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The TA to Teacher Route is a 2 year, school-based, salaried programme which gives trainees experience of working as a Teaching Assistant prior to gaining their PGCE with QTS. Read more

Course outline

The TA to Teacher Route is a 2 year, school-based, salaried programme which gives trainees experience of working as a Teaching Assistant prior to gaining their PGCE with QTS. This route is delivered jointly with Premier Pathways, one of the country’s leading educational organisations.

Course content

Trainees spend the first year of the programme in employment as a Teaching Assistant in a school and follow a programme of professional development. In the second year, trainees teach between a 50-90% timetable to 2 consecutive age ranges in the school whilst undertaking the University of Buckingham’s school-based PGCE with QTS. There are three residentials (nine days overall) to attend and these are supplemented by a weekly programme on the University’s Virtual Learning Environment (VLE). You will be assigned a University tutor who visits once per term to assess your progress and guide your development. You will be assessed by both your mentor and your tutor and there are three assignments and a second school placement to complete.

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Transactional analysis is often associated with its pop psychology image of the hippy era – but since the ‘sixties it has continued to develop as a profession and is now practised worldwide and in many contexts. Read more
Transactional analysis is often associated with its pop psychology image of the hippy era – but since the ‘sixties it has continued to develop as a profession and is now practised worldwide and in many contexts. This programme concentrates on developmental applications, relating to individual, group and organisational contexts rather than the original focus on psychotherapy. It is suitable, therefore, for professionals such as consultants, educators, coaches, counsellors, managers – anyone with responsibility for the development of others (rather than ‘cure’).

The training is rigorous, with 4-5 years being a typical time frame to obtain international accreditation, so sits well alongside postgraduate qualifications. It is also work-based, with the requirement to demonstrate competent application of TA in the development of others, so we use a series of portfolio submissions based on your professional interventions, with no need for artificial projects to be set up.

Our modules relate to professional areas of practice, so for the first level thsese are Professional Intervention, Core Themes of TA, Individual Development, Interactions & Relationships, Group Processes and Organisations & Institutions. After that, the focus shifts to the context, to practitioner skills such as facilitating, learning, etc, process skills and research awareness. The final MSc level requires implementation of a research-based case study typical of your professional practice.

Our programmes are recognized for accreditation by the international TA associations. They can also be linked to accreditation by the European Mentoring & Coaching Council (EMCC) at Practitioner or Masters Practitioner level; and to the Chartered Management Institute (CMI) and the Institute of Leadership & Management (ILM).

More details of the various TA qualifications, and how this programme fits, can be seen at http://www.pifcic.org

Faculty

Our faculty comprises internationally-accredited experts within the TA community, who have wide experience of applying TA professionally in many different contexts. Refer to our prospectus via the link above for further details.

Flexible Study to suit your Lifestyle

The programme is offered via webinars that allow interaction with tutors and with other participants, supplemented with occasional workshops arranged in various countries to suit demand. We have some national groups where students come together to attend the webinars. There are also options to attend regular workshops with our faculty in the UK, Netherlands, New Zealand and Romania, and in other countries through our non-faculty international TA colleagues.

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The growth of new urban landscapes has determined a remarkable change in the organisation of the space. it is no longer the concentrated city, but it is the territory, the landscape, the container of everything. Read more

Overview

The growth of new urban landscapes has determined a remarkable change in the organisation of the space: it is no longer the concentrated city, but it is the territory, the landscape, the container of everything. This new model of contemporary city can be assimilated to an archipelago where each unit has its own connotation, but where the social values as well as the activity are strictly connected with the relations existing with the other units.

The Master’s objective is to enable professionals to manage complex urban, architectural and territorial issues, by using innovative analysis tools and design methods on different levels with a particular stress on planning, landscape design, environmental sustainability and renewable energy.

The final goal is to provide an adequate training to professionals playing a role in the process of Urban and Architecture transformation and development.

The program includes an internship in a company working in the disciplinary field.

Audience

Candidates holding a first-level academic diploma or BA degree, or about to graduate and with a knowledge of the English language (IELTS 5.0 academic or equivalent certificate).
The program is addressed to candidates with a curriculum in urban planning and/or architecture, as well as those who have a degree in economics, humanities, social sciences and communication, or other disciplines related to the program’s field of study.

Job Opportunities

The Master Urban Vision and Architectural Design offers several job or requalification opportunities:

Public administration, on a local, national and European level, to face and manage the complexity of formulation, implementation, evaluation and communication of territorial policies;

Acting as Project Managers in territorial development agencies, real estate companies, NGOs, non-profit organisations, research centres for urban and territorial transformation, companies working in the field of consultancy and designing development scenarios;

In engineering or architecture studios, dealing with the development of projects, as well as national and international competitions;

Urban designers, planners or advisors;

Consultants, in the public and private sector, in communication and territorial promotion activities (design of services, urban marketing, egovernment, urban centres, city network, public offices of relation with citizens), planning and management of events, cultural initiatives, tourist and recreational activities.

Companies

A network of professionals and leaders in different areas of interest are in constant and proficient interaction and collaboration with the Master in Urban Vision & Architectural Design at Domus Academy, actively participating in educational programming, workshops and international competitions organized by the department.

Students have access to a wide network of connections and relationships with the most prestigious companies, including

Castel Monastero ARUP, Bayer Material Science, CNS spa – Tecnologia per l’ambiente, Hines Italia Srl, Ing Real Estate Development ItalySrl, Legnolandia, Le FondBelval, Milano Metropoli – Development Agency, MU.VI.TA. – Museo Vivo delle Tecnologie per l’Ambiente, Peverelli – Giardini e Paesaggi d’Autore, Prelios, Pirelli RE.

Each individual company is a useful contact for the future professional life of every student, as well as being indispensable mentor and point of reference throughout the course of studies.

Academic and Institutional Partners:

California State University Florence, i2a – international institute of architecture, Milan Municipality.

The Master has worked with:

ARUP, Bayer Material Science, CNS spa – Tecnologia per l’ambiente, Hines Italia Srl, Ing Real Estate Development ItalySrl, Legnolandia, Le FondBelval, Milano Metropoli – Development Agency, MU.VI.TA. – Museo Vivo delle Tecnologie per l’Ambiente, Peverelli – Giardini e Paesaggi d’Autore, Prelios, Pirelli RE.

For more information please visit http://www.domusacademy.com/

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The MA in Inclusive Special Education has been designed to encourage greater understanding and a critical appreciation of the trends and developments in special educational needs and disability (SEND) provision in our schools. Read more
The MA in Inclusive Special Education has been designed to encourage greater understanding and a critical appreciation of the trends and developments in special educational needs and disability (SEND) provision in our schools.

You will have the opportunity to engage in the conceptual, philosophical and ethical debates relating to the education of children and young people who have a special educational need and/or disability both nationally and globally.

There will be a strong emphasis on promoting equality of opportunity, valuing diversity and social justice.

The Programme will therefore be relevant for educators working in any educational phase and in mainstream, special and specialist setting and has been designed to achieve a close connection between your studies at Masters level and your workplace practice.

Indicative modules
There will be two modules in each academic year and you will be able to begin the dissertation in either Semester 1 which starts in September or in Semester 2 which starts in February. While the course content in each module will cover a range of topics you will be encouraged and supported to develop your research in your specific area of interest in SEND and inclusive practice.

Critical Disability Studies (30 credits)

In this module you will be critically evaluating the discourses and models of disability and inclusive practice through relevant literature and develop insights into the interrelationship between social policy, political frameworks and ideological perspectives on SEND. You will investigate disability rights; equality of opportunity and advocacy in a global and political context, cultural representations of disability; SEN and ethnicity; the impact on families; social exclusion; ethics and disability. You will be encouraged to engage professionally and academically with a review of relevant literature into educational practices for pupils with SEND with the aim of evincing change within your workplace practice.

Communication and Interaction (30 credits)

This module aims to enhance your knowledge and understanding of the range of speech, language and communication needs (SLCN) experienced by children and young people, including; dyslexia, autism; specific learning difficulties, selective mutism; sensory impairments; bilingualism, and pupils with English as an additional language (EAL) and a SEND. You will critically examine the latest research and legislation on the education of children and young people who have a speech, language, communication difficulties and evaluate the range of educational and therapeutic interventions that are currently being used in schools and settings. You will gain knowledge and understanding of the links between research and educational practice by undertaking a case study in your workplace.

Exploring Inclusive Pedagogy (30 credits)

The aim of this module is to critically examine the concepts of inclusion in education and how special educational needs and disability is positioned within different establishments and phases of education. You will debate the social and educational implications for different types of inclusive provision and critically examine policies and practices that promote partnership with families and multiagency collaboration. Other topics will include teachers and TA/LSAs working together; partnership with parents; evaluating educational and therapeutic interventions; personalising learning; equality and diversity; the role of the SENCO; transitions from Early Years through to FE; SEND legislation and the political agenda and inclusive leadership. You will undertake an action research project to inform and change inclusive practices and promote school improvement.

Engaging Learners with Complex Needs (30 credits)

In this module you will develop your knowledge of a range of complex medical, developmental and psychological difficulties and how they affect learning and development. You will critically examine motivational and psychological theories; neuroscience and learning; complex medical needs; multisensory teaching for pupils with complex needs; mental health in children and young people; foetal alcohol spectrum disorder; attachment needs in children and young people; the legal and ethical frameworks for safeguarding children; the role of specialist and alternative provision, and multi-agency collaboration. For the assessment in this module you will critically evaluate teaching and learning strategies and alternative provision that supports pupils’ access to the curriculum through an observational study.

Dissertation (60 credits):

The dissertation represents the culmination of your study for the MA in Inclusive Special Education degree. It is divided into two 30 credit modules (Part 1 and Part 2) that focus on research methods for practitioner inquiry and developing an article for publication.

Part 1 (30 credits): You will design a medium scale enquiry with the intention of understanding and / or intervening to improve inclusive practice for children and young people with a SEND in the workplace on a topic of your choice. You will need to demonstrate a critical awareness of the ethical issues underpinning educational research and clearly justify choices in the research design, methodology and methods to address these issues. You will design, apply and critically evaluate data gathering and analysis methods to investigate a chosen aspect of SEND and/or inclusive practice and interpret your findings to inform the development of practice and the achievement of children and young people with a SEND.

Part 2 (30 credits): You will need to successful complete Part 1 before continuing with Part 2. Part 2 will give you the opportunity to problematise practitioner research within the wider context of educational concerns in the education of children and young people with a SEND, and the application of ideas from literature to school-based inquiry. You will achieve this through a critical review of the research including international research and professional literature around a chosen area of practitioner inquiry to inform your understanding of how to select relevant data and provide justification for the methods used and the implications future action. This will culminate in a greater understanding of the approaches and techniques for writing and disseminating work of publishable quality.

Teaching assessment
The MA in Inclusive Special Education can normally be completed in 3 years on a part-time basis, as follows:Two years (four semesters) with one module per semester, plus a further year (two semesters) for the dissertation.

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In­te­gra­ting pu­blic and pri­va­te eco­no­mic law, the pro­gram­me brings to­ge­ther two are­as of law that are of­ten co­ve­r­ed in­de­pen­dent­ly in le­gal li­te­ra­tu­re as well as in teaching. Read more
In­te­gra­ting pu­blic and pri­va­te eco­no­mic law, the pro­gram­me brings to­ge­ther two are­as of law that are of­ten co­ve­r­ed in­de­pen­dent­ly in le­gal li­te­ra­tu­re as well as in teaching. This di­vi­si­on will be over­co­me wi­t­hin the frame­work of this pro­gram­me to pro­vi­de stu­dents with a ho­lis­tic ap­proach on in­ter­na­tio­nal eco­no­mic law that cha­rac­te­ri­ses this area of law in prac­tice. The pro­gram­me aims to de­li­ver a broad, sci­en­ti­fic and pro­found en­ga­ge­ment with the play­ers and struc­tu­res of in­ter­na­tio­nal eco­no­mic law (first stu­dy year in Lüne­burg) and, as well as to fa­ci­li­ta­te an ad­di­tio­nal spe­cia­li­sa­ti­on in one of the core sub­jects of in­ter­na­tio­nal eco­no­mic law such as Cor­po­ra­te & Fi­nan­ci­al Law, In­ter­na­tio­nal Com­mer­ci­al Law, In­ter­na­tio­nal Com­pe­ti­ti­on Law & Po­li­cy or In­tel­lec­tu­al Pro­per­ty & the Di­gi­tal Eco­no­my (se­cond stu­dy year in Glas­gow).

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Do you love your subject, but want the breadth of teaching that primary teaching offers? Do you love working with the primary age range, but also want to develop a specialist subject which will enable you to teach in both primary and secondary schools? If so, then this may be the PGCE course for you. Read more
Do you love your subject, but want the breadth of teaching that primary teaching offers? Do you love working with the primary age range, but also want to develop a specialist subject which will enable you to teach in both primary and secondary schools? If so, then this may be the PGCE course for you.

The PGCE 7-14 trains teachers to teach in both primary and secondary schools. It will train student teachers to:

• be primary subject specialists who can also teach across the curriculum at a time when many primary schools are utilising subject specialists in their timetabling and teaching at Key Stage 2;
• be secondary subject specialists with a sound knowledge of primary practice, matching the direction in which curriculum at Key Stage 3 is traveling
• be specialists who can teach across the whole age range (e.g. as required in international or independent schools)
• understand and manage transition from Key Stage 2 to Key Stage 3;
• be flexible enough to move between phases of education.

We believe that the course offers an exciting opportunity for those who qualify to make a unique contribution to the education of children and young people. Indeed, part of the mission of the course is to enable teachers who qualify to ease the transition of pupils between these two stages, and to help policy and practice in both stages come closer together.

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/pgce-7-14-years.aspx

Course detail

This is a one year, full-time course that aims to enable student teachers to become confident, competent classroom practitioners. The 7-14 PGCE is ideal for those students who are particularly interested in this particular age group which spans the older years of primary education i.e. 7-11 and the younger years of secondary education i.e. 11-14. It is ideal for those who:

• have a strong interest in their specialist subject, but also like the idea of working with primary children;
• are concerned about the smoothing the transition of pupils from primary to secondary education;
• are interested in working across this age group such as in innovative state models of schooling; continental or independent schools;
• want to train as a teacher, but do not want to specialise in a particular phase of education at this stage.

The course has been designed for all students to meet the Teaching Agency (TA) Standards for Qualified Teacher Status.

The course runs in partnership with local primary and secondary schools. Students spend 120 days in school as part of this course and 60 days at the University.

Content

All PGCE courses cover three main areas: Curriculum Studies, Professional Studies and Enhanced Studies. However, all learning on the course is designed to complement professional practice and the academic study will be informed by and inform practice. PGCE students will be placed in two schools for a mixture of blocked time and serial (e.g. one day a week) time adding up to meet the current Government requirement for a minimum 120 days in school.

Format

University time is spent in lectures, seminars, workshops and tutorials. Tutors model methods that they would expect students to adopt in school. School placements demand full attendance in school during each day, Monday to Friday, with additional time devoted to assessment and preparation. You will need to make arrangements to ensure you can be in school by 8.15am at the latest.

Across the PGCE year there is the equivalent of 24 weeks spent in school. Student teachers will learn in a variety of ways in school, including from experienced mentors, through observing others and through experience. There is also a degree of individual support for learning offered in this course provided by mentors in school and the university tutors.

Tutors and mentors who lead the learning on this course are all qualified teachers.

Assessment

Students will be assessed in two main ways ­via academic assignments and assessment of their teaching.

Students will submit academic assignments for 20 credits in each curriculum, professional and enhanced studies modules. Each submission will include a written element, but students may also be assessed via presentations or practical performances as relevant to their chosen subject options.

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

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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The graduate programs in Electrical and Computer Engineering (ECE) attract students from all over the globe; approximately 26 countries have been represented by our graduate students over the past decade. Read more
The graduate programs in Electrical and Computer Engineering (ECE) attract students from all over the globe; approximately 26 countries have been represented by our graduate students over the past decade. The department endeavors to create a warm, friendly, and collaborative atmosphere in which graduate students are encouraged to develop their full potential.

Graduate class sizes are typically small, allowing for substantial interaction between students and professors. In addition to various research opportunities, there are numerous teaching assistant (TA) positions available during the Fall and Winter terms; graduate students may also participate in the engineering co-op program once eligibility requirements are met.

ECE has developed research strengths in the areas listed below. Of special note is the world-class research conducted by the Sustainable Power Research Group and Emera & NB Power Research Centre for Smart Grid Techologies and the Optical Fiber Systems Research Laboratory (housed within ECE), as well as the research conducted by the Institute of Biomedical Engineering (closely affiliated with ECE) and COBRA (Collaboration Based Robotics and Automation). Emera & NB Power Research Centre for Smart Grid Technologies Our recent graduates have moved on to successful and rewarding careers at other universities, research institutions, power utilities, IT companies and numerous others ranging from local start-ups to large multi-national corporations.

Research Areas

-Biomedical Engineering
-Communications
-Controls and Instrumentation
-Electromagnetic Systems
-Electronics and Digital / Embedded Systems
-Signal Processing
-Software Systems
-Sustainable Energy

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The Institute for Resources, Environment and Sustainability (IRES) at the University of British Columbia (UBC) is a problem-focused and curiosity-driven interdisciplinary research institute and graduate program, with interest and expertise in a wide range of topics under the realm of environment and sustainability. Read more
The Institute for Resources, Environment and Sustainability (IRES) at the University of British Columbia (UBC) is a problem-focused and curiosity-driven interdisciplinary research institute and graduate program, with interest and expertise in a wide range of topics under the realm of environment and sustainability. Our mission is to foster sustainable futures through integrated research and learning about the linkages among human and natural systems, and to support decision making from local to global scales. More often than not, we achieve this through collaborations across students and faculty in a manner that recognizes our collective skills, intellectual histories and methodological approaches, and yet encourages our interdependencies as we consider real world problems.

The Resources, Environment and Sustainability (RES) graduate program provides a home for interdisciplinary students focusing on the integration of the biophysical (ecological), socio-economic, and political realities of resource management within the context of a sustainable, healthy environment.

What Makes The Program Unique?

Over fifty percent of our core faculty are Canada Research Chairs and faculty mentoring has led to a high success rate of our students winning major fellowships and scholarships. There are multi-year funding packages offered for top applicants to the RES program. RES has over 400 alumni since the graduate program started in 1994.

Funding Sources

There is no guarantee of funding for Master’s students in RES. That being said, many of our master’s students receive funding during their program and/or receive scholarships or awards.

RES typically distributes one-time entrance awards to the majority of incoming students. The amount of these awards varies year to year, however over the last three years the awards have been in the range of $3000-$5000. This amount is in addition to any funding you may receive from a faculty grant, external scholarship or award.

Funding for Master’s students can come in the form of a Research Assistant (RA) position with a faculty member, a Teaching Assistant (TA) position as well as from various scholarships and awards.

However, as there is no guarantee of funding for your program, it is important to have a discussion with a potential supervisor about what funding might be available to you prior to accepting any offer of admission to the program.

Lastly, Canadians and Permanent Residents are eligible for government student loans and UBC bursaries.

Career Options

Our current students, alumni and faculty lead and serve on numerous international, national, non-governmental organizations (NGO) and regional bodies dedicated to protecting the environment and improving well-being.

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The MA program offers high quality courses in the main areas of political science, but it is distinctive. In the required course on ‘Scope and Methods in Political Science’, students explicitly focus on the various ways of doing political research. Read more
The MA program offers high quality courses in the main areas of political science, but it is distinctive. In the required course on ‘Scope and Methods in Political Science’, students explicitly focus on the various ways of doing political research. MA candidates are employed as Teaching Assistants. They are mentored throughout the entire TA experience, developing very marketable teaching skills.

Visit the website: http://grad.uwo.ca/prospective_students/programs/program_NEW.cfm?p=126

How to apply

For information on how to apply, please see: http://grad.uwo.ca/prospective_students/applying/index.html

Financing your studies

As one of Canada's leading research institutions, we place great importance on helping you finance your education. It is crucial that you devote your full energy to the successful completion of your studies, so we want to ensure that stable funding is available to you.
For information please see: http://grad.uwo.ca/current_students/student_finances/index.html

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This course aims to prepare you to take an active role as a member of the professional counselling/ psychotherapy community. This course explores a range of psychological approaches and therapeutic methods to provide holistic training in counselling. Read more

MSc in Counselling

This course aims to prepare you to take an active role as a member of the professional counselling/ psychotherapy community. This course explores a range of psychological approaches and therapeutic methods to provide holistic training in counselling. You will learn about the Humanistic approach and Person-Centred therapy, Psychodynamic approach and Psychoanalytic therapy, Behavioural approach and Behaviour therapy, and Cognitive approach and Cognitive therapy. You will also be introduced to several integrative approaches, such as CBT, REBT, and TA. In addition, you will take part in practical activities to develop your communication skills and help you to introduce the therapeutic techniques into your practice. This extensive curriculum will equip you to work with clients across various settings, and provide you with a toolkit of evidence-based techniques and relationship-focused methods. This course will also include a solid foundation in Psychology and Research, so that you will graduate with all of the skills needed to apply for doctorate level study or work in an empirically-based practice.

During the first year of the course, you will gain a comprehensive understanding of psychology, counselling, research, and mental health through the following modules:

Research Skills (10 credit) Core and Compulsory
Therapeutic Process and Context (20 credit) Core and Compulsory
Communication Skills (10 credit) Core and Compulsory
Approaches and Therapies 1 (20 credit) Core and Compulsory
Research Methods and Statistics (10 credit) Core and Compulsory
Mental Health and Wellbeing (20 credit) Core and Compulsory
Counselling Skills (10 credit) Core and Compulsory
Approaches and Therapies 2 (20 credit) Core and Compulsory

During the second year of the course, you will have a unique opportunity to elect two modules from the wide range of options available in the School of Psychology. These options may include courses in Mindfulness, Clinical Psychology, Neuropsychology, and Applied Behaviour Analysis. This additional specialised training will give you an extra advantage as a counselling graduate, and will further equip you with the skills needed to excel in your career.

Teaching, Learning and Assessment

Our MSc in Counselling will use a range of teaching methods to provide a challenging and engaging learning environment. You will attend lectures introducing the core theories, be supported through computer labs, watch video demonstrations of counselling in action, participate in workshops simulating counselling and supervision, debate important and controversial issues in the field, and receive regular one-to-one support from your personal tutor. Your assessments on the course will also be varied and diverse, and they will include essays, on-line quizzes, oral exams, presentations, and research reports. You will receive support and guidance for all of these assessments, as we work with you to ensure that every individual has an opportunity to excel.

Research Thesis

Our MSc in Counselling includes an empirical research project in the field of counselling. Our two-year course will provide you with enough time to develop your research skills, design a project, obtain ethical approval, run your study, and write up your research thesis. Research is an essential skill for a career in counselling, as more workplaces demand that their counsellors are able to empirically test their interventions and evidence their impact on clients. Our research training will help you to develop these skills and your research thesis will demonstrate that you are able to work as an empirically-based practitioner.

Counselling Placement

Our MSc in Counselling requires that you complete a core counselling placement of 150 supervised face-to-face counselling hours and 50 hours of work based practice. After learning the foundations of ethics, boundaries, and communication skills in the first semester, you will be expected to begin your placement at the start of the second semester in your first year. You will then need to complete all of your hours before graduating from the course in order to gain the MSc in Counselling. You will be provided with support and guidance in identifying a suitable placement, but the responsibility for obtaining a placement and completing all required hours remains with the student. You will also be responsible for ensuring that every month of practice is supported by at least 1.5 hours of supervision by an appropriate counselling supervisor (please be aware that you may need to pay for the services of a supervisor, if sufficient supervision is not provided within your placement). Supervised practice and work-based learning hours are a core requirement of the British Association for Counselling and Psychotherapy

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All School Direct routes lead to the award of Qualified Teacher Status (QTS), which will allow you to teach either primary or secondary age groups in England and Wales. Read more
All School Direct routes lead to the award of Qualified Teacher Status (QTS), which will allow you to teach either primary or secondary age groups in England and Wales.

With the School Direct Tuition and School Direct Salaried programmes, you work at a school and attend training at the university. Over the course of the year you will have experience of teaching in two of the many schools with whom we have established partnerships.

School Direct allows schools to recruit and select trainees, with the expectation that they may then go on to work within the school or group of schools in which they were trained.

You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

The University of Brighton is an outstanding provider of teacher training. We offer both School Direct Tuition and School Direct Salaried programmes in primary and secondary age phases.

Course structure

To train as a teacher through the School Direct programme you need to apply direct to a school for a School Direct training place. If the school you apply to is one of our School Direct partner schools, then we will provide the academic education to support you during your training.

Our School Direct routes offer two types of training programmes: School Direct Training and School Direct Salaried Training.

• School Direct Training Programme:

The School Direct Training Programme is open to all graduates and funded by tuition fees paid by the trainee, who may be eligible to receive a bursary from the Teaching Agency (TA).

Scholarships may also be available for candidates who wish to teach priority subjects, and these are awarded by the relevant subject associations through a competitive application process. Those following this School Direct Training Programme will be registered for and can gain a PGCE award from the University of Brighton.

• School Direct Salaried Training Programme:

The School Direct Salaried Training Programme is an employment based route into teaching for high quality graduates with three or more years' career experience. The trainee is employed as an unqualified teacher by the school. The School Direct Salaried Training Programme replaced the Graduate Teacher Programme (GTP). We offer a one year part-time Evidence Informed Practice PGCE for those studying this route into teaching.

If you are training to teach in a secondary school, the subjects you can train to teach through School Direct are:

• High priority: physics, maths, computer science*, chemistry, modern languages
• Other priority: biology, design and technology, English, geography, primary - FS/KS1, primary – general.
• Other subjects: art and design, combined science, dance, PE, religious education.

*School Direct Salaried only

Areas of study

We offer programmes in both primary and secondary age phases.

The secondary subjects we offer are:

• art and design
• biology
• chemistry
• computer science*
• dance
• design and technology
• english
• geography
• mathematics
• modern foreign languages
• physical education (closed for 2016 entry)
• physics
• religious education.

*School Direct Salaried only

Careers and employability

Career prospects are very good. School Direct aims to give schools the opportunity to recruit and select the trainees that best meet their needs, with the expectation that those teachers may go on to work in the school or group of schools in which they trained.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details, please check: http://www.education.gov.uk/get-into-teaching/school-experience.aspx

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The University of San Francisco’s professional Master of Science in Financial Analysis program integrates the rigorous quantitative training required by the finance profession with a solid grounding in the ethical behavior that underpins financial markets and transactions. Read more
The University of San Francisco’s professional Master of Science in Financial Analysis program integrates the rigorous quantitative training required by the finance profession with a solid grounding in the ethical behavior that underpins financial markets and transactions. Pictured: John Ta MSFA '13, Matt Stalcup MSFA '13

Earn your graduate finance degree on your schedule with the University of San Francisco Master of Science in Financial Analysis (MSFA) program.

This hybrid part-time program has in-person classes that meet approximately once per month combined with online learning, allowing you to balance new learning opportunities with your professional responsibilities.

The MSFA program at the University of San Francisco provides a unique combination of academic rigor and practical expertise.

Program Overview

- 22-month program designed for working investment professionals.
- Each online course includes instructor videos and guided assignments, between in-person class sessions.
- Two-unit courses meet in person approximately one Saturday each month, for three months.

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