and Teaching in the Specialist Subject
-Theory and Policy in Education

Core modules (Adult Literacy Specialist award only)
-Concepts and Learning in Literacy
-Learning and Teaching in Literacy
-Theories and Frameworks in Literacy

Core modules (Adult Numeracy Specialist award only)
-Concepts and Learning in Numeracy
-Learning and Teaching in Numeracy
-Theories and Frameworks in Numeracy

Modules offered may vary.

Teaching

Generally you are taught through seminars, lectures and workshops. A range of specialist tutors contribute to your lecture and seminar sessions – these are supported through our virtual learning environment where you access a range of resources to support course activities.

The course has a substantial element of teaching practice – vital to your learning and development as a practitioner. In addition, you are encouraged to develop your teaching skills by observing experienced practitioners, using simulations and/or training classes, and by watching good practice videos.

Your practice mentor supports your time on placement and helps you develop reflective practice skills as an aid to your learning and professional development. The course also helps develop your employability skills. You develop an individual learning portfolio which holistically tracks your development over the programme with specific reference to your academic and teaching skills.

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

At the end of the year there is a compulsory (assessed) student conference where you work with fellow subject specialists. If you are already in employment you must make arrangements to attend.

Employability

You must complete a minimum of 100 hours of teaching practice in an appropriate teaching environment. If studying part time these practice hours are split into 40 hours in Year 1 and 60 hours in Year 2.

At your teaching practice a placement mentor supports you with orientation with the school/college and beginning your teaching ideas. This mentor also helps you transfer your knowledge from theory to practice, observes your practice and gives you formative and summative feedback towards module outcomes.

Appropriate careers are in the full teaching role in learning and skills sector educational contexts. Our graduate employment record is very good. Students go on to work in a variety of professions including further education colleges and training organisations.

Some students gain employment in secondary schools or higher education. Other students have taken the opportunity to further their studies on relevant continuing professional development or masters’ courses at the University.

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The Award of Institutional Credit in Learning and Teaching in Higher Education (HE) is an applied, practice-based programme supporting professional development in higher education and offering a first step towards a higher education teaching qualification. Read more
The Award of Institutional Credit in Learning and Teaching in Higher Education (HE) is an applied, practice-based programme supporting professional development in higher education and offering a first step towards a higher education teaching qualification. The programme provides an introduction to teaching, learning and assessment in higher education for those with relatively little teaching but for whom a Postgraduate Certificate in Higher Education is not appropriate; fractional or part-time staff; those with teaching support or assistant roles. The programme's two courses provide solid grounding in the practice of teaching and reflection in higher education. Using a reflective and experiential approach, participants evaluate their own professional practice, relating this reflection to educational theory and scholarship to develop pedagogical understanding and innovative responses to the challenges of teaching in higher education. One of the two courses is studied with PG Certificate in Higher Education participants.

The 'Learning, teaching and assessing in higher education' course includes planning and facilitating learning, assessing, and giving feedback. 'Foundations of professional development in HE' includes development of a portfolio of evidence meeting expectations of the UK Professional Standards Framework, including teaching practice assessments.

The programme is online blended, using a variety of web 2.0 tools to provide socially interactive experience through learning activities including group-work and webinars, with 2 face-to-face Study Days (Saturdays) and teaching observations. Support is provided by the programme team, peers, online tutor, personal tutor and mentors.

Outcomes of successful completion include eligibility for Associate Fellowship of the HEA and 20 credits at level 7, for potential progression into a PG Certificate in HE with Accreditation of Prior Learning (APL).

The aims of the programme are:

Enable participants to design and implement individual teaching and learning episodes

- Develop participants' facilitative, reflective and evaluative skills for teaching and learning
- Provide the opportunity and impetus for participants to advance their own professional development as part of a community of scholars and professionals
- Provide a basis for progression into the PG Certificate in Higher Education or equivalent HE teaching qualification.

Visit the website http://www2.gre.ac.uk/study/courses/pg/eduge/awa-cre

Education - General

Our programmes in education benefit post graduate professionals and researchers from a wide range of backgrounds. Focus on independent research. Or combine taught coursework with a supervised thesis. You can tailor your programme to suit your own interests and ambitions.

What you'll study

- Learning, teaching and assessing in higher education
- Foundations of professional development in HE

Fees and finance

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

Assessment

The programme is assessed through a variety of coursework assignments including formative group and individual assignments using different media and summative individual reflective assignments including essays, teaching practice assessments and an e-portfolio which evidences reflective practice, meeting the expectations of the UK Professional Standards Framework (Associate Fellowship). All coursework is marked on a pass/fail basis, and excellence is recognised in the feedback.

Specialist equipment/facilities

For successful participation in the programme access to a computer with audio capacity, a camera/webcam and very good broadband connection are required. The programme provides induction and support where needed in use of technology for online learning and teaching.

Professional recognition

Accredited by the Higher Education Academy for Associate Fellowship of the HEA.

Career options

The programme helps to equip participants for a career in HE teaching and provides a first step towards an HE teaching qualification.

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

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The Graduate Certificate in Professional Development (Education) provides you with Continuing Professional Development (CPD) which will enable you to meet the NQT standards it is designed to provide professional development for practising teachers. Read more
The Graduate Certificate in Professional Development (Education) provides you with Continuing Professional Development (CPD) which will enable you to meet the NQT standards it is designed to provide professional development for practising teachers.

Both programmes aim to link theory with course participants’ own practice so that real benefits will be felt by both Newly Qualified Teachers and their schools.

Key Course Features

-Wrexham Glyndŵr University works in partnership with employers, related organisations and agencies. It works closely with schools, FE colleges and local education authorities to offer comprehensive CPD opportunities for teachers. These partnerships are central in ensuring that all programmes are fit for purpose and provide the highest possibility of employment and career progression.
-This course is designed in partnership with local education authorities, professional agencies and leading consultants.
-These courses will enhance your practice and strengthen your link between teaching and research.

What Will You Study?

The course is designed to provide professional development for practising teachers and is accredited by the University of Wales. Participants are required to study and achieve 60 credits in order to gain the Graduate Certificate in Professional Development (Education). The Graduate Diploma in Professional Development (Education) is made up of a number of different modules which may be grouped together.

Graduate Certificate in Professional Development (Education)
-The Reflective Practitioner
-Learning from Teaching
-Positive Behaviour Management

Graduate Diploma in Professional Development (Education)
-Accountability, Evaluation and School Improvement
-Strategic and Developmental Planning for School Improvement
-Leading and Managing Staff
-Classroom Observation
-Mentoring in Practice
-Action Research for School Improvement
-Working together for School Effectiveness
-Pedagogy for Wales in the 21st Century
-Developing thinking and assessment for learning
-Transition
-Y Curriculum Cymreig
-Inclusion/SEN
-Education, Citizenship and Critical Thinking
-Techniquest – Numeracy and Problem Solving
-Techniquest – The Development of Thinking Skills
-Techniquest – Sustainability, Education for Sustainable Development and Global Citizenship
-Physical Development and Physical Education – putting theory into practice
-Developing Health and Emotional Wellbeing
-Working in Partnership
-An Introduction to Teaching Basic Skills Through the Curriculum
-Basic Skills in Transition - Numeracy
-Basic Skills in Transition - Literacy
-Assessment for Learning Strategies

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 and Teaching

You will undertake practical-based assignments throughout the course. The course team is responsive to creative use of assessment strategies that facilitate and support learners’ styles of learning.

There are variable assessment methods including written work, portfolios, and presentations. In particular, the assessment will enable theory to inform practice and enable participants to reflect critically on and, wherepossible, improve the quality of leadership, management, learning and teaching within their schools.

Career Prospects

The courses offer continuing professional development for teachers which will give them the edge in a competitive employment market.

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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