• University of York Featured Masters Courses
  • Imperial College London Featured Masters Courses
  • Xi’an Jiaotong-Liverpool University Featured Masters Courses
  • Swansea University Featured Masters Courses
  • Regent’s University London Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • Leeds Beckett University Featured Masters Courses
King’s College London Featured Masters Courses
Southampton Solent University Featured Masters Courses
Cardiff University Featured Masters Courses
University of Kent Featured Masters Courses
University of Birmingham Featured Masters Courses
"ta"×
0 miles

Masters Degrees (Ta)

  • "ta" ×
  • clear all
Showing 1 to 12 of 12
Order by 
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.

Read less
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/

Read less
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.

Read less
This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert). Read more

About the Course

This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert).

This new course has resulted from an initiative by the professional body for physics, the Institute of Physics, in response to current and future needs for specialist physics teachers in secondary schools who may wish to offer mathematics as a second subject. The PGCE is a full time, one year, postgraduate course, carrying 60 Masters Level credits.

Potential students will be graduates of physics or engineering who may be recent graduates or ‘career changers’ of different ages. The normal entry requirement is a bachelor’s degree from a recognised University, at upper second-class honours or above and one where physics topics form at least 50% of the degree content.

Aims

This qualification aims to produce reflective, confident and competent teachers of physics and mathematics who are able to be effective at planning, teaching and assessing these subjects in secondary schools and contribute to the whole school community. The course will equip you with the knowledge, skills and understanding necessary to teach physics with mathematics such that you are able to:

-Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people;
-Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status;
-Understand the relationships between Education and science within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people;
-Recognise the contribution that science as part of the whole school curriculum makes to the development of the individual learner and groups of learners;
-Think critically about what it means to be scientifically educated and how this informs curriculum planning and design within the subject area;
-Apply a thorough knowledge and understanding of the science (Physics) National Curriculum to the planning of curriculum experiences for pupils in school;
-Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the mathematics National Curriculum range and content, applying principles of continuity and progression;
-Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses;
-Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum;
-Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils;
-Utilise a range of resources, including information and communication technology, to enhance pupil learning in physics;
-Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons;
-Use a wide range of class management strategies to maximise pupil learning;
-Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area;
-Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning;
-Raise the status of the subject area by demonstrating high standards of professionalism at all times;
-Understand the crucial role of professional learning for the teacher, the pupils and schools.

Funding

https://www.getintoteaching.education.gov.uk/bursaries-and-funding

Course Content

The course runs from early September through to late June. As you commence the training, your individual subject knowledge is assessed so that targeted improvements can be made throughout the year in areas that may be lacking. As the course continues, your time is spent alternating between University and school, with increasing time being spent in school as your experience develops. By the end of the course, if school placements and written M level assignments have been completed successfully you are awarded the title PGCE with recommendation for Qualified Teacher Status (QTS).

You will spend two thirds of your time teaching in Partnership schools. These are schools where we have established links and where a number of the science teachers working in them are past Brunel students. As your school experience begins, you will be attached to a mentor whose role involves guidance and management of your professional development. You will learn from observing and working alongside experienced teachers, particularly in the process of teaching your own classes (under supervision). The course has three blocks of school experience in two different schools, providing the opportunity to work in contrasting settings, whilst working towards the Teachers’ Standards (TA, 2012).

How is the University portion of the course organised?
Campus-based work relates theory to school practice, facilitating your maturity into an effective and reflective science teacher. Sessions involve student teachers working together in small groups, developing the thinking and attributes needed to teach effectively in the classroom or laboratory. Although campus sessions cover a wide range of foci, there is a particular emphasis on practical work, literacy and communication, science for all and digital technologies in line with the interests of the research-active science tutors who are experienced schoolteachers and have published widely in national and international journals.

As a Brunel PGCE student teacher you will have access to a range of teaching rooms including a new, well-equipped laboratory, a well resourced library which includes textbook schemes, teaching packs, videos and visual aids – as well as books, journals and e-journals appropriate to work at Masters level – plus extensive computer facilities where you can familiarise yourself with the hardware and software available in schools.

University tutors are available to offer advice and support throughout the course. Campus sessions have a friendly, informal atmosphere as classes gel, and you will find yourself forging lasting professional and personal relationships with other student teachers on the course.

Disclosure and Barring Service (DBS) requirement

This course involves regular access to children and/or vulnerable adults. Where this is the case, students will be required to complete a Disclosure and Barring Service (DBS) application, previously known as a Criminal Records Bureau (CRB) check. The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email .

Read more about the structure of postgraduate degrees at Brunel and what you will learn on the course:
http://www.brunel.ac.uk/courses/pg/postgraduate-taught-course-information/taught-programme-structure
http://www.brunel.ac.uk/__data/assets/pdf_file/0020/423902/PGCert-Secondary-Education-with-QTS.pdf

For more information on the courses Special Features and Teaching and Assessment, please follow this link http://www.brunel.ac.uk/courses/postgraduate/pgce-secondary-education-physics-with-mathematics

Read less
This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert). As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to ‘A’ level and beyond. Read more

About the Course

This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert).

As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to ‘A’ level and beyond. To this end, the course aims to facilitate your transformation into a well-educated, well-trained, confident and motivated science educator.

Along with English and mathematics, science is one of the three core subjects of the National Curriculum and since all pupils have to study a broad, balanced curriculum in science there is a demand for well-qualified and skilled science teachers. Most pupils entering secondary school are excited at the prospect of work, for the first time in a fully equipped laboratory, and secondary school science teachers have to build upon and sustain this interest for the subject.

To meet this challenge we need capable, skilled and enthusiastic teachers who are able to motivate young people and lead them to discover the wonders of science.

Aims

The Brunel Science Postgraduate Certificate (PGCE) is an M level course with 60 credits that can contribute to further Master's level study in Education, subject to approval. The course will equip you with the knowledge, understanding and skills necessary to teach science such that you are able to:

-Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people;
-Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status;
-Understand the relationships between Education and science within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people;
-Recognise the contribution that science as part of the whole school curriculum makes to the development of the individual learner and groups of learners;
-Think critically about what it means to be scientifically educated and how this informs curriculum planning and design within the subject area;
-Apply a thorough knowledge and understanding of the science (Biology) National Curriculum to the planning of curriculum experiences for pupils in school;
-Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the mathematics National Curriculum range and content, applying principles of continuity and progression;
-Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses;
-Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum;
-Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils;
-Utilise a range of resources, including information and communication technology, to enhance pupil learning in biology;
-Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons;
-Use a wide range of class management strategies to maximise pupil learning;Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area;
-Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning;
-Raise the status of the subject area by demonstrating high standards of professionalism at all times;
-Understand the crucial role of professional learning for the teacher, the pupils and schools.

Funding

Please follow this link https://www.getintoteaching.education.gov.uk/bursaries-and-funding

Course Content

The course runs from early September through to late June. As you commence the training, your individual subject knowledge is assessed so that targeted improvements can be made throughout the year in areas that may be lacking. As the course continues, your time is spent alternating between University and school, with increasing time being spent in school as your experience develops. By the end of the course, if school placements and written M level assignments have been completed successfully you are awarded the title PGCE with recommendation for Qualified Teacher Status (QTS).

You will spend two thirds of your time teaching in Partnership schools. These are schools where we have established links and where a number of the science teachers working in them are past Brunel students. As your school experience begins, you will be attached to a mentor whose role involves guidance and management of your professional development. You will learn from observing and working alongside experienced teachers, particularly in the process of teaching your own classes (under supervision). The course has three blocks of school experience in two different schools, providing the opportunity to work in contrasting settings, whilst working towards the Teachers’ Standards (TA, 2012).

How is the University portion of the course organised?
Campus-based work relates theory to school practice, facilitating your maturity into an effective and reflective science teacher. Sessions involve student teachers working together in small groups, developing the thinking and attributes needed to teach effectively in the classroom or laboratory. Although campus sessions cover a wide range of foci, there is a particular emphasis on practical work, literacy and communication, science for all and digital technologies in line with the interests of the research-active science tutors who are experienced schoolteachers and have published widely in national and international journals.

As a Brunel PGCE student teacher you will have access to a range of teaching rooms including a new, well-equipped laboratory, a well resourced library which includes textbook schemes, teaching packs, videos and visual aids – as well as books, journals and e-journals appropriate to work at Masters level – plus extensive computer facilities where you can familiarise yourself with the hardware and software available in schools.

University tutors are available to offer advice and support throughout the course. Campus sessions have a friendly, informal atmosphere as classes gel, and you will find yourself forging lasting professional and personal relationships with other student teachers on the course.

Disclosure and Barring Service (DBS) requirement

This course involves regular access to children and/or vulnerable adults. Where this is the case, students will be required to complete a Disclosure and Barring Service (DBS) application, previously known as a Criminal Records Bureau (CRB) check. The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email

Read more about the structure of postgraduate degrees at Brunel:http://www.brunel.ac.uk/courses/pg/postgraduate-taught-course-information/taught-programme-structure

Read less
This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert). As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to ‘A’ level and beyond. Read more

About the Course

This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert).

As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to ‘A’ level and beyond. To this end, the course aims to facilitate your transformation into a well-educated, well-trained, confident and motivated science educator.

Along with English and mathematics, science is one of the three core subjects of the National Curriculum and since all pupils have to study a broad, balanced curriculum in science there is a demand for well-qualified and skilled science teachers. Most pupils entering secondary school are excited at the prospect of work, for the first time in a fully equipped laboratory, and secondary school science teachers have to build upon and sustain this interest for the subject.

To meet this challenge we need capable, skilled and enthusiastic teachers who are able to motivate young people and lead them to discover the wonders of science.

Aims

The Brunel Science Postgraduate Certificate (PGCE) is an M level course with 60 credits that can contribute to further Master's level study in Education, subject to approval. The course will equip you with the knowledge, understanding and skills necessary to teach science such that you are able to:

-Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people;
-Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status;
-Understand the relationships between Education and science within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people;
-Recognise the contribution that science as part of the whole school curriculum makes to the development of the individual learner and groups of learners;
-Think critically about what it means to be scientifically educated and how this informs curriculum planning and design within the subject area;
-Apply a thorough knowledge and understanding of the science (Chemistry) National Curriculum to the planning of curriculum experiences for pupils in school;
-Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the mathematics National Curriculum range and content, applying principles of continuity and progression;
-Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses;
-Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum;
-Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils;
-Utilise a range of resources, including information and communication technology, to enhance pupil learning in chemistry;
-Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons;
-Use a wide range of class management strategies to maximise pupil learning;
-Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area;
-Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning;
-Raise the status of the subject area by demonstrating high standards of professionalism at all times;
-Understand the crucial role of professional learning for the teacher, the pupils and schools.

Funding

Please follow this link https://www.getintoteaching.education.gov.uk/

Course Content

The course runs from early September through to late June. As you commence the training, your individual subject knowledge is assessed so that targeted improvements can be made throughout the year in areas that may be lacking. As the course continues, your time is spent alternating between University and school, with increasing time being spent in school as your experience develops. By the end of the course, if school placements and written M level assignments have been completed successfully you are awarded the title PGCE with recommendation for Qualified Teacher Status (QTS).

You will spend two thirds of your time teaching in Partnership schools. These are schools where we have established links and where a number of the science teachers working in them are past Brunel students. As your school experience begins, you will be attached to a mentor whose role involves guidance and management of your professional development. You will learn from observing and working alongside experienced teachers, particularly in the process of teaching your own classes (under supervision). The course has three blocks of school experience in two different schools, providing the opportunity to work in contrasting settings, whilst working towards the Teachers’ Standards (TA, 2012).

How is the University portion of the course organised?
Campus-based work relates theory to school practice, facilitating your maturity into an effective and reflective science teacher. Sessions involve student teachers working together in small groups, developing the thinking and attributes needed to teach effectively in the classroom or laboratory. Although campus sessions cover a wide range of foci, there is a particular emphasis on practical work, literacy and communication, science for all and digital technologies in line with the interests of the research-active science tutors who are experienced schoolteachers and have published widely in national and international journals.

As a Brunel PGCE student teacher you will have access to a range of teaching rooms including a new, well-equipped laboratory, a well resourced library which includes textbook schemes, teaching packs, videos and visual aids – as well as books, journals and e-journals appropriate to work at Masters level – plus extensive computer facilities where you can familiarise yourself with the hardware and software available in schools.

University tutors are available to offer advice and support throughout the course. Campus sessions have a friendly, informal atmosphere as classes gel, and you will find yourself forging lasting professional and personal relationships with other student teachers on the course.

Disclosure and Barring Service (DBS) requirement

This course involves regular access to children and/or vulnerable adults. Where this is the case, students will be required to complete a Disclosure and Barring Service (DBS) application, previously known as a Criminal Records Bureau (CRB) check. The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email .

Read more about the structure of postgraduate degrees at Brunel: http://www.brunel.ac.uk/courses/pg/postgraduate-taught-course-information/taught-programme-structure

Read less
This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert). As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to 'A' level and beyond. Read more

About the Course

This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert).

As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to 'A' level and beyond. To this end, the course aims to facilitate your transformation into a well-educated, well-trained, confident and motivated science educator.

Along with English and mathematics, science is one of the three compulsory subjects of the National Curriculum and since all pupils have to study a broad, balanced curriculum in science there is a demand for well-qualified and skilled science teachers. Most pupils entering secondary school are excited at the prospect of work, for the first time in a fully equipped laboratory, and secondary school science teachers have to build upon and sustain this interest for the subject.

To meet this challenge we need capable, skilled and enthusiastic teachers who are able to motivate young people and lead them to discover the wonders of science.

Aims

The Brunel Science Postgraduate Certificate (PGCE) is a M-level course with 60 credits that can contribute to further Master's level study in Education, subject to approval.

The course will equip you with the knowledge, understanding and skills necessary to teach science and the ability to:

-Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people
-Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status
-Understand the relationships between Education and science within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people
-Recognise the contribution that science as part of the whole school curriculum makes to the development of the individual learner and groups of learners
-Think critically about what it means to be scientifically educated and how this informs curriculum planning and design within the subject area
-Apply a thorough knowledge and understanding of science (Physics) National Curriculum to the planning of curriculum experiences for pupils in school
-Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the mathematics National Curriculum range and content, applying principles of continuity and progression
-Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses
-Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum
-Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils
-Utilise a range of resources, including information and communication technology, to enhance pupil learning in physics
-Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons
-Use a wide range of class management strategies to maximise pupil learning
-Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area
-Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning
-Raise the status of the subject area by demonstrating high standards of professionalism at all times
-Understand the crucial role of professional learning for the teacher, the pupils and schools.

Funding

Please follow this link https://www.getintoteaching.education.gov.uk/

Course Content

The course runs from early September through to late June. As you commence the training, your individual subject knowledge is assessed so that targeted improvements can be made throughout the year in areas that may be lacking. As the course continues, your time is spent alternating between University and school, with increasing time being spent in school as your experience develops. By the end of the course, if school placements and written M level assignments have been completed successfully you are awarded the title PGCE with recommendation for Qualified Teacher Status (QTS).

You will spend two thirds of your time teaching in Partnership schools. These are schools where we have established links and where a number of the science teachers working in them are past Brunel students. As your school experience begins, you will be attached to a mentor whose role involves guidance and management of your professional development. You will learn from observing and working alongside experienced teachers, particularly in the process of teaching your own classes (under supervision). The course has three blocks of school experience in two different schools, providing the opportunity to work in contrasting settings, whilst working towards the Teachers’ Standards (TA, 2012).

How is the University portion of the course organised?
Campus Sessions

Campus-based work relates theory to school practice, facilitating your maturity into an effective and reflective science teacher.

Sessions involve student teachers working together in small groups, developing the thinking and attributes needed to teach effectively in the classroom or laboratory.

Although campus sessions cover a wide range of foci, there is a particular emphasis on practical work, literacy and communication, science for all and digital technologies in line with the interests of the research-active science tutors. They experienced schoolteachers and have published widely in national and international journals.

Facilities

As a Brunel PGCE student teacher you will have access to a range of teaching rooms including a new, well-equipped laboratory, a well-resourced library which includes textbook schemes, teaching packs, videos and visual aids – as well as books, journals and e-journals appropriate to work at Master's level. You will also benefit from extensive computer facilities where you can familiarise yourself with the hardware and software available in schools.

Learning Atmosphere

University tutors are available to offer advice and support throughout the course. Campus sessions have a friendly, informal atmosphere as classes gel, and you will find yourself forging lasting professional and personal relationships with other student teachers on the course.

Disclosure and Barring Service (DBS) requirement

This course involves regular access to children and/or vulnerable adults. Where this is the case, students will be required to complete a Disclosure and Barring Service (DBS) application, previously known as a Criminal Records Bureau (CRB) check. The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email .

Read more about the structure of postgraduate degrees at Brunel and what you will learn on the course:
http://www.brunel.ac.uk/courses/pg/postgraduate-taught-course-information/taught-programme-structure
http://www.brunel.ac.uk/__data/assets/pdf_file/0020/423902/PGCert-Secondary-Education-with-QTS.pdf

For more information on the Special Features of the course and Teaching and Assesment, please follow this link http://www.brunel.ac.uk/courses/postgraduate/pgce-secondary-education-science-with-physics

Read less
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).

Read less
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

Read less
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

Read less
The MFA program at the University of Guelph offers seven graduate students per year an ideal environment in which to challenge and develop their art practice. Read more
The MFA program at the University of Guelph offers seven graduate students per year an ideal environment in which to challenge and develop their art practice. Exceptionally committed graduate faculty and limited student enrolment result in a community that is intensely engaged in contemporary art and its discourse. A vigorous program of visiting artists extends this community.

Coursework is structured over a period of four semesters (two academic years) of full-time study. In weekly studio art seminars, graduate students investigate issues central to contemporary practice. Seminars in art theory and criticism focus discussion and debate on significant ideas and influential writings. Recognizing that teaching is a complementary pursuit for many artists, innovative seminars in pedagogy prepare graduate students to teach.

Upon completion of coursework, degree candidates present a thesis to an external examiner and their faculty advisory committee. The thesis is comprised of a professional exhibition of artwork, a written support paper, and an oral examination; three components that represent a thorough and integrated art practice.

Facilities

Graduate students are provided with spacious individual studios. In addition, a range of technical labs, supported by specialized technicians, are available for student use. The university’s proximity to Toronto provides students with easy access to galleries and museums as well as to professionals and peers within the broader community.

Program Highlights

-End-of-semester critiques are the culminating highlight of each semester. Faculty and students, as well as invited guest artists and art
professionals, gather for two days of intensive formal critiques.
-Seminars in pedagogy complement an applied TA experience.
-The program is intimate and cross-disciplinary.
-Students are guaranteed funding for the four semesters of required enrolment.
-The program includes an excellent lineup of visiting speakers

Read less

  • 1
Show 10 15 30 per page


Share this page:

Cookie Policy    X