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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

-to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
-to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
-to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning. It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I

This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II

This module covers the following GPE themes:
Applying for your first post:
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.
You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III

This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:
Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

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.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006.

We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

Learning and Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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Occupational Therapy (OT) at Brunel is one of the largest, longest established, and most highly regarded programmes in the world. Read more

About the course

Occupational Therapy (OT) at Brunel is one of the largest, longest established, and most highly regarded programmes in the world. In fact, we are the original ‘London School of Occupational Therapy.’

The MSc Occupational Therapy (Pre-Registration) provides a Master's level route for graduates to become competent occupational therapists equipped for life-long, safe and effective practice within the global marketplace. This course is for those who are not already qualified as occupational therapists. It is a professional full-time programme, which will prepare you to become a competent occupational therapist in a variety of health and social care settings. It also allows students to be eligible to apply for:

Registration with the Health and Care Professions Council (HCPC).
Membership of the British Association of Occupational Therapists/College of Occupational Therapists.

In December 2016 our programme was granted “Preaccreditation Status” by the Accreditation Council for Occupational Therapy Education (ACOTE), which confirms that Brunel has successfully completed steps one and two in the three-step accreditation process – see more at AOTA OT Master's-Level Programs - Developing and visit our Accreditation Council for Occupational Therapy Education (ACOTE) information page.

The programme will now proceed with step three – the on-site evaluation, scheduled for April 2017, followed by an accreditation decision by mid-2017.

Aims

This programme differs from other Master's programmes in that it is a professional programme at postgraduate level and is full-time. It is not for those who are already qualified occupational therapists. Nevertheless, this course aims to prepare you to become a competent occupational therapist equipped for lifelong, safe and effective practice in a variety of health and social care settings. We provide a high quality educational programme, which ensures that you are properly qualified, prepared and safe to practise.

Occupational therapy students typically choose this career for the following reasons:

variety of work
the challenge
personal and one-to-one contact
client/patient appreciation
its holistic approach
the desire to help disabled people
to work in health settings
job availability
the chance to be creative.

If you are considering studying Occupational Therapy at Brunel University London then you are committed to working jointly with the NHS to demonstrate the values and beliefs of the NHS Constitution.

NHS values
Patients, public and staff have helped develop this expression of values that inspire passion in the NHS and that should underpin everything it does. Individual organisations will develop and build upon these values, tailoring them to their local needs. The NHS values provide common ground for co-operation to achieve shared aspirations, at all levels of the NHS.

Course Content

Programme Structure

The MSc (pre-registration or pre-reg) occupational therapy programme benefits from being integrated with other programmes within the College of Health and Life Sciences. In their first year of study, MSc (pre-registration) occupational therapy students undertake components from a number of the current BSc modules/study blocks, as well as shared teaching with post-graduate students from the divisions of occupational therapy, physiotherapy, social work and community health and nursing studies. In their second year of study, students share modules with other post-graduate students within the division of occupational therapy. Where learning is shared with the undergraduates, the content has been integrated into master's level modules and is assessed at master's level.

The programme comprises two years full time study. Taught modules are within a three-term structure. To provide a balance between academic and practice placements and still meet the minimum of 1,000 hours of practice placements required by the World Federation of Occupational Therapists and the College of Occupational Therapists, three of the practice placement modules extend beyond the term boundaries over the summer.

Academic modules are based at Brunel University in Uxbridge and practice placement modules are provided in a range of health and social care setting and increasingly in voluntary and private organisations including non-traditional settings.

Year One: The Skilled Practitioner – the How, What and Why of Occupational Therapy
Year 1 of the programme introduces students to the "how, what and why" of occupational therapy and aims to give them the opportunity to develop, explore and critique the core occupational concepts and skills of the profession in depth. The arrangement of study blocks and the two practice placement modules (that occur prior to the commencement of academic study in year 2), allow for a reciprocal exchange of academic knowledge and professional skills that develop the student’s understanding and knowledge of the profession further. Applying and evaluating research in practice is essential for occupational therapists, who are required to adopt evidence-based practice. Therefore the students are made aware from the onset of the programme of how research impacts on practice through clinical reasoning and decision-making skills gained in study blocks and also an inter-professional module HH5609: Approaches to Research.

Year Two: Mastery of Occupational Therapy – Advancing Practice
Year 2 of the programme aims to provide students with a more advanced exploration of the occupational therapy profession. Students acquire mastery in critical knowledge and evaluation of key issues on professional practice as well as critical analysis, synthesis and evaluation of theoretical concepts central to occupational therapy. In addition, students study one optional module that enables an in-depth consideration of a specialist area of current practice. Students’ research skills are further enhanced in the second year and culminate in the students producing a research thesis, in the form of a detailed research dissertation. There are two practice placements in Year 2, one at the beginning of the year and one at the end.

Core Modules

Year 1

Introduction to Occupational Therapy Theory and Philosophy
Informing Sciences
Knowledge and Skills for Occupational Therapy 1
The Process of Occupational Therapy Practice
Preparing for the Work Place 1
Occupational Therapy Practice in Context
Knowledge and Skills for Occupational Therapy 2
Lifestyle Redesign Through Occupation
Preparation for Dissertation

Year 2

Preparing for the Work Place 2
Strategies and Visions for Professional Development
People and Communities
The Art and Science of Occupational Therapy

Optional Modules

Occupational Therapy for Children, Young People and their Families
Occupational Therapy in Mental Health
Occupational Therapy in Neurorehabilitation
Occupational Therapy for Active Ageing

Immunisation requirements for the course

Please be aware that the University does not pay for any of the vaccinations or blood tests required to undertake this course, this is the responsibility of each applicant. The University does not offer a service to provide these and therefore we recommend you go to your GP or local travel clinic and start as early as possible. Until the University has evidence that you have these immunisations we will not be able to allow you to enter the clinical environment on practice placement so it is vital that you meet these requirements, ideally before you commence study. You must obtain immunisation against the following and further information can be found on the NHS website.

Please be aware that as occupational therapy students you will be working in hospitals and therefore in contact with patients who have infections so these immunisations are required for students as outlined in the Green Book by the Department of Health.

Hepatitis B x 3 vaccinations over a 6 month period and a blood test is then taken 6-8 weeks after the third dose, to check that the vaccinations have worked. Please note that the Hep B vaccination programme from the initial first vaccination to blood test upon completion, takes 8 months.
Also required is Polio & Tetanusè Rubella, Measles or MMR x 2 è BCG è Varicella Zoster, and evidence of chicken pox or vaccination x 2, or blood test to confirm immunity.
Blood tests are required for Hepatitis B and also for Measles, Rubella and Chicken Pox if there is no evidence in the students medical records. Immunisations are compulsory and are required for clinical placements.

Teaching

The programme reflects educational developments and encourages reflection, self-reliance and deep learning in the programme - to prepare students for the challenges of employment within a changing health and social care system.

Teaching, learning and assessment are designed to ensure that successful students are able to:

Seek out, appraise critically and use appropriate sources of knowledge and expertise within their academic and practice-related studies.
Utilise intellectual, subject-specific and key transferable skills.
Reflect on their experiences and learn from these.

Students’ learning is also supported by web based resources on Blackboard Learn with all modules having lecture and tutorial material posted on this site. Other features of Blackboard Learn are also utilised, such as on-line tests, virtual blackboards, discussion groups and podcasts.

The teaching and learning approaches are founded on the belief that occupational therapy should be grounded in evidence. This is achieved through the integration of academic and practice education which encourages evidence-based activity.

Programme, study and module block descriptors delineate learning outcomes to ensure clarity and promote the active preparation of students. Placements require students to reflect on their personal strengths and weaknesses and set objectives for their learning.
Completion of student evaluation forms requires students to appraise their own learning experiences.

All study and module blocks are core to the curriculum apart from one optional module in the second year, which must be chosen from four options. All modules are compulsory. This policy was adopted to ensure the programme meets with the professional requirements of the Health and Care Professions Council and the College of Occupational Therapists.

Assessment

The assessment procedures within the programme reflect the learning outcomes of each study and module block. Assessments are carried out in assessment blocks. The University term structure allows the student to have assessments spread across the academic year to assist learning.

In order to promote independent learning, a variety of assessment modes are used such as case studies, essays, practical assessments, placement reports, presentations, written examinations, literature reviews and a research dissertation. These assessments are designed to not only reflect master’s level academic requirements, but also professional skills in preparation for practice.

At the beginning of each year the student is provided with the assessment schedule, including assessment and feedback dates. Each assessment is explained clearly to students, both verbally and in the programme handbook, giving notification of assignment block requirements early in the commencement of the relevant study or module blocks. This information is also provided via Blackboard Learn (BBL). Preparation for assessment blocks is co-ordinated by the relevant year leader and undertaken through identified sessions within study blocks.

Special Features

You will complete an integrated research dissertation as part of the Master’s.

You will have the opportunity to work and learn with international students.

You will have the opportunity to learn in a wide range of practice areas.

The programme is accredited by the College of Occupational Therapists (COT) and the Health and Care Professions Council (HCPC). It is recognised by the World Federation of Occupational Therapy.

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The MPhil degree offered by the Department of Oncology is a 12 month full time programme and involves minimal formal teaching; students are integrated into the research culture of the Department and the Institute in which they are based. Read more
The MPhil degree offered by the Department of Oncology is a 12 month full time programme and involves minimal formal teaching; students are integrated into the research culture of the Department and the Institute in which they are based.

Each student conducts their MPhil project under the direction of their Principal Supervisor, with additional teaching and guidance provided by a Second Supervisor and often a Practical Supervisor. The role of each Supervisor is:

- Principal Supervisor: takes responsibility for experimental oversight of the student's research project and provides day-to-day supervision.
- Second Supervisor: acts as a mentor to the student and is someone who can who can offer impartial advice. The Second Supervisor is a Group Leader or equivalent who is independent from the student's research group and is appointed by the Principal Supervisor before the student arrives.
- Practical Supervisor: provides day-to-day experimental supervision when the Principal Supervisor is unavailable, i.e. during very busy periods. The Practical Supervisor is a senior member of the student's research team and is appointed by the Principal Supervisor before the student arrives. For those Principal Supervisors who are unable to monitor their students on a daily basis, we would expect that they meet semi-formally with their student at least once a month.

The subject of the research project is determined during the application process and is influenced by the research interests of the student’s Principal Supervisor, i.e. students should apply to study with a Group Leader whose area of research most appeals to them. The Department of Oncology’s research interests focus on the prevention, diagnosis and treatments of cancer. This involves using a wide variety of research methods and techniques, encompassing basic laboratory science, translational research and clinical trials. Our students therefore have the opportunity to choose from an extensive range of cancer related research projects. In addition, being based on the Cambridge Biomedical Research Campus, our students also have access world leading scientists and state-of-the-art equipment.

To broaden their knowledge of their chosen field, students are strongly encouraged to attend relevant seminars, lectures and training courses. The Cambridge Cancer Cluster, of which we are a member department, provides the 'Lectures in Cancer Biology' seminar series, which is specifically designed to equip graduate students with a solid background in all major aspects of cancer biology. Students may also attend undergraduate lectures in their chosen field of research, if their Principal Supervisor considers this to be appropriate. We also require our students to attend their research group’s ‘research in progress/laboratory meetings’, at which they are expected to regularly present their ongoing work.

At the end of the course, examination for the MPhil degree involves submission of a written dissertation (of 20,000 words or less), followed by an oral examination based on both the dissertation and a broader knowledge of the chosen area of research.

Course objectives

The structure of the MPhil course is designed to produce graduates with rigorous research and analytical skills, who are exceptionally well-equipped to go onto doctoral research, or employment in industry and the public service.

The MPhil course provides:

- a period of sustained in-depth study of a specific topic;
- an environment that encourages the student’s originality and creativity in their research;
- skills to enable the student to critically examine the background literature relevant to their specific research area;
- the opportunity to develop skills in making and testing hypotheses, in developing new theories, and in planning and conducting experiments;
- the opportunity to expand the student’s knowledge of their research area, including its theoretical foundations and the specific techniques used to study it;
- the opportunity to gain knowledge of the broader field of cancer research;
- an environment in which to develop skills in written work, oral presentation and publishing the results of their research in high-profile scientific journals, through constructive feedback of written work and oral presentations.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/cvocmpmsc

Format

The MPhil course is a full time research course. Most research training provided within the structure of the student’s research group and is overseen by their Principal Supervisor. However, informal opportunities to develop research skills also exist through mentoring by fellow students and members of staff. To enhance their research, students are expected to attend seminars and graduate courses relevant to their area of interest. Students are also encouraged to undertake transferable skills training provided by the Graduate School of Life Sciences. At the end of the course, examination for the MPhil degree involves submission of a written dissertation, followed by an oral examination based on both the dissertation and a broader knowledge of the chosen area of research.

Learning Outcomes

At the end of their MPhil course, students should:

- have a thorough knowledge of the literature and a comprehensive understanding of scientific methods and techniques applicable to their own research;
- be able to demonstrate originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- the ability to critically evaluate current research and research techniques and methodologies;
- demonstrate self-direction and originality in tackling and solving problems;
- be able to act autonomously in the planning and implementation of research; and
- have developed skills in oral presentation, scientific writing and publishing the results of their research.

Assessment

Examination for the MPhil degree involves submission of a written dissertation of not more than 20,000 words in length, excluding figures, tables, footnotes, appendices and bibliography, on a subject approved by the Degree Committee for the Faculties of Clinical Medicine and Veterinary Medicine. This is followed by an oral examination based on both the dissertation and a broader knowledge of the chosen area of research.

Continuing

The MPhil Medical Sciences degree is designed to accommodate the needs of those students who have only one year available to them or, who have only managed to obtain funding for one year, i.e. it is not intended to be a probationary year for a three-year PhD degree. However, it is possible to continue from the MPhil to the PhD in Oncology (Basic Science) course via the following 2 options:

(i) Complete the MPhil then continue to the three-year PhD course:

If the student has time and funding for a further THREE years, after completion of their MPhil they may apply to be admitted to the PhD course as a continuing student. The student would be formally examined for the MPhil and if successful, they would then continue onto the three year PhD course as a probationary PhD student, i.e. the MPhil is not counted as the first year of the PhD degree; or

(ii) Transfer from the MPhil to the PhD course:

If the student has time and funding for only TWO more years, they can apply for permission to change their registration from the MPhil to probationary PhD; note, transfer must be approved before completion of the MPhil. If granted permission to change registration, the student will undergo a formal probationary PhD assessment (submission of a written report and an oral examination) towards the end of their first year and if successful, will then be registered for the PhD, i.e. the first year would count as the first year of the PhD degree.

Please note that continuation from the MPhil to the PhD, or changing registration is not automatic; all cases are judged on their own merits based on a number of factors including: evidence of progress and research potential; a sound research proposal; the availability of a suitable supervisor and of resources required for the research; acceptance by the Head of Department and Degree Committee.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Department of Oncology does not have specific funds for MPhil courses. However, applicants are encouraged to apply to University funding competitions: http://www.graduate.study.cam.ac.uk/finance/funding and the Cambridge Cancer Centre: http://www.cambridgecancercentre.org.uk/education-and-training

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range, which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to the biology specialism.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in biology at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career. If your degree isn’t in the subject area you wish to teach or you have relevant professional experience but need to learn how to apply that to teaching we offer Subject Knowledge Enhancement courses. Find out more:

https://www.brighton.ac.uk/courses/study/subject-knowledge-enhancement-for-teacher-training.aspx

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

The university works in partnership with schools and colleges to provide a high quality programme of support, ensuring a sound relationship between theory and practice. There are two placements in two schools or colleges with the opportunity to visit further schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in biology and provides you with the opportunity to develop skills, knowledge and understanding of biology in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand gives you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and the university settings, allowing you to develop your practical competency, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development - intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements. it is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-biology-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

Science subjects are nationally recognised as secondary shortage or other priority subjects, meaning teachers qualifying in these subjects are particularly employable.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

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,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

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This programme is intended for those who wish to enhance their understanding of the role of microorganisms in animal health and disease, and provides an excellent grounding in molecular biology, immunology, epidemiology and microbiology. Read more

This programme is intended for those who wish to enhance their understanding of the role of microorganisms in animal health and disease, and provides an excellent grounding in molecular biology, immunology, epidemiology and microbiology.

This grounding leads into the study of the complex mechanisms of host/microbe interactions that are involved in the pathogenesis of specific animal diseases, and provides insights into diagnosis and interventions, such as vaccines, essential for disease control.

You will enhance your critical and analytical skills and gain hands-on experience in the diagnosis of veterinary diseases, such that you may identify problems, formulate hypotheses, design experiments, acquire and interpret data, and draw conclusions.

Programme structure

This programme is studied full-time over one academic year.

Example module listing

The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.

Who is the programme for?

This is a full or part-time programme, intended mainly for graduates, those already working in veterinary diagnostic/research laboratories and staff from other laboratories who want to enhance their understanding of the role of microorganisms in animal health and disease.

Pharmaceutical research personnel, policymakers, veterinarians, public health personnel and environmental biologists will also benefit.

Part-time and short course study

Most modules are offered as standalone short courses. The fee structure for short courses is different to that for registered students, and details may be obtained via admissions enquiries, please refer to the contact details on this page.

The option to study the MSc on a part-time basis is only available following successful completion of three modules as stand-alone/CPD. Please contact the for further information.

Programme partners

This Masters programme is delivered by a consortium comprising the University of Surrey and two world class veterinary microbiology institutions: the BBSRC funded Pirbright Institute (PI), and the Government sponsored Animal & Plant Health Agency (APHA).

The Veterinary Medicines Directorate (VMD) and Public Health England (PHE) also contribute to the programme.

Visits

You will have the unique opportunity to gain hands-on experience in the diagnosis of important veterinary diseases within the world reference laboratories of the APHA and Pirbright Institute (PI).

There will also be an opportunity to visit Public Health England (PHE) to gain a detailed knowledge of how zoonotic diseases outbreaks are investigated, and to visit the Veterinary Medicines Directorate (VMD), a livestock abattoir and an intensive livestock farm.

Colleagues from the CEFAS laboratory will also contribute to the programme, and further research training will be provided during your practical research project.

Educational aims of the programme

This is a one year full-time programme aimed at preparing graduates to work in a range of fields in which a detailed understanding of veterinary microbiology is a valuable asset.

These fields include research, commerce, government and policy, reference laboratory and diagnostic work, epidemiology and disease mapping, veterinary science, farming especially animal production, wild and zoo animal conservation and education.

As such, it is intended that graduates will achieve the highest levels of professional understanding of veterinary microbiology within a range of contexts.

The programme combines the study of the theoretical foundations of, and scholarly approaches to, understanding the application and various practices of veterinary microbiology within the contexts described above along with the development of practical and research skills.

The main aims are to enable students to:

  • Acquire sound knowledge of the major principles of veterinary microbiology
  • Develop the skills to perform relevant interpretation and evaluation of data
  • Apply those acquired skills in practice through research
  • To utilise acquired knowledge and evaluative skills to communicate successfully with stakeholders

Programme learning outcomes

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas.

The learning outcomes have been aligned with the descriptor for qualification at level 7 given in the Framework for Higher Education Qualifications (FHEQ) produced by the Quality Assurance Agency (QAA) for Higher Education.

Knowledge and understanding

Following completion of the programme, students should display knowledge of:

  • The main principles of current veterinary microbiology
  • The methods and approaches used for the molecular characterisation, and diagnosis of disease agents
  • The main principles of infectious diseases epidemiology
  • The analysis of disease and disease carriage that impact on the development and application of control measures to combat diseases
  • Modes of control of infectious diseases
  • Modes of transmission
  • The various aspects of host pathology and immune responses to disease agents
  • Analytical skills to allow interpretation of data and formulation of conclusions

Intellectual/cognitive skills

Following completion of the programme, students should be able to:

  • Critically appraise scholarly and professional writing on a wide range of subjects pertaining to the various aspects of veterinary microbiology
  • Critically analyse experimental data to enable the formulation of hypotheses
  • Design relevant experiments to test formulated hypotheses
  • Efficiently analyse new developments in technology and critically assess their utilisation to answer existing and new problems

Professional practical skills

Following completion of the programme, students should be able to:

  • Plan and execute an experiment/investigation, act autonomously and demonstrate originality
  • Analyse numerical data using appropriate computer tools including specialist computer packages
  • Communicate experiments at a project level, including report writing
  • Perform specific specialised experimental skills

Global opportunities

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

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



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School Direct (Tuition Fee) is a route into teaching at both primary and secondary levels. Trainees join other student teachers on the established Biology PGCE programme at the UCL Institute of Education (IOE), whilst undertaking their teaching experience at their host school or alliance. Read more

School Direct (Tuition Fee) is a route into teaching at both primary and secondary levels. Trainees join other student teachers on the established Biology PGCE programme at the UCL Institute of Education (IOE), whilst undertaking their teaching experience at their host school or alliance.

About this programme

Students on the Biology PGCE will acquire a critical understanding of current debates and issues relating to Science education, and will be guided and supported in developing their subject knowledge. We expect students to engage with reading and research into Science education and to regularly reflect upon their own progress, towards meeting the Teachers’ Standards across the 11–16 age range.

Students undertake two Master’s-level (level 7) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.

The Secondary PGCE consists of three core modules: two Master’s-level modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.

Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE).

Core modules

  • Science Education in the Broader Context (30 Master's-level credits)
  • Wider Educational Studies - Biology (30 Master's-level credits)
  • Professional Practice

Optional modules

  • There are no optional modules for this programme

Placement

Student Teachers undertake at least two placements (totaling 120 days) at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. The Professional Practice module is assessed through these placements, associated tasks and a portfolio. 

You may teach: 

Key Stage 3: Science (including elements of physics, chemistry and biology) 

Key Stage 4: Science (all areas) and/or biology (depending on school placement) 

Key Stage 5: AS/A2 level biology

Teaching and learning

The Secondary PGCE is delivered via keynote lectures, seminars, workshops, tutorials and directed study days at the UCL IOE, as well as time spent in placement in the host school/alliance. Assessment is by the observation of practical teaching, assignments and a portfolio (which links with continuing professional development in the induction year).

Further information on modules and programme structure is available on the department website: School Direct (Tuition Fee): Biology

Funding

Bursaries and scholarships of up to £20,000 are available to students who meet the eligibility criteria for the Biology PGCE. To find out what funding may be available, please visit the “Get into Teaching” website.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as school leaders, while others have posts as biology teachers, science teachers and heads of department (both in UK and abroad). They can also be found working as lecturers in science education and in various informal educational roles.

Employability

Graduates of the Secondary PGCE programme are highly employable and sought after by schools and colleges in London and beyond. Almost all graduates secure their first teaching post by the time they finish the PGCE programme. Graduates of the programme also have great career prospects, with many becoming Head of Department or a Head of Year within 2-5 years, often acting, in their schools, as mentors to new PGCE student teachers. Many of our graduates become senior teachers (such as Assistant Headteachers or Head of a Faculty) in 5-8 years of graduating, and some are now Headteachers. Others have developed their careers as subject specialist teachers and educators, both becoming lead teachers in the classroom and researching, writing and advising other teachers themselves. The Secondary PGCE Programme is a springboard into a rewarding career, not just as a skilled teacher, but as an educational leader.

Why study this programme at UCL?

This established programme provides students with the professional knowledge and skills they need to teach all aspects of science to pupils up to age 16, as well as teaching Biology to pupils aged up to 18. We are committed to creative and interactive approaches to teaching science to promote student learning.

During teaching practice, student teachers benefit from the support of specialist subject mentors within our network of over 200 schools throughout Greater London and beyond, ensuring that each has the opportunity to become a skilled and confident teacher.

The Biology PDCE offers unique opportunities, including teaching sessions at Kew Gardens and various museums, and residential trips, developing students’ understanding of science education outside the classroom.

Accreditation:

This route leads to the award of QTS (Qualified Teacher Status).



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The Master in Conservation Biology, specialization Ecology, Monitoring and Management of Ecosystems aims at providing a critical and conceptually-based understanding of structure, functioning, monitoring, and management of ecosystems submitted to various natural and anthropogenic pressures, in the framework of biodiversity conservation. Read more

The Master in Conservation Biology, specialization Ecology, Monitoring and Management of Ecosystems aims at providing a critical and conceptually-based understanding of structure, functioning, monitoring, and management of ecosystems submitted to various natural and anthropogenic pressures, in the framework of biodiversity conservation. Half of the second year is devoted to a personal Master thesis project.

The Master is a two-year course. In the first year, the course design is based upon the idea that biodiversity conservation must be based on a multi-level knowledge approach, mixing key disciplines in ecology, and including recent technical advances in numerical ecology, molecular ecology, wildlife monitoring and ecosystem management. The course content is rooted in our established strengths in functional ecology (ecosystem structure and function, population and community ecology), paleoecology (long-term evolution of ecosystems), ecotoxicology (fate and effects of pollutants), epidemiology (transmission of zoonotic pathogens), conservation biology (status and threats of patrimonial animal and plant species), numerical ecology, ecological modelling and research design. The master degree program is further enriched by input from professional conservationists and managers, with the aim to put courses in the broader context of project management and decision making procedures.

The specific course objectives are to develop abilities to:

  • critically engage with concepts and theory in functional ecology from interdisciplinary perspectives at an advanced scientific level,
  • critically assess the ability of populations and communities to react, cope with and adjust to environmental changes occurring over different spatial and time scales,
  • appreciate the opportunities offered by new technological developments for the future of research on ecosystem monitoring and management,
  • combine theory, hypotheses, methods, data and field work to identify and develop innovative applied or fundamental research questions and designs.

Teaching consists of lectures, seminars, class tutorials and practical training in the field and in the laboratory, which provide in-depth exploration of key issues. The teaching philosophy is to stimulate discussion and debate between academic staff and students to identify and explore theory, methods and practices in an academic space that encourages a critical dialogue.

Field courses allow students to apply in the field the methods and ideas presented in the classroom. Each year, they will attend one week-long fieldtrip and several field courses. One of these field courses (in the framework of the teaching unit “Conservation Biology and Ecosystem Management”) allows them to test a hypothesis dealing with the potential impact of anthropogenic disturbances on plant or animal populations or communities, in the context of the various activities taking place in the Jura Mountains, known for their outstanding landscapes, typical ecosystems (e.g. peatbogs, wood-pastures) and patrimonial species (e.g. boreal lynx). Other field courses address the assessment and the management of ecosystems, and the monitoring of plant and animal wildlife.

Students must pass the examinations taken during the first year (i.e. obtain 60 ECTS) in order to proceed without further selection into the second year.

The second year is mainly devoted to the thesis project within a research team or a professional structure (NGOs, consultancy companies, governmental agencies…) with the support of an academic supervisor, specialist of the related research domain. Half of this second year is devoted to researching and writing a thesis of about 12,000 words. The research topic will be devised at the end of the first year. The thesis accounts for half the marks for the second year.

Graduate destinations

The aim of the course is to train future scientific leaders in functional ecology, ecotoxicology and epidemiology as well as future managers and policy officers in biodiversity conservation and ecosystem management. In that respect, the course combines functional ecology and conservation biology as two major disciplines with some other relevant topics – paleoecology, ecotoxicology, epidemiology, ethics and deontology, epistemology, environmental regulation and socioeconomics of conservation, structure and management of environmental organizations, in addition to the hard science of biodiversity.

The Master’s Alumni Office helps alumni keep in touch with each other and organises alumni events.

Application

Available spots: 16 in M1 and M2

Students already registered in a French university apply online on eCandidat. All information available on ttp://http://www.nature-conservation-ubfc.com/emme/en/.

Non-registered students should rather look at http://www.univ-fcomte.fr/pages/fr/menu1/accueil-international-131.html

Candidacy file:

  • Detailed Curriculum Vitae with personal, training, internship, professional, and other information allowing the recruitment committee to assess the quality of the candidacy.
  • Evidence of completion of upper secondary school (high school) in the form of final and official diploma and transcripts. Note that the transcripts must specify all coursework completed.
  • Cover letter.
  • Two letters of recommendation.

Application examination:

Examination by the recruitment committee of the Master EDGE

After a first examination of all complete files by the recruitment committee, some candidates may be called for an interview with some members of the recruitment committee.

Selection criteria:

  • Previous training in line with the Master EDGE objectives
  • Quality of the training (marks, ranks, distinction)
  • Internships and/or professional experiences in line with the Master EDGE objectives
  • Motivation and career objectives
  • Recommendation

General requirements:

To meet the general entrance requirements for programme studies at the Master’s level, you must have graduated from an accredited university with a degree equivalent to at least a Swedish Bachelor’s degree (180 ECTS). Please note that you must provide adequate supporting documentation in the form of diplomas or official transcripts specifying all courses completed, including any transferred credits from previous schools, both in the original language and translated into English or French.

Specific requirements:

Specific entrance requirements consist of previous university studies within the following subjects: biology, ecology, and statistics.

English requirement

In order to be eligible, the English language entry requirement corresponds to English studies at upper secondary (high school) level in France.

GRANTS

Up to five fellowship grants (800 € per month, during up to 10 months) will be awarded each year to high quality foreign students, with a particular attention to applications coming from Mediterranean countries and Caribbean island nations and territories.



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This National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct Secondary Mathematics course trains you to teach Mathematics to 11 to 16-year-olds. Read more
This National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct Secondary Mathematics course trains you to teach Mathematics to 11 to 16-year-olds. London Metropolitan University’s partnership with local schools ensures you’ll have a continuity of support throughout both your theoretical learning and practical placements. Attendees of our PGCE Secondary courses pass with high results, with 95% achieving an Ofsted good or outstanding grade and 96% going on to obtain employment, usually with one of their placement schools. You also have access to Department of Education (DfE) bursaries as well as the Subject Knowledge Enhancement (SKE) in Mathematics if needed.

More about this course

Our PGCE School Direct Secondary Mathematics course teaches you the skills and knowledge needed for teaching mathematics to 11 to 16-year-olds (Key Stage 3 and 4) and leads to Qualified Teacher Status. This NCTL-accredited course also offers you the opportunity to develop your A level teaching where possible.

We’ll introduce you to current debates in mathematics and a wide variety of interactive teaching styles including group work and computer presentations. If you need help improving your own mathematics knowledge, we run a Subject Knowledge Enhancement course to help your training.

With our teaching placements in London, you'll improve your ability to teach in multicultural urban environments. By combining your studies at London Met with practical teaching placements, you’ll increase your understanding of the ways children learn and how your teaching style can help develop their mathematics skills.

We place great emphasis on sharing feedback between your peers and colleagues on the placement. You’ll complete a weekly reflection and contribute to discussions online in order to further develop your understanding of the role of a Secondary teacher.

The high quality of our training has led to positive feedback from Ofsted:

"Trainees and newly qualified teachers are enthusiastic about their subject, and plan and teach lessons that are well structured. They make good use of subject-specific vocabulary in their planning and teaching."
Ofsted, 2015

To help you in your application, Department of Education (DfE) bursaries are available for this course.

This PGCE course has three assessment elements:
-Practical teaching experience is assessed in relation to the Standards for Qualified Teacher Status
-A reflective portfolio is compiled across the year, detailing personal experiences and reflections on your development as a teacher
-A research assignment at the end of the year which focuses on the implementation of a key area of educational policy in the area of mathematics

There are no examinations.

Professional accreditation

This PGCE course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

This is a year-long course.

Module 1, Curriculum Studies, includes:
-The theoretical underpinning of the practice that you will take into the classroom
-Access to the pedagogical knowledge and understanding required to effectively plan and teach well structured lessons in the secondary curriculum
-Considering all aspects of the mathematics curriculum
-Training to assess school pupils’ progress in each of these curriculum areas

Module 2, Professionalism and Inclusive Practice (PIP), includes:
-Support for your wider professional development as a teacher
-Discussion of the role of children’s rights and how this underpins effective learning relationships
-Understanding of different aspects of inclusive education
-Introduction to the whole school and wider children’s workforce
-Teamwork and collaborative discussion across different subject areas

Work placement:
-120 days in London placements, learning to teach with a mentor in secondary schools

In both university and classroom contexts your self-directed study is extremely important in order to help develop your own purposeful educational enquiry, prepare effective teaching resources and ensure up-to-date subject knowledge.

What our students say

“Choosing to complete my teacher training at London Met was the best career decision I ever made. Studying in the heart of London while being surrounded by a diverse body of staff and students was exactly the preparation I needed for teaching at inner-London secondary schools. London Met’s commitment to tackling the challenging issues surrounding modern urban education was, I believe, a key factor in my rapid progression to the position of head of department after just four years of teaching.

Having gained a unique insight into the value of teacher education throughout my undergraduate studies, I then embarked on a master’s in Education, again with London Met. After successfully completing this, I am now in my eighth year in the profession and currently considering application for a Doctorate in Education.” Rosie Walsh, former PGCE Secondary Mathematics student

After the course

This PGCE leads to Qualified Teacher Status (QTS), which enables you to teach mathematics to 11 to 16-year-olds. Our trainees have gone on to secure mathematics teacher roles at schools including Langdon Academy, Islamia Girls School and Stoke Newington School and Sixth Form.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

PGCE School Direct

The School Direct school placements work around the training calendar for the student teacher with the PGCE offered at the university. This means we can only offer places in Early Years / Primary and in Secondary teaching Maths, Modern Languages and Science with a specialism in Biology, Chemistry or Physics.

You will attend the training workshops at the university with other regular PGCE students and carry out placements of 120 days in a school or consortium of schools with a School Direct allocation. This time could be divided between two schools with some flexibility.

London Met has School Direct partnership with nearly 100 schools. This large body of schools have joined with us to build a cross-capital alliance, providing diverse contexts in which to train the new generation of London teachers.

Most of our trainees follow a programme modelled on the traditional PGCE, with time spent under tutor supervision at London Metropolitan University and the school placement divided between two partner schools.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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The Master in Conservation Biology, with specialization in Behavioural Ecology and Wildlife Management, aims at providing a critical and conceptually-based understanding of animal behaviour and evolutionary ecology, in the framework of conservation biology and wildlife management. Read more

The Master in Conservation Biology, with specialization in Behavioural Ecology and Wildlife Management, aims at providing a critical and conceptually-based understanding of animal behaviour and evolutionary ecology, in the framework of conservation biology and wildlife management. This two-year master program consists in both lessons and fieldtrips, while half of the second year is devoted to a personal research project conducted by students in an international research team.

OUR MASTER PROGRAM

The Master program has a two-year span, with most of the courses taught in english. Our teaching philosophy is based on the idea that biodiversity conservation must be grounded in a multi-level knowledge approach, mixing key disciplines in ecology and evolution with recent technical advances in the fields of biometry, molecular ecology and management tools. The teaching content is rooted in our established strengths in behavioural ecology, evolutionary biology, conservation biology, quantitative ecology and research design. The master program is enriched by input from professional conservationists and managers, to put courses in the broader context of project management and decision-making policies.

The specific teaching objectives aim at developing and improving students’ skills to:

  • engage with concepts and theory in behavioural ecology, conservation biology and wildlife management from interdisciplinary perspectives at an advanced scientific level.
  • assess the ability of organisms to react, cope with and adjust to environmental change occurring over different spatial and time scales.
  • appreciate the opportunities offered by new technological developments for the future of research on animal behaviour and wildlife management
  • combine theory, hypotheses, methods, data and fieldwork so as to identify and develop innovative research questions and design.

Half of the second year is devoted to conducting a personal research project and writing a thesis of 12,000 words. Research projects are conducted within an international team previously selected by the students, and led with the support of an expert supervisor.

TEACHING & FIELDTRIPS

Teaching consists of lectures, seminars by international researchers, class tutorials and practical training in the laboratory and in the field, providing in-depth exploration of key issues. Our teaching philosophy is to stimulate balanced and evidence-based discussions and debates between academic staff and students. Such interactions provide efficient training to identify and explore theory, methods and practice in an academic environment.

Field courses allow students to apply the methods and ideas developed in the classroom to practical use in the field. Each year, you will attend at least one week-long fieldtrip, and several one-day field sessions. The "Camargue field course" provides the opportunity to work on a model species for wildlife management in the Camargue Natural Regional Park (CNRP): the greater flamingo. Fieldwork will be grounded on extensive research on wildlife populations in the context of the various activities taking place in the CNRP. Other field courses address the quantitative analysis of animal behaviour, the monitoring of wildlife, and ex-situ conservation. The “Parc Polaire fieldtrip”, in the Jura mountains, allows students to experience the role of and, stakes faced by, a park dedicated to the conservation of European wild species such as the European bison and deer species.

CAREER PROSPECTS

The aim of our master program is to train future scientific leaders in animal behaviour and conservation biology, as well as future managers and policy officers in biodiversity, conservation and wildlife management.

Therefore, our program aims at providing both a diversified and specialized expertise in the general fields of animal behaviour and wildlife management. It also combines behavioural ecology and conservation biology as major disciplines with some other relevant topics – ethics and deontology, epistemology, socioeconomics of conservation, structure and management of environmental organizations, in addition to the hard science of biodiversity.

The master's Alumni Office helps alumni keep in touch with each other and organises alumni events.

LIFE IN DIJON, CAPITAL CITY OF BURGUNDY (FRANCE)

The whole of the program takes place at the University of Burgundy-Franche Comté, located in the scenic city of Dijon. The former capital city of the Duchy of Burgundy, Dijon is now a medium-size French city, where you can enjoy a vibrant and active cultural life, as well as quick getaways to the countryside and the world famous neighbouring vineyards of the so-called “Golden coast”.

Life in Dijon is very affordable and accommodation easily accessible. The city is well-equipped with modern tramway and bus lines, making commuting between any place in Dijon and the University easy and convenient.

Showing marks of its medieval past, Dijon has excelled in making any subsequent architectural revolution his own. Dijon possesses a fair number of outstanding museums and remarkable monuments, and is also internationally known as the hometown of the notorious French gastronomy. Dijon has a vibrant cultural life with music and food festivals all over the year. Cultural and leisure attractions are widespread, from classical music concerts to jazz festivals, food fairs, cinemas… Dijon is also host of several top-level professional sports teams (football, basketball, handball, rugby…), while also offering a large diversity of sports facilities for the amateur. From beach-volley fields to suburban hiking and cycling paths, urban parks and the much appreciated Lake Kir, incentives to jump in a pair of trainers will be everywhere.

GRANTS

Up to five fellowship grants (800 € per month, during up to 10 months) will be awarded each year to high quality foreign students, with a particular attention to applications coming from Mediterranean countries and Caribbean island nations and territories.

APPLICATIONS

During the first year, students take examinations associated with the Master in Conservation Biology, specialized in Behavioural Ecology and Wildlife Management. Examinations must be successfully passed (i.e. obtain 60 ECTS credits) in order to proceed to the second year. In the second year, the thesis following your research project accounts for half the marks of the second year.

For further information about how to apply, please directly contact the head of the master program, Professor Frank Cézilly ().

Please also visit our dedicated webpage (http://www.nature-conservation-ubfc.com/bewm/fr/), and like our facebook page (“Master BEWM – UBFC Dijon”) to stay up to date with the life of and the latest news about our program!



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Learn how to teach science and chemistry to 11 to 16-year-olds with this National College for Teaching and Leadership (NCTL) accredited PGCE School Direct course. Read more
Learn how to teach science and chemistry to 11 to 16-year-olds with this National College for Teaching and Leadership (NCTL) accredited PGCE School Direct course. You’ll learn the principles of teaching chemistry and get the vital hands-on experience necessary for later employment. Those already on our PGCE School Direct Secondary courses attain high results, with 95% achieving an Ofsted good or outstanding grade by the end of the course and 96% going on to obtain employment, often with their placement schools.

More about this course

Successfully complete this this NCTL accredited PGCE Secondary Science with Chemistry course to achieve Qualified Teacher Status (QTS) and become a teacher of science for students up to 14 years old and chemistry for 15 to 16-year-olds. There’s also the opportunity to teach at the 16 to 18 age range.

You’ll develop your teaching strategies and pedagogical techniques at London Met and learn the fundamentals of how children learn. These study sessions will include collaborative projects and school-based work with other trainees, as well as how to implement teaching and pupil assessment.

Our PGCE School Direct course uses its London location to widen your experience of teaching in multicultural urban environments. Through your two placements you’ll help develop lesson plans and contribute to the development of pupils’ scientific skills and knowledge. London Met also provides you with the opportunity for post-16 teaching experience wherever possible.

Our commitment to your development has lead to high quality reviews from Ofsted:

"Trainees and NQTs are enthusiastic about their subject, and plan and teach lessons that are well structured. They make good use of subject-specific vocabulary in their planning and teaching."
Ofsted, 2015

Your assessment will consist of four elements:
-School placement A
-School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
-A Professional Practice Portfolio which is compiled throughout the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience
-The Educational Research Assignment, which allows you to explore an educational issue

There are no examinations.

We place great emphasis on feedback from your peers and colleagues on the placement. You’ll complete a weekly reflection and contribute to discussions online in order to further develop your understanding of the role of a Secondary teacher.

Professional accreditation

This course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

This is a year-long course.

Module 1, Curriculum Studies, includes:
-The theoretical underpinning of the practice that you'll take into the classroom
-Access to the pedagogical knowledge and understanding required to effectively plan and teach well structured lessons in the secondary curriculum
-Sessions on Chemistry
-Training to assess school pupils’ progress in each of the these curriculum areas

Module 2, Professionalism and Inclusive Practice (PIP), includes:
-Support for the wider professional development of each student teacher
-Discussion of the role of children’s rights and how this underpins effective learning relationships
-Understanding of different aspects of inclusive education
-Introduction to the whole school and wider children’s workforce
-Teamwork and collaborative discussion across different subject areas

Work placement:
-120 days in a London placement learning to teach with a mentor in secondary schools

In both University and classroom contexts, your self-directed study is extremely important in order to support your development of purposeful educational enquiry, preparing effective teaching resources and ensuring up-to-date subject knowledge.

What our students say

“The course is well-structured and gives a solid grounding in the pedagogical disciplines needed for a career in teaching. The highlight for me has been the quality of the subject tutors. All the tutors I’ve worked with have been highly knowledgeable, approachable and more than capable of pushing students to reach their potential as future teachers.” Martin Gadgill, trainee of our PGCE Secondary Science with Chemistry

After the course

On successful completion of the course you will achieve Qualified Teacher Status (QTS) for teaching science at Key Stage 3 (ages 11-14) and Key Stage 4 (ages 14-16) and your chemistry specialism at Key Stage 4. London Met's students have an excellent rate of gaining Qualified Teacher Status and finding teaching positions within six months of graduating. Our trainees have gone on to become chemistry teachers at schools including Cardinal Pole Catholic School, South Hampstead High School, Platanos College and more.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

PGCE School Direct

The School Direct model aligns the training calendar for the student teacher with the PGCE offered at the university. This means we can only offer places in Early Years, Primary and Secondary levels teaching Maths, Modern Languages and Science with a specialism in Biology, Chemistry or Physics.

You will attend the training workshops at the university with other regular PGCE students. The placements of 120 days will be planned to take place within the school or consortium of schools with the School Direct allocation. This time could be divided between two schools with some flexibility.

The consortium is part of the much larger family of nearly 100 schools partnered with London Met and School Direct. This large body of schools have joined with us to build a cross-capital alliance, providing diverse contexts in which to train the new generation of London teachers.

Most of our trainees follow a programme modelled on the traditional PGCE, with time spent under tutor supervision at London Metropolitan University and the school placement divided between two partner schools.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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The MSc in Cancer Biology is for students who wish to gain an advanced education and training in the biological sciences, within the context of a disease that affects a large proportion of the global population. Read more
The MSc in Cancer Biology is for students who wish to gain an advanced education and training in the biological sciences, within the context of a disease that affects a large proportion of the global population.

The programme provides training in the modern practical, academic and research skills that are used in academia and industry. Through a combination of lectures, small-group seminars and practical classes, students will apply this training towards the development of new therapies.

The programme culminates with a research project that investigates the molecular and cellular basis of cancer biology or the development of new therapies under the supervision of active cancer research scientists.

Visit the website: https://www.kent.ac.uk/courses/postgraduate/226/cancer-biology

About the School of Biosciences

The School of Biosciences is among the best-funded schools of its kind in the UK, with current support from the BBSRC, NERC, MRC, Wellcome Trust, EU, and industry. It has 38 academic staff, 56 research staff (facility managers, research fellows, postdoctoral researchers and technicians), approximately 100 postgraduate students and 20 key support staff. The school's vibrant atmosphere has expanded to become a flourishing environment to study for postgraduate degrees in a notably friendly and supportive teaching and research environment.

Research in the School of Biosciences revolves around understanding systems and processes in the living cell. It has a strong molecular focus with leading-edge activities that are synergistic with one another and complementary to the teaching provision. Our expertise in disciplines such as biochemistry, microbiology and biomedical science allows us to exploit technology and develop groundbreaking ideas in the fields of genetics, molecular biology, protein science and biophysics. Fields of enquiry encompass a range of molecular processes from cell division, transcription and translation through to molecular motors, molecular diagnostics and the production of biotherapeutics and bioenergy.

In addition to research degrees, our key research strengths underpin a range of unique and career-focused taught Master’s programmes that address key issues and challenges within the biosciences and pharmaceutical industries and prepare graduates for future employment.

Course structure

Each one-hour lecture is supplemented by two hours of small-group seminars and workshops in which individual themes are explored in-depth. There are practical classes and mini-projects in which you design, produce and characterise a therapeutic protein with applications in therapy.

In additional to traditional scientific laboratory reports, experience will be gained in a range of scientific writing styles relevant to future employment, such as literature reviews, patent applications, regulatory documents, and patient information suitable for a non-scientific readership.

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.

BI830 - Science at Work (30 credits)
BI836 - Practical and Applied Research Skills for Advanced Biologists (30 credits)
BI837 - The Molecular and Cellular Basis of Cancer (15 credits)
BI838 - Genomic Stability and Cancer (15 credits)
BI840 - Cancer Therapeutics: From the Laboratory to the Clinic (15 credits)
BI857 - Cancer Research in Focus (15 credits)
BI845 - MSc Project (60 credits)

Assessment

The programme features a combination of examinations and practically focused continuous assessment, which gives you experience within a range of professional activities, eg, report writing, patent applications and public health information. The assessments have been designed to promote employability in a range of professional settings.

Programme aims

This programme aims to:

- provide an excellent quality of postgraduate-level education in the field of cancer, its biology and its treatment

- provide a research-led, inspiring learning environment

- provide a regional postgraduate progression route for the advanced study of a disease that affects a high proportion of the population

- promote engagement with biological research into cancer and inspire you to pursue a scientific career inside or outside of the laboratory

- develop subject specific and transferable skills to maximise employment prospects

- promote an understanding of the impact of scientific research on society and the role for scientists in a range of professions.

Research areas

Research in the School of Biosciences is focused primarily on essential biological processes at the molecular and cellular level, encompassing the disciplines of biochemistry, genetics, biotechnology and biomedical research.

The School’s research has three main themes:

- Protein Science – encompasses researchers involved in industrial biotechnology and synthetic biology, and protein form and function

- Molecular Microbiology – encompasses researchers interested in yeast molecular biology (incorporating the Kent Fungal Group) and microbial pathogenesis

- Biomolecular Medicine – encompasses researchers involved in cell biology, cancer targets and therapies and cytogenomics and bioinformatics.

Each area is led by a senior professor and underpinned by excellent research facilities. The School-led development of the Industrial Biotechnology Centre (IBC), with staff from the other four other schools in the Faculty of Sciences, facilitates and encourages interdisciplinary projects. The School has a strong commitment to translational research, impact and industrial application with a substantial portfolio of enterprise activity and expertise.

Careers

A postgraduate degree in the School of Biosciences is designed to equip our graduates with transferable skills that are highly valued in the workplace. Our research-led ethos ensures that students explore the frontiers of scientific knowledge, and the intensive practical components provide rigorous training in cutting edge technical skills that are used in the modern biosciences while working in areas of world-leading expertise within the School.

Destinations for our graduates include the leading pharmaceutical and biotechnological companies within the UK and leading research institutes both at home and abroad.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply-online/226

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The Biology PGCE prepares students to develop the professional knowledge and skills they need to teach all aspects of science to pupils up to age 16, as well as teaching Biology to pupils aged 11-16. Read more

The Biology PGCE prepares students to develop the professional knowledge and skills they need to teach all aspects of science to pupils up to age 16, as well as teaching Biology to pupils aged 11-16. We are committed to creative and interactive approaches to teaching science to promote student learning.

About this programme

Students on the Biology PGCE will acquire a critical understanding of current debates and issues relating to science education, and will be guided and supported in developing their subject knowledge. We expect students to engage with reading and research into science education and to regularly reflect upon their own progress, towards meeting the Teachers’ Standards across the 11–16 age range.

Students undertake two level 7 (Master’s-level) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.

The Secondary PGCE consists of three core modules: two Master’s-level (level 7) modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.

Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE).

Core modules

  • Science Education in the Broader Context (30 Master's-level credits)
  • Wider Educational Studies - Biology (30 Master's-level credits)
  • Professional Practice

Placement

Student teachers undertake at least two placements (totaling 120 days) at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. The Professional Practice module is assessed through these placements, associated tasks and a portfolio. 

Students may teach: 

Key Stage 3: Science (including elements of Physics, Chemistry and Biology) 

Key Stage 4: Science (all areas) and/or Biology (depending on school placement)

Key Stage 5: AS/A2 level Biology

Teaching and learning

The Biology PGCE is delivered via keynote lectures, seminars, workshops, tutorials and directed study days at the IOE, as well as time spent in placement schools or colleges. Assessment is by the observation of practical teaching, assignments and a portfolio (which links with continuing professional development in the induction year).

Further information on modules and programme structure is available on the department website: PGCE Biology

Funding

Bursaries are available for some subject programmes to students who meet the eligibility criteria. To find out what funding may be available to you, please visit the Department for Education funding page.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as school leaders, while others have posts as biology teachers, science teachers and heads of department (both in UK and abroad). They can also be found working as lecturers in science education and in various informal educational roles.

Employability

Graduates of the Secondary PGCE programme are highly employable and sought after by schools and colleges in London and beyond. Almost all graduates secure their first teaching post by the time they finish the PGCE programme. Graduates of the programme also have great career prospects, with many becoming Head of Department or a Head of Year within 2-5 years, often acting, in their schools, as mentors to new PGCE student teachers. Many of our graduates become senior teachers (such as Assistant Headteachers or Head of a Faculty) in 5-8 years of graduating, and some are now Headteachers. Others have developed their careers as subject specialist teachers and educators, both becoming lead teachers in the classroom and researching, writing and advising other teachers themselves. The Secondary PGCE Programme is a springboard into a rewarding career, not just as a skilled teacher, but as an educational leader.

Why study this programme at UCL?

Students on the Biology PGCE work with a team of expert subject tutors who have all previously been classroom teachers and are actively involved with science education research, curriculum development and consultancy. During teaching practice, student teachers benefit from the support of subject specialist mentors within our network of over 200 schools throughout Greater London and beyond, ensuring each has the opportunity to become a skilled and confident teacher.

The Biology PGCE offers unique opportunities including teaching sessions at museums and Kew Gardens, and residential trips, developing students’ understanding of learning science outside the classroom.

Accreditation:

Students who successfully complete this programme will be recommended for Qualified Teacher Status (QTS).



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This is a new strand of the PGCE Science where you will specialise in Biology. Students who successfully complete this route will be in a strong position to gain employment as teachers of Biology up to post-18 and general science at least to KS3 and possibly KS4. Read more
This is a new strand of the PGCE Science where you will specialise in Biology. Students who successfully complete this route will be in a strong position to gain employment as teachers of Biology up to post-18 and general science at least to KS3 and possibly KS4.

The PGCE programme has been designed to train teachers to practice as a subject specialist teacher for the secondary age range (11-16). Trainees are assessed against the standards for Qualified Teacher Status (QTS) across the age range. Trainees will also often gain experience of the 16-18 age range, although they will not be formally assessed in this phase.

Course detail

The course is active and practical allowing trainees to develop professional competence through work undertaken in schools and in the university. Trainees work with young people, develop their expertise in their specialist subject area, share and discuss educational issues and study relevant educational research. The course is just the beginning of what we hope will be a process of continual professional development throughout a challenging and rewarding career.

The course is part of UWE's Department of Education's programme for Initial Teacher Training. Units studied are:

• Subject Knowledge for Teaching
• Professional Development
• Professional Practice
• Classroom Based Enquiry

These units are studied in both the school and the university-based parts of the course, the work on each site being complementary. The course centres on learning about the nature, content and teaching of all aspects of the science curriculum for 11-16 year olds and of specialist Biology for 14-19 year olds.

Structure

During your 12 weeks of study at the university, a range of aspects of teaching and learning of the Science curriculum will be addressed, for example:

• Common misconceptions in Science
• Behaviour for learning in the science classroom
• The science curriculum and qualifications
• Use of ICT in science
• Use of assessment to help all learners to make progress
• Safety in Science lessons
• The nature of Science

We will introduce you to a range of teaching styles, classroom management skills, lesson planning and assessment procedures both in the university and through classroom support from teachers in schools. You will consider strategies to support young people in their learning of science. You will also consider the use of a range of teaching styles and resources, including the appropriate use of information and communications technology (ICT).

You will participate in sessions with other biology graduates, and in mixed science groups. You will also work with graduates from other disciplines where cross-curricular issues, such as learning theories and behaviour management are covered.

Format

We recognise that embarking on a new course of study can sometimes be quite a challenging undertaking. You will have support from a number of staff in the university including your group tutor. Additionally any student can get support on a range of issues from a Department Student Adviser.

Placements

24 weeks are spent on placement: a total of nine weeks in one placement during the autumn term and 12 weeks in a second placement during the spring and summer, with shorter placements designed to complement your school experiences, including opportunities to spend time in primary or special schools.

As well as teaching, the course includes contact time with a Senior Professional Tutor and a Subject Mentor in school, directed study time and personal study time.

Trainees in some placements also have the opportunity for a third placement during the final weeks of the course.
You will also be provided with opportunities to work collaboratively with young people as a whole subject group or with other scientists.

Assessment

In order to pass the course, trainees are required to pass each unit. They are assessed on a number of written assignments and also on classroom practise against the standards specified by the Secretary of State for the award of Qualified Teacher Status (QTS). Before you start the course it is recommended that trainees take the computer-based QTS skills tests in Numeracy, Literacy and ICT.

Careers / Further study

The Postgraduate Certificate in Education (PGCE) courses now include 60 credits of assessment at Master's Level (Level M). For candidates who opt not to attempt the requisite credit at Level M, a Professional Graduate Certificate in Education will be available as an alternative award.

How to apply

Information on applications can be found at the following link: http://www1.uwe.ac.uk/study/applyingtouwebristol/postgraduateapplications.aspx

Funding

- New Postgraduate Master's loans for 2016/17 academic year –

The government are introducing a master’s loan scheme, whereby master’s students under 60 can access a loan of up to £10,000 as a contribution towards the cost of their study. This is part of the government’s long-term commitment to enhance support for postgraduate study.

Scholarships and other sources of funding are also available.

More information can be found here: http://www1.uwe.ac.uk/students/feesandfunding/fundingandscholarships/postgraduatefunding.aspx

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This course offers a wide ranging, in depth knowledge of oral biology in its broadest sense including relevant microbiology and disease processes. Read more
This course offers a wide ranging, in depth knowledge of oral biology in its broadest sense including relevant microbiology and disease processes. It also provides a sound educational background so that you can go on to lead academic oral biology programmes within dental schools.

Why study Oral Biology at Dundee?

This course is specifically designed for individuals who wish to pursue career pathways in academic oral biology, with a focus, though not exclusively, on developing individuals who can deliver and, more importantly, lead oral biology courses within dental schools.

Oral Biology is a significant subject area that is integral to undergraduate and postgraduate dental training worldwide. The scope of Oral Biology includes a range of basic and applied sciences that underpin the practise of dentistry. These subjects include: oral and dental anatomy; craniofacial and dental development; oral physiology; oral neuroscience; oral microbiology. These subjects will be integrated with the relevant disease processes, for example, craniofacial anomalies, dental caries and tooth surface loss.

What's so good about studying Oral Biology at Dundee?

This programme focuses on the research and education experience of the staff in the Dental School in Dundee. Such expertise lies in the fields of craniofacial development and anomalies; pain and jaw muscle control; salivary physiology; cancer biology; microbiology; cariology and tooth surface loss.

In addition it makes use of the extensive resources available for postgraduate programmes: extensive histological collections; virtual microscopy; oral physiology facilities; cell biology and dental materials laboratories.

Who should study this course?

The MSc in Oral Biology is for graduates who wish to pursue a career in academic oral biology. The course will be of particular interest for those wishing to establish themselves as oral biology teachers, innovators and course leaders within a dental school.

Teaching and Assessment

The Dental School is well placed to deliver such a course with an established staff of teaching and research active within oral biology, and its related fields, an in-house e-learning technologist and substantial links to the Centre for Medical Education in the School of Medicine. There will be an opportunity for students to exit with a PGCert in Oral Biology after successful completion of modules 1 -4 or a Diploma in Oral Biology after successful completion of modules 1 - 7.

How you will be taught

The programme will be delivered via a blend of methodologies including: face-to-face lectures / seminars / tutorials; on-line learning; directed and self- directed practical work; self-directed study; journal clubs.
What you will study

The MSc will be taught full-time over one year (September to August). Semester one (Modules 1 – 4) and Semester 2A, 2B (Modules 5 – 8) will provide participants with wide ranging, in-depth knowledge of oral biology, together with focused training in research (lab-base, dissertation or e- Learning) and its associated methodology. The MSc course is built largely on new modules (5) supported by 2 modules run conjointly with the Centre for Medical Education within the Medical School. All modules are compulsory:

Semester 1:

Module 1: Academic skills 1: principles of learning and teaching (15 credits)
Module 2: Cranio-facial development and anomalies (15 credits)
Module 3: Dental and periodontal tissues, development and structure (20 credits)
Module 4: Oral mucosa and disorders (10 credits)

Semesters 2A and 2B

Module 5a: Academic skills 2a: principles of assessment (15 credits)
Module 5b: Academic Skills 2b:educational skills
Module 6: Neuroscience (20 credits)
Module 7: Oral environment and endemic oral disease (20 credits)
Module 8: Project (60 credits)

The project is designed to encourage students to further develop their skills. This could take the form of a supervised laboratory research project, a literature based dissertation or an educational project. The educational project would be based around the development of an innovative learning resource utilising the experience of the dental school learning technologist.

How you will be assessed

Exams on the taught element of the programme will be held at the end of semester one. Essays and assignments will also contribute to the final mark, and the dissertation will be assessed through the production of a thesis and a viva exam.

Careers

The MSc Oral Biology is aimed at dental or science graduates who are either early in their careers or wish to establish themselves as oral biologists within dental schools. Oral Biology is a recognised discipline in many dental schools worldwide. Graduates will have gained sufficient knowledge and skills to enable them to be teachers, innovators and educational leaders in the field. In addition, successful graduates will be well placed to undertake further postgraduate study at PhD level. In some cases, this may possible within the existing research environments within the Dental School, the wider College of Medicine Dentistry and Nursing and the Centre for Anatomy and Human Identification of the University of Dundee.

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Why choose this course?. This comprehensive course provides an in-depth view of the contemporary issues and techniques required of professional wildlife conservationists working both in the UK and overseas. Read more

Why choose this course?

This comprehensive course provides an in-depth view of the contemporary issues and techniques required of professional wildlife conservationists working both in the UK and overseas. The course is taught not only by our experienced academic staff but with the assistance of world-leading experts and conservation practitioners both in class and also in the field.

Importantly throughout the course we stress a holistic appreciation of the link between field and laboratory-based work and the necessity of professional level communication with a range of audiences. Where possible teaching will be undertaken through workshops and seminars so providing a more immersive environment to help develop an understanding of the operation of professional-level applied conservation skills in communication and problem solving.

What happens on the course?

The focus throughout is on animals in their wild settings and as such there is a strong emphasis on fieldwork and applied wildlife research. Modules to be studied are:

7AB012 Conservation Genetics - This module is focused on genetic applications to problems of conservation, reflecting the diversity of concerns relevant to conservation biology and covering the management of captive populations for conservation. Modern genetic techniques used by conservationists are also examined.

7AB009 Advanced Survey and Monitoring Techniques –The desktop survey, design, collection, processing, analysis and output production of environmental data (physical, vegetation and organismal) will be explored in a problem-based setting. This will involve the integrated use of Global Positioning Systems (GPS), Geographical Information Systems (GIS), geospatial imagery, telemetry, image acquisition, sound acquisition, ground-truthing and field survey techniques.

7AB011 Primate Conservation and Behaviour - This module focuses on the evolution of primate societies and asks how environmental and demographic factors influence animals’ decisions about how to organise their social and reproductive strategies. Throughout, the emphasis is on understanding key theoretical concepts and how these may be applied to empirical studies of non-human primates. This module explores also the science of scarcity and diversity of wild primate populations and the successful management of captive populations for conservation.

7AB013 Research Methods for Wildlife Conservation - This module prepares you with the skills needed for wildlife conservation research. You will develop advanced skills in literature searching and critical analysis of published work. You will explore the development of a research question, research design, data handling and statistics. You will prepare a professional portfolio of your research methods covered in the module.

7AB010 Field Course - The module will examine the whole process of research trip planning from funding and logistical planning through to the detail of content for individual session activities. The culmination of this process will be a residential field course in the UK or overseas.

7AB014 Conservation of UK Protected Species – In-depth consideration of the conservation of UK protected species including their ecology, protection legislation, conservation measures, habitat management and habitat creation.

7AB015 The Masters Project module - an opportunity to plan, undertake and deliver an extended, problem-focused, original independent investigation related to the chosen programme of study and is a requirement for the award of a Masters degree.

Whilst the majority of the material will be delivered by the core Departmental staff the course aims to bring-in external speakers from wildlife research, practice and policy to allow students access to the knowledge of professionals working in the sector.

Why Wolverhampton?

  • Wolverhampton is developing a national reputation for the study of Animal Behaviour and Wildlife Conservation. Studying the MSc provides real opportunities to influence the direction of study and research of the staff and student body.
  • There are significant opportunities to undertake fieldwork in a range of local, national and international settings. This is an important driver for the department and provides a strong applied focus for Masters-level study across the range of modules studied.
  • A strong emphasis is placed on developing the link from strategic/logistical planning through field and laboratory work to the professional communication of the information generated.
  • The facilities of the new Science building at the university provide a significant opportunity to develop complementary wildlife-related laboratory skills which are often not explored at undergraduate level.
  • Innovative approaches to learning are used including student-led workshops, seminars and practical activities that mirror workplace scenarios. This gives students a strong role in directing their own development and links strongly to career development and aspiration.
  • There is a strong emphasis on the individual and the nurturing of individual study and career aspirations.

Career Path

The course prepares you for a role as a conservation professional working with strong applied and field-based components. In particular it gives you key opportunities for employment in conservation-type roles in the UK and beyond where higher-level qualifications are essential for demonstrating topic knowledge and technical competency. Such roles are found in a host of statutory and non-governmental organisations across the wildlife sector.

What skills will you gain?

  • A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of wildlife conservation and behavioural science.
  • A comprehensive understanding of techniques applicable to your own research or advanced scholarship. Specifically you will develop the higher-level field and laboratory skills that are widely applied in the wildlife conservation community.
  • A practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline. Specifically you will understand the process of enquiry within wildlife conservation and behaviour from first principles and strategic/logistical planning through field and laboratory work to professional output (report, research paper, oral presentation etc.)
  • A conceptual understanding that enables you to critically evaluate current research and advanced scholarship in the discipline as well as the knowledge to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
  • Applied skills and theoretical understanding linking policy and practice that allow you to fully engage with the advancement of knowledge in wildlife conservation and behaviour science.


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