University of South Wales' MA SEN/ALN (Autism) course is unique in Wales, and is for professionals working in the field of education, health, social care and the third sector who have contact with children or adults on the autism spectrum. The course is designed for those who wish to become an advanced practitioner in autism by acquiring a relevant qualification. As the only practice-based study of autism in the region, our course draws a wide range of students from south Wales and the west of England, as well as many international students.
The MA SEN/ALN (Autism) course is also of relevance to newly qualified practitioners who are interested in gaining a specialism in autism, and to those coming from a personal perspective on autism who would like to deepen their knowledge and find out more about current research and relevant theoretical ideas.
The autism course explores theory, policy and practice in relation to all aspects of autism as it is currently understood within different contexts. Modular content is designed to provide the opportunity to tailor your postgraduate degree to meet your individual professional or personal needs.
There are two specified modules focused on autism:
Autism: Contexts and Concepts
This module examines the development of current theories of autism and explores the implications of these for autistic individuals, families and practitioners. It is designed to deepen your knowledge and understanding of the sensory perceptual differences of autism and consider the ways in which these may give rise to a different way of being in the world.
Managing and Supporting Autism
This module critically examines national and international developments in policy and practice in relation to autism education and support within a variety of settings and contexts. It will enable you to evaluate the continuum of provision for people with autism in the light of theories of learning and with reference to important models of disability.
In addition to these two modules, you are able to select two or three additional modules from the Professional Learning Programme, for example:
Child and Adolescent Mental Health
This module focuses on the causation, presentation and implications of mental health difficulties in children and young people.
SEN: Contexts and Concepts
This module examines practice in SEN/ALN, learning disabilities and inclusive education and critically reflects on the tension between identification of need and the philosophy of inclusion
Leading and Managing SEN/ALN
This module is designed to provide students with a better understanding of theory and practice in relation to the role of SENCo/ALNCo and so respond to the changing landscape of SEN/ALN.
In common with all of the Professional Learning programmes, you must take the core module Research Methodology if you are studying the full Masters course.
A full range of the modules is available from the course leader, Dr Carmel Conn.
Awards are available at Postgraduate Certificate level (after completion of two taught modules); Postgraduate Diploma level (after completion of four taught modules) and the full MA (on completion of a dissertation).
Each module is taught during weekly on campus sessions over 10 week terms. Learning takes place in teacher and student-led seminars, group discussions, individual tutorials and through active learning tasks. Content is delivered in engaging and interactive ways, with clear direction and support provided for critical reading and academic-level writing. Teaching usually takes place in the evenings and sessions are delivered by the course leader together with guest speakers. For the autism modules, guest speakers include people with autism, as well as senior practitioners in health and education.
Each module is assessed by an assignment, which may take the form of a 5,000 word written assignment or an alternative practical assessment task. To complete the full Masters award, you will need to complete a 15000 word dissertation which is based on a topic of your choice. You will be supported by a tutor during the assignment writing process via individual tutorials. If you are not in professional practice, but would like to gain experience of working professionally in relation to autism education and support, help with setting up an internship can be provided.
If you are not in professional practice, but would like to gain experience of working professionally in relation to autism education and support, help with setting up an internship can be provided.
We are able to arrange to consult and use some of the resources available at the Dyscovery Centre such as standardised assessment tools.
Most students who study part-time, work in this specific field of work. Our full-time students quickly find work locally within education or the care sector, which offers them opportunities to apply theory to practice. A Masters degree in Autism is a major boost to a career. Whatever your profession, experience has shown us that success on the course leads to enhanced employment prospects. Parents of children diagnosed with an ASD feel empowered both from their success and the increased insight gained.
A number of students have gone on to present at national and international conferences on an aspect of the autism spectrum. Other students have secured promotion and or employment in organisations that specifically support or educate individuals on the spectrum.
This is a professionally-oriented higher degree for those who intend to follow a career in English Language Teaching (ELT) and teachers who wish to extend and develop their knowledge of teaching English language learners.
The programme enables participants to gain the necessary knowledge and skills to devise and teach effective English language courses, in addition to equipping students with the essential research and analytical skills to keep up with the rapid developments in the field.
One of the key features of the MSc TESOL is the emphasis on learning through interaction; much of the course is organised around class-based data.
◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;
◦Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);
◦We provide high quality teaching delivered through face-to-face communication;
◦Supportive academic tutors and staff;
◦Graduates have found the programme very beneficial in gaining employment;
◦If you don’t want or need to study for the research dissertation, flexible exit qualifications (PG Diploma, PG Certificate) are available and individual course modules can also be taken as short courses.
The MSc in TESOL is awarded to students who have successfully completed 180 CATS points (including 60 CATS points from a Master's dissertation).
Exit qualifications are available. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a Postgraduate Certificate by successfully completing 60 CATS points from taught modules.
Core Modules include (all 20 CATS):
This introductory research methods module is compulsory for all Masters students in the School of Social Sciences, Education and Social Work and assumes no previous experience or knowledge of research methods. The aim of the module is to provide a general research overview and to contextualize the broad range of approaches and debates that are evident within contemporary educational research.
This module will consider the different systems and skills of the English language (phonology, grammar, lexis, discourse, speaking, listening, reading and writing) and equip course participants with the skills needed to analyse language for teaching purposes. The module will place emphasis on the use of pedagogic grammars and adopt a systemic/ functional approach to grammar. Particular attention will be given to the study of spoken and written discourse.
This module will provide an overview of the key theories associated with language learning and language acquisition in the formal context of the classroom. It will offer module participants an opportunity to assess different approaches to the support of learning in a range of TESOL contexts.
This module will examine the notion of ‘context’ in relation to the teaching of English to Speakers of Other Languages. Beginning with the classroom as context, participants will have an opportunity to develop their own interactional awareness as a means of promoting learning opportunity. The module will then consider the broader notion of ELT contexts in relation to the cultural politics of English as an international language and assess the impact that different contexts has on approaches to teaching and learning, assessment and the design and use of curricula and teaching materials.
This module will consider the principles and practices of ELT methodology and trace developments over the past 20 years. From the advent of ‘the communicative approach’ to the current ‘post-method’ era, the course will examine a range of pedagogical issues and evaluate their impact on current classroom practice.
One optional module may be chosen from those offered on the Educational Studies (MEd) programme including the following:
This module explores a number of issues in assessment including the relationship between assessment and learning and the impact of assessment and testing on learning. It provides an overview of key assessment concepts of validity and reliability and considers various models of assessment practice. This module examines the notion of language proficiency for TESOL and current methods and practices in second language classroom-based assessment.
*Students cannot take Assessment Issues in Teaching and Learning in Classrooms if taking this module.
The aim of this module is to examine theories of understanding and researching digital literacy. The module begins from a social practice view of literacy, which is then used as a lens to critically examine digital literacy in contemporary society, digital media in education and learning, and TESOL. Course participants will also examine methodologies that have been applied to researching language and literacy in digital environments. The module equips course participants with the skills needed to practically examine and analyse digital literacy in the lives of people, in institutions, and in wider society.
There are no written examinations. Modules are assessed through written assignments, including case studies, language analysis and coursebook evaluations.
The DClinDent in Oral Surgery is a three-year, full-time programme which will allow the candidate to achieve specialist-level training in oral surgery, together with a taught professional Doctorate, preparing them for the Speciality examination of Membership in Oral Surgery (MOralSurg) of the Royal Colleges of Surgeons (Tricollegiate Edinburgh, Glasgow, England) UK.
The DClinDent aims to provide doctoral level educational opportunities to enable students to develop, consolidate and enhance their range of academic and clinical competencies to enable independent and reflective practice at the standard of a specialist in oral surgery.
This programme is for dental surgery graduates who wish to extend their knowledge, clinical practice experience and expertise in oral surgery.
The programme will give you theoretical and practical understanding of oral surgery and how it relates to other dental specialities.
The syllabus components are based on the core competencies for oral surgery training as set out by Specialty Advisory Committee (SAC) for Oral Surgery, The Faculty of Dental Surgery The Royal College of Surgeons of England (2014) :
For Year 1 and Year 2 students, there will be a written exam at the end of each term.
In addition to the above, at the end of Year 2, students will also have oral exams in June and in August/September.
Successful completion of the first two years of the programme will allow students to proceed to Year 3 of the programme. In Year 3, students will present the following:
a) a clinical governance project b) a systematic review of a topic related to Oral Surgery c) two fully documented patient case presentations d) two unseen (diagnostic) cases will also form part of this examination
The third year of the DClinDent programme will be structured over three semesters and during this time the student will be timetabled to four protected academic sessions each week with the remaining time dedicated to primarily independent clinical practice and inter-disciplinary patient management.
Year 1 courses:
Year 2 courses:
Year 3 courses:
This programme has been designed for dental surgery graduates who wish to specialise in oral surgery.
This MSc Advanced Clinical Practice provides an academic underpinning that meets the contemporary challenges of advanced clinical practice.
Within this the standard pathway is the most flexible, and is appropriate for you if you are a registered UK, EU or international healthcare practitioner who is keen to develop your clinical practice at an advanced level.
In addition to core content in relation to research, evidence based practice, advanced practice and decision making it includes the opportunity in study three option modules enabling considerable flexibility and choice.
This masters in Advanced Clinical Practice degree provides a flexible academic programme that enables those working at a senior level to meet the contemporary challenges of advanced clinical practice. The programme covers core learning in relation to research, evidence based practice and decision making, as well as exploring the place of advanced practice within contemporary healthcare. This very flexible programme also incorporates three option modules which enable students to pursue particular specialist areas of interest as part of their masters degree.
In the MSc in Advanced Clinical Practice (Standard Pathway) you will:
This Advanced Clinical Practice Masters provides an academic underpinning that meets the contemporary challenges of advanced clinical practice.
Within this the Critical Care Masters pathway is designed for you if you are a UK, EU or international registered healthcare practitioner with experience working within the field of critical care.
The pathway is developed in response to ongoing national and international debate on the modernisation of critical care services and roles.
The MSc Advanced Clinical Practice (Critical Care) is designed for experienced critical care practitioners who are seeking to deepen their underpinning knowledge and understanding in the field of critical care. The course will prepare you to become a more senior practitioner within your chosen field. The programme covers core learning in relation to research and evidence based practice, and a specialist module in advanced critical care practice. There are also opportunities to undertake modules in assessment, diagnosis and non medical prescribing. In addition, those working at or towards advanced practitioner roles within the UK can elect to study a programme alligned to the newly agreed standards set out by the Faculty of Intensive Care Medicine.
In this MSc Advanced Clinical Practice - (Critical Care) you will: