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Description. This four semester, one residency course of study (60 credit hours) MFA is a low residency, hands on, projects driven program for the aspiring director / writer / producer who recognizes story is king. Read more
Description:
This four semester, one residency course of study (60 credit hours) MFA is a low residency, hands on, projects driven program for the aspiring director / writer / producer who recognizes story is king. Whether making a feature, documentary, web-series or corporate video, it is story that intrigues us.

This program takes a holistic approach and seeks to train the complete creative filmmaker and then empower that filmmaker, using the most current marketing and distribution technologies, to market and distribute his or her independent productions.

Program Director and award-winning indie filmmaker Wayne Crawford has combined 30 years of filmmaking with 10 years of university teaching and devised this one of a kind, creative laboratory program.

What’s different about this online film program?

Firstly, there aren’t many online film programs. So I think we can even ask a broader question—how is the Horizons Film Program different from most all film programs—whether online or on campus? Well, we’re different in a variety of ways.

1. We’re affordable.

2. We don’t train specialists. We train complete filmmakers to write, direct and produce. All of your skills are integrated so you become empowered to create your own opportunities.

3. The program is focused on story and story structure and all of out courses are cross-linked. For example, we introduce a concept in your directing class, reinforce that concept while analyzing a film in producing, practice that concept in screenwriting and perform it in your productions.

4. And maybe most importantly, Program Director Wayne Crawford, an experienced writer/director/producer is taking you through the entire process. Wayne has made more than 20 feature films and created three TV series—almost 100 episodes.

5. Since this is a hands-on program, our class sizes are small. This means your creative work receives maximum attention.

6. Our 10 day residency is held on our campus outside of Paris and includes art excursions into Paris—a cultural oasis like no other.

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The MSc Acoustics course offers two pathways specialising in either Audio Acoustics or Environmental Acoustics, both of which offer opportunities to develop specialist knowledge of NVH (Noise, Vibration & Harshness). Read more
The MSc Acoustics course offers two pathways specialising in either Audio Acoustics or Environmental Acoustics, both of which offer opportunities to develop specialist knowledge of NVH (Noise, Vibration & Harshness).

Key benefits:

• An in-depth analytical treatment of acoustic engineering as used in industry and research
• You are taught by World-class audio and acoustic engineering researchers - part of an RAE submission rated highest for research power
• Strong and long-standing connections with audio and acoustics industry across the World which inform course content.

Visit the website: http://www.salford.ac.uk/pgt-courses/audio-acoustics

Suitable for

This course is designed for technically skilled graduates whose first degree was not necessarily in reproduced sound or acoustics but another engineering or science discipline. This course is also designed for those currently working in the audio and acoustic industry who wish to expand their expertise, and those wishing to train to begin an acoustic and audio engineering career.

Programme details

The MSc Acoustics has two pathways: Audio Applications and Environmental Applications.

- Audio pathway -

The generation, manipulation and reproduction of high quality audio signals are core elements of the rapidly expanding communication, entertainment and sound engineering industry. The audio pathway aims to train graduates in the acoustic aspects of audio such as digital signal processing, microphone and loudspeaker design, architectural acoustics and sound reproduction.

- Environmental pathway -

The environmental pathway is designed to provide you with the knowledge and skills to work in environmental acoustics, including environmental noise consultancy, noise control in industry and acoustic engineering research.
The course is accredited by the Institute of Acoustics which provides external validation of the course quality.

Format

The majority of teaching and learning takes place through tutorial and seminar groups. Assessment is generally in the form of assignments, which improve problem solving and other skills as well as providing a strong background in the subject area.The Acoustics MSc course offers a variety of flexible formats, including full- and part-time attending modes, and by distance learning over two years. Those considering part-time study should bear in mind that the courses are intensive, and that generally, we advise that part-time means half time, i.e. you would need to allocate half the week to the MSc, 19 working hours.

Distance learning and attending students benefit from the supply of a range of high-quality teaching materials, text books and software. Interaction with students is face-to-face wherever practical, but we also use web-based learning support packages (databases of materials, discussion boards etc.) to support the whole cohort.

Semester 1

Common to both pathways:

• Mathematics and acoustics
• Loudspeakers and perception

Semester 2

• Room Acoustics and modelling

Audio Acoustics Pathway:

• Digital signal processing and electroacoustics

Environmental Acoustics Pathway:

• Environmental Noise

Semester 3

• Project

Assessment

• Taught modules are assessed through assignments
• The project is assessed through a dissertation

Career potential

The Audio Pathway on this course is designed to train graduates to meet a growing demand for audio skills in industry, and also to enable employees to reach their full potential. This postgraduate course has been used as in-service training by a number of UK and global companies (e.g. mobile telecoms). While one naturally thinks of mobile phone design as belonging to 'telecommunications', there are considerable audio engineering challenges in designing good quality sound from the small transducers used in confined spaces, often in the presence of considerable background noise. Also, increasing markets exist for sophisticated audio systems in the home (surround sound cinema), at work (Internet conferencing facilities, virtual environments) and in transport (car audio). This masters course has been devised to meet this growing demand.

The audio acoustics industry is diverse. It includes major firms with 'core' audio-related market share such as Philips, Sony, Dolby, B&O and KEF. Many other businesses employ specialists in acoustics: Nokia, Bentley (and Ford, Nissan etc) to name a few. Building design and architectural acoustics needs specialist engineering consultants looking at room configurations and surface treatments, noise ingress and egress, sound reinforcement system design and so on, and a very wide variety of companies (Arup Acoustics are one large example in this area) employ graduates from our courses. Students also go on to study for a higher degree by research, here at Salford or elsewhere.

The Environmental Pathway meets the needs of people wanting a career dealing with building design, noise and its control. With noise being a significant problem worldwide, there is significant demand from companies wanting to employ graduates understanding acoustics. Many employers such as noise and acoustic consultancies, and product manufacturers, come directly to Salford to recruit graduates from our courses. Our reputation in acoustics means that our graduates have an excellent chance of quickly finding a job. Acoustic consultancy offers the opportunity to engage with a wide variety of projects and clients, and consultancy practices who recruit our graduates are spread widely throughout the UK, the EU, Canada, the Middle East, Australia and New Zealand.

How to apply: http://www.salford.ac.uk/study/postgraduate/applying

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The UCL Institute of Education is a leading centre for teacher education in Europe and one of the largest teacher training providers in London. Read more
The UCL Institute of Education is a leading centre for teacher education in Europe and one of the largest teacher training providers in London. We have a wide range of teacher training programmes for those wanting to qualify to teach in primary and secondary schools, and in further and adult education colleges. The IOE was recognised by Ofsted as ‘Outstanding’ across every programme.

The School Direct Programme (Salaried) is an employment-based route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Students will earn a salary while they train. This route is offered to experienced graduates (preferably those with first or upper second-class degree classification in a relevant subject) and who have at least three years’ work experience. It is not necessary for this experience to be education related.

Biology:

Study Secondary Biology at the UCL Institute of Education - http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/biology-school-direct-salaried

Students will be part of a school team from the start and will receive intensive support from experienced teachers in the classroom. Opportunities will exist to build networks with fellow trainees. This route leads to the award of QTS (Qualified Teacher Status).

Students employed through the School Direct Salaried programme can typically expect to earn between £17,368 – £29,970.
As well as the School Direct Salaried route, we also offer this course through the School Direct Tuition Fee (http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/science-biology-school-direct-pgce) and PGCE routes (http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/biology-pgce).

Chemistry:

Study Secondary Chemistry at the UCL Institute of Education - http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/chemistry-school-direct-salaried

The School Direct Programme (Salaried) is an employment-based route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Students will earn a salary while they train. This route is offered to experienced graduates (preferably those with first or upper second-class degree classification in a relevant subject) and who have at least three years’ work experience. It is not necessary for this experience to be education related.
Students will be part of a school team from the start and will receive intensive support from experienced teachers in the classroom. Opportunities will exist to build networks with fellow trainees. This route leads to the award of QTS (Qualified Teacher Status).

Students employed through the School Direct Salaried programme can typically expect to earn between £17,368 – £29,970.
As well as the School Direct Salaried route, we also offer this course through the PGCE route (http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/chemistry-pgce)

Physics:

Study Secondary Physics at the UCL Institute of Education - http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/physics-school-direct-salaried

The School Direct Programme (Salaried) is an employment-based route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Students will earn a salary while they train. This route is offered to experienced graduates (preferably those with first or upper second-class degree classification in a relevant subject) and who have at least three years’ work experience. It is not necessary for this experience to be education related.

Students will be part of a school team from the start and will receive intensive support from experienced teachers in the classroom. Opportunities will exist to build networks with fellow trainees. This route leads to the award of QTS (Qualified Teacher Status).

Students employed through the School Direct Salaried programme can typically expect to earn between £17,368 – £29,970.
As well as the School Direct Salaried route, we also offer this course through the School Direct Tuition Fee (http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/science-physics-school-direct-pgce) and PGCE routes (http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/physics-pgce).

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The environment is currently being subjected to unprecedented anthropogenic change at all spatial scales, from local pollution incidents, through landscape alteration due to agricultural change and urbanisation, right up to global climate change. Read more
The environment is currently being subjected to unprecedented anthropogenic change at all spatial scales, from local pollution incidents, through landscape alteration due to agricultural change and urbanisation, right up to global climate change. Unfortunately it is hard to respond to such challenges due to the complex and multifactorial nature of environmental systems. The science is difficult to encompass and digest, the technology wide-ranging and complex, and the responses required more difficult to implement.
The aim of this MSc is therefore to train a new generation of environmental monitors and managers to detect and measure environmental changes and attempt either to mitigate them or to adapt to them. To achieve this aim the course will of necessity by highly Interdiciplinary. It will combine the broad knowledge and expertise within the two schools of SoBBES and GEES and elsewhere in the Science faculty of a wide variety of subjects, ranging from eDNA and ecology, through to geochemistry and GIS, enabling students to identify and define the problems. The field of environmental science is a fast-moving one, and the course will use and train students in the new technologies It will also be Integrative. It will show how different approaches and technologies can be harnessed to understand the processes of environmental change, and how they can be addressed. Finally it will be Translational. It will show how modern theory and technology can be harnessed to manage ecosystems in the service of stakeholders, such as industry and the regulatory authorities. Students will be encouraged to perform research projects with the many stakeholder partners we have built up locally, nationally and internationally, solving real life problems of environmental change. The programme aims to bring students up to MSc level in the following areas:
1. To provide an in-depth knowledge of the causes and consequences of Environmental Change, and of all aspects of the technologies used to monitor it from laboratory analysis to field techniques.
2. To provide the know-how to critically assess the different methods of managing environmental change used by stakeholders and regulatory authorities, and the technical ability to implement these measures.
3. To provide a knowledge of the policy and regulatory framework under which environmental monitoring and management operate.
4. To train them to be able to design and implement research programmes to assess environmental change, to analyse the results obtained and write up and communicate the findings to both specialist and non-specialist audiences.
5. To develop the transferrable skills necessary to successfully carry out monitoring and to implement change, skills such as teamwork, communication, time management and independent thinking.

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This program is accredited by the Conférence des Grandes Ecoles and is accessible after a +4/5 Bac. Train future experts in transport, logistics and port operations. Read more
This program is accredited by the Conférence des Grandes Ecoles and is accessible after a +4/5 Bac .

objectives

Train future experts in transport, logistics and port operations.

Strengths

- Training 100% in English, in a very international environment: the EM Normandie annually more than 500 foreign students
- Taught by internationally renowned experts, nationalities and varied cultures
- A professional training: Mission HEC Entrepreneurs, challenge in business, business dating, professional seminars
- A campus in the heart of an international logistics center: Le Havre is the first port of France for foreign trade and container and was voted best European port by Asian professionals
- A Port Institute of Education and Research: IPER to benefit from port and maritime expertise
- Promotion human scale and an individual close monitoring

Program

- 4 modules are provided in the first semester, from September to December
- 4 modules are planned for the second half, from January to April

professionalization -

- a mission of five weeks: audit logistics business is expected. Missions are found and validated by the teaching team (HEC Entrepreneurs pedagogy).
- a 2-week challenge: optimizing logistics flows is organized.
- 1 internship minimum of 5 months;

Courses taught in English by professors and experienced professionals.

Useful information

Duration of program: 12 months in basic training

Output Level: Label awarded by the Conférence des Grandes Ecoles

Rate: € 10,990

Teaching Locations: Campus du Havre

important dates -
Admission session: April 18, 2016
Start Date: September 7, 2016

infrastructures -
The school offers:

- 22,200 m2 in Caen, Deauville, Le Havre, Paris and Oxford,
- 8 amphitheatres
- 2 sports complexes,
- 5 relaxation areas,
- 2 cafeterias,
- 2 media libraries with 33 500 items, 530 national and international journals and 9 databases accessible by all students,
- 12 computer rooms and multimedia,
- PC 280 self-service,
- 4 internet networks at very high speed,
- 10 rooms equipped SmartEcole®,
- Wi-Fi access on campus.

Housing -
For each campus, you have the option of renting rooms in guest houses, apartments with private individuals or in university residences, between 200 m and 1.5 km from the campus. The EM Normandie Le Havre is a member of Association for http://www.ahloet.fr student housing.

Campus Location -
The MA Normandy is located in Normandy, northwestern region of France, near Paris, easily accessible by motorway and train.

Le Havre campus enjoys a privileged location in the city center, 200 m from the beach. The train station is within 10 minutes by bus through a direct line. The tram connects the beach and the center of Havre to the entire metropolitan area. This privileged situation favors the integration of students.

Normandy town of first importance, the city center was declared World Heritage by UNESCO in 2005 which welcomed the "innovative exploitation of the potential of concrete."

Le Havre is the first port of France for foreign trade and containers.

City of art and history, Le Havre offers students a pleasant living environment, offering many cultural opportunities, intellectual and sports.

Le Havre has been classified by the site "L'Etudiant" as the 12th average city in which to study - http://www.letudiant.fr/palmares/palmares-des-villes-etudiantes/havre-le.html

Le Havre is also the 4 th city in its class cities "to complete his studies."

International candidates

Admission -
International applicants (who need a visa) must send their application at the latest by 13 June 2016. They can send their applications from the month of September 2015.
In parallel EM Normandie application, international applicants must be a record Campus France in order to facilitate obtaining their visas - http://www.campusfrance.org/fr/page/procedure-cef-creez-votre-dossier

If you are accepted (e) in the program, you will be asked to pay a deposit of € 1,000 (deductible tuition fees) to reserve your place in training. You will be accompanied (e) your visa procedures and accommodation by the International Office once you have paid the deposit.

http://www.ecole-management-normandie.fr/formation/msc-acces-bac-4/msc-international-logistics-and-port-management/candidats-internationaux_1633.html

Careers

career opportunities -
In industrial companies, logistics providers and services as well as humanitarian organizations:

- Responsible organization flow management / information systems
- Procurement officer
- Responsible logistics
- logistics analyst
- Logistics Project Manager
- logistics consultant
- logistics manager
- responsible sourcing
- responsible distribution

http://www.ecole-management-normandie.fr/formation/msc-acces-bac-4/msc-international-logistics-and-port-management/carrieres_1634.html

Admission

Find out how to apply here - http://www.ecole-management-normandie.fr/formation/msc-acces-bac-4/msc-international-logistics-and-port-management/admission_1635.html

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School Direct programmes last one year and are largely designed by teachers, for teachers. The course is structured based on the specific skills employers are looking for in NQTs, and therefore employability levels are extremely high on completion. Read more
School Direct programmes last one year and are largely designed by teachers, for teachers. The course is structured based on the specific skills employers are looking for in NQTs, and therefore employability levels are extremely high on completion. School Direct programmes offer trainees the chance to train in school whilst achieving a PGCE. The programmes offers opportunities to train to teach across all phases; Early Years, Primary and Secondary.

The University works in partnership with a wide range of groups across the South West. These partnerships include: Teaching Schools, Co-operative Trusts and Church Schools. Our University is well known for the outstanding quality of our trainees, and this course offers trainees the chance to perfect their transferable teaching skills within our key partner schools.

In 2014-2015 88% of Primary trainees were employed and 100% of Secondary trainees following study.

The University of St Mark and St John as also been highly praised and recognised, Ofsted (2014) ‘The partnership’s effective use of local diversity and wider links which ensures that trainees have breadth and variety in their training, so making them highly employable.’ and Ofsted (2014) ‘The quality of training is good overall and meets the needs of the phase specialisms well.’

Providing you meet the entry criteria, you have two options for the School Direct programme:
-Non-salaried: Open to all graduates and funded by tuition fees paid by the trainee. Trainees may receive a bursary of up to £30,000 from the Department of Education. This is the perfect route for graduates who want to be part of a school team from day one.
-Salaried: Perfect for high-quality graduates (usually with a first class or upper second honours degree) who already have experience in a school. Trainees will earn a salary as an employee of the school, and will partake in a minimum of 60 days of training. You will also be invited to train at another school for variety of experience. During your training, you will have the support of school-based trainers and University trainers.

Modules

All modules are compulsory.
For primary trainees:
-Inclusion & the primary classroom: Managing difference
-Understanding the child: a personalised approach to children’s learning
-Developing a philosophy of learning & teaching across the primary curriculum

For secondary trainees:
-Becoming a teacher: Pedagogy & philosophies of learning
-Inclusion in the secondary classroom: appreciating diversity
-Understanding the learner: A personalised approach to learning & assessment

Career Opportunities

The School Direct programme leads to Qualified Teacher Status (QTS). School Direct is very attractive to potential employers because all training is undetaken in schools which gives graduates a wealth of practical classroom experience.

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This programme aims to develop all the skills, knowledge and understanding you’ll need to become a responsible and effective teacher in your chosen age phase- http://www.gold.ac.uk/pgce/primary/. Read more
This programme aims to develop all the skills, knowledge and understanding you’ll need to become a responsible and effective teacher in your chosen age phase- http://www.gold.ac.uk/pgce/primary/

This full-time Primary PGCE (QTS) programme is available in conjunction with any of the following age phases:

3-7 year olds (Lower Primary)
5-11 year olds (Upper Primary) or
7-11 year olds (Upper Primary)

Why train with Goldsmiths?

We have a strong and longstanding partnership with a range of schools in London and south-east England and work closely with them to plan and implement our PGCE (Primary) programme.
In 2015 98% of student who were recommended for QTS with Goldsmiths were employed in schools. This figure is higher than the national average. Almost nine out of ten Goldsmiths graduates obtained teaching posts in London schools and about two thirds are employed within partnership schools.
The programme covers all the National Curriculum subjects, and in each curriculum area, you will have the opportunity to develop understanding of the teaching and learning process, and to learn about effective classroom practice
In addition, Core PGCE students will be able to choose from a range of enhancements as part of your training. These have been chosen through discussions with school partners and reflect what they are looking for in prospective NQTs.

These enhancements include:

Children Literature
Maths in Action
Modern Languages
Early years (Chosen at application)

We really care

We offer personalised support and enrichment activities for all of our students, as we recognise that this is a strong factors in helping them achieve their goals. Our students told Ofsted that the response they got from tutors is ‘amazing’, with help always forthcoming.

You will be prepared to enter the world of teaching

A recent Ofsted inspection found that trainee teachers at Goldsmiths were well prepared for the world of teaching, with exceptional subject knowledge across the curriculum.

Additional costs

You will have to cover your travel costs to your school placements. We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

School Direct

It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.

Contact the department

If you have specific questions about the degree, contact Una Coyne.

Structure

Our integrated, dual pathway method of teaching means that for 24 weeks of this programme you will be working full-time in a school while being supported professionally by a system of school and personal tutoring.

During the Autumn Term and Spring Term you undertake block placements in a relevant age phase, and then in the Summer Term you will be given responsibility for the whole class. For the 3-7 age range programme, extra sessions relevant to teaching in the Foundation Stage are given.

Two modules are offered at Masters (M) level. These are Studies in Professional Issues and Research in Education (SPIRE) – a classroom-based research project with a pedagogic focus – and Curriculum Studies, which has an integrated focus in which there are a number of options. School Experience is offered at Higher (H) level.

For the award of Qualified Teacher Status (QTS), you are also formally assessed on your competence in the classroom and your ability to meet Department for Education Professional Standards including computer-based tests in literacy and numeracy which are now a condition of entry to the programme.

Department

We have been training teachers since 1904, and have established a reputation for excellence in this field

Educational Studies

We see education as a window through which to view the world, and as something with the power to define who we are and how we live

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.

Teaching placements

We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.

Support

We offer a high level of support through a system of school and personal tutoring.

Research

Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

Learning & Teaching

A range of teaching methods are employed across the PGCE programmes, including:

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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This full-time PGCE (Secondary) programme is available in conjunction with any of the following teaching subjects. Art and Design; Biology; Chemistry; Design and Technology; Drama; English; Media with English; Mathematics; Modern Languages and Physics- http://www.gold.ac.uk/pgce/secondary/. Read more
This full-time PGCE (Secondary) programme is available in conjunction with any of the following teaching subjects: Art and Design; Biology; Chemistry; Design and Technology; Drama; English; Media with English; Mathematics; Modern Languages and Physics- http://www.gold.ac.uk/pgce/secondary/

This programme aims to develop all the skills, knowledge and understanding you’ll need to become a responsible and effective secondary school teacher in your chosen subject. Find out about the programmes:

PGCE (Secondary): Art & Design
PGCE (Secondary): Design & Technology
PGCE (Secondary): Drama
PGCE (Secondary): English
PGCE (Secondary): Mathematics
PGCE (Secondary): Media Studies with English
PGCE (Secondary): Modern Languages
PGCE (Secondary): Science Education: Biology, Chemistry or Physics
Why train with Goldsmiths?
We have a strong and longstanding partnership with a range of schools in London and south-east England and work closely with them to plan and implement our PGCE (Secondary) programmes.

In 2015, 98% of students who were recommended for QTS with Goldsmiths were employed in schools. This figure is higher than the national average.

Our recent Ofsted inspection found that:

Schools and NQTs testify that the course provides trainees with a solid pedagogical understanding of teaching in their subject area. They rightly believe this is due to an effective balance between practice and pedagogy. School Direct trainees are able to attend the same academic sessions at the university as trainees on the traditional PGCE courses.

All trainees feel these sessions equip them with a range of teaching strategies. They comment that they are encouraged to develop their reflective skills and this further enhances the quality of their teaching over time.

School Direct

It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.

Additional costs

As well as your your PGCE fees, you will have to cover your travel costs to your school placements.

We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

Contact the department

If you have specific questions about the degree, contact Department of Educational Studies.

Structure

Autumn Term

The first four weeks of the Autumn Term are usually College-based, although you may begin regular visits to your first teaching experience school from the fourth week onwards.

In College, you spend most of your time in a subject group with your subject tutor, who has overall responsibility for your professional development. These sessions introduce you to the basic principles and approaches to teaching and learning in your subject.

There is also a block lecture programme, General Professional Studies (GPS), which explores issues common to all teachers. Within GPS you have an opportunity to study an option in more depth.

From around the fifth or sixth week until the end of the term, you are based for four days a week in a school, working largely within your specialist subject department.

Your school-based tutor is responsible for a programme in school that enables you to relate what you have learned in College to the context of the particular school, and to gradually build up your confidence and expertise in teaching.

Throughout the term, you continue to come into College on Fridays to work with your subject tutor and group to reflect on your experience in school and develop particular areas of expertise.

Spring and Summer terms

The first two weeks of the Spring Term are usually based in College, where you build on the experiences of the Autumn Term to develop your expertise further so that you will be ready to undertake an extended block of teaching.

From around the third week of term until the spring half-term holiday, you spend four days a week in your second school, coming into College on Fridays to reflect on your experiences and develop your expertise with your subject tutor and fellow students. Between the spring and summer half-term holidays you are based full-time in the school.

In effect you work as a full member of a school team, with responsibility for all aspects of planning, teaching and assessing the learning of a number of classes. During this period, you have the opportunity to investigate in greater depth one of the areas introduced in the Autumn Term lecture programme, and to relate it to the specific context of the school in which you are based.

The three or four weeks at the end of the Summer Term are used flexibly for both school and College activities to ensure that all aspects of your professional development have been addressed.

Department

We have been training teachers since 1904, and have established a reputation for excellence in this field

Educational Studies

We see education as a window through which to view the world, and as something with the power to define who we are and how we live

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.

Teaching placements

We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.

Support

We offer a high level of support through a system of school and personal tutoring.

Research

Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

Learning & Teaching

A range of teaching methods are employed across the PGCE programmes, including:

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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The MSc in Internet Systems and e-Business is a taught programme aimed at all graduates who want to train in modern computing. It provides an opportunity to acquire the skills required to pursue a career in Internet-based information systems. Read more
The MSc in Internet Systems and e-Business is a taught programme aimed at all graduates who want to train in modern computing. It provides an opportunity to acquire the skills required to pursue a career in Internet-based information systems. The programme is also suitable for those who have been in industry or other employment, possibly involving increasing recent work with IT, and now want to improve their career by means of formal training and a recognised qualification. The programme starts with an introduction to programming and then covers key details of software engineering and Internet technology.

Course Structure

Seven taught modules and then a dissertation module of approximately two months over the summer.

Core Modules

-Object-Oriented Programming in Java and UML
-Software Engineering for the Internet
-Distributed Computing
-Enterprise and Distributed Systems
-Research Methods and Professional Issues
-Web Technology
-Digital Imaging
-Dissertation

Learning and Teaching

The MSc in Internet Systems and e-Business is a full-time taught programme aimed at all graduates who want to train in modern computing. It provides an opportunity to acquire the skills required to pursue a career in Internet-based information systems. The programme is also suitable for those who have been in industry or other employment, possibly involving increasing recent work with IT, and now want to improve their career by means of formal training and a recognised qualification. Students are registered for 12 months from the course start date at the beginning of October each academic year. The programme starts with an introduction to programming and then covers key details of software engineering and Internet technology.

The programme consists of seven lecture/tutorial based core modules plus a research project. The two modules in Object Oriented Programming, and Web Technology, each feature 18 hours of lectures plus 8 hours of tutorial contact time.

The three modules in Digital Imaging, Distributed Computing and Research Methods and Professional Issues each feature 12 hours of lectures plus 8 hours of tutorial contact time. The lecture module on Software Engineering for the Internet has 20 hours of tutorials. The lecture module on Enterprise and Distributed Systems use a variety of teaching methods. It might typically feature 24 hours of lectures, 8 hours of tutorials and a total of 91 hours of laboratory/practical classes. The total contact hours for all 7 of these modules is therefore 96 hours of lectures, 68 hours of tutorials and 91 hours of laboratory/practical classes.

A major individual research project is also undertaken during the course under the guidance of an appropriate staff supervisor. This provides an open-ended challenge to each individual student. Regular meetings are held with the supervisor to discuss project progress and planning issues. At the end of the project students are required to submit a dissertation documenting their project work. Students should expect to have around 5 hours of contact time with their supervisors over the course of their research projects.

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Train to become a Clinical Pharmacist on this Liverpool John Moores University Masters course, which is mapped to pharmacy practice frameworks and offers excellent teaching standards. Read more
Train to become a Clinical Pharmacist on this Liverpool John Moores University Masters course, which is mapped to pharmacy practice frameworks and offers excellent teaching standards.


•Train to become a Clinical Pharmacist at one the country’s oldest pharmacy departments
•Study part time over one to three years
•LJMU was accredited as a Royal Pharmaceutical Society Foundation School in 2015
•Fit your study around work
•Course blends workplace-based learning, self-directed learning and University-based study sessions
•Curriculum is mapped to the Royal Pharmaceutical Society Foundation Pharmacy Framework
•Exceptional standards of teaching which command impressive student satisfaction rates


This student-centred, work-based learning programme gives you the option of completing a Postgraduate Certificate, Postgraduate Diploma or MSc qualification.

The programme promotes a rigorous scientific approach to clinical pharmaceutical problems, enabling you to act as a clinical adviser. It will extend your knowledge of therapeutics, increasing your value as a specialist in drug-related matters and enhancing your powers of communication and logical argument.

If you successfully complete year one of the programme, you will be entitled to a Postgraduate Certificate, while completion of year two entitles you to the Diploma. The MSc can be completed over a further 12 months, either starting straight after completing the Diploma, or following a break of up to five years.

During your course you will be assigned a practice-based tutor (PBT) from your hospital trust and a clinical liaison tutor (CLT) from LJMU. You will undertake a number of learning activities in your workplace, supported by your practice-based tutor. This will be supplemented by a number of study days, which will usually be taught at LJMU's Byrom Street site in the heart of Liverpool city centre.

Where students meet the relevant criteria, they may choose to study an independent prescribing qualification in Year 2 (subject to accreditation by the GPhC).

The programme’s blended learning approach features a range of self-study activities, including recommended reading, short recorded lectures, and online questions, as well as more traditional seminars and workshops.

The course begins with an induction study day followed by a series of a Therapeutic Study Days on a range of clinical topics taught by specialist practising pharmacists.

Study days and study weekends are designed to ensure you get the most out of your time on campus. One of the study days (paediatrics) is hosted at Alder Hey Hospital – one of the country’s few dedicated children’s hospitals – to give you a rare opportunity to observe specialist paediatric practice.

Please see guidance below on core and option modules for further information on what you will study.
PgCert

Developing Clinical and Professional Practice
Development of clinical skills for assessment of appropriateness and effectiveness of drug therapy.
Clinical Therapeutics for Core Condition
Advancement of clinical knowledge of therapeutics for appropriate management of commonly encountered conditions/disease states.
PgDip

Core Modules:

Improving Healthcare Practice
Systems level management of clinical practice, including how healthcare services are organised and delivered.
Option – Non-prescribing Pathway

Foundations of Leadership and Development
Leadership skills and supporting others with their learning and development.
Advanced and Specialist Therapeutics
Development of integrated knowledge and understanding of medicines use for advanced and specialist practice
Option – Prescribing Pathway

Clinical Skills
Clinical Skills for prescribing, including patient evaluation and monitoring.
Prescribing Effectively in Practice
Prescribing practice, supported by a Designated Medical Practitioner to hone prescribing skills.
MSc

Research Project
Substantial research project exploring a relevant aspect of clinical practice in primary or interface care.
Further guidance on modules
The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Please email if you require further guidance or clarification.

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Train to become a journalist with this intensive, practical course that combines traditional methods and developing technologies to meet the demands of a multimedia industry. Read more
Train to become a journalist with this intensive, practical course that combines traditional methods and developing technologies to meet the demands of a multimedia industry.

This course offers a dynamic, practice-focused multimedia programme, closely linked to industry. We combine traditional methods with new and developing technologies to train you in multimedia journalism.

You’ll learn a range of practical skills and leave with reporting and production expertise for print, online, magazine, television and radio. You’ll also develop an understanding of social media and convergence issues.

You'll learn through practical experience, both in our news rooms and on an industry placement and we also support you in getting your work published and broadcast.

See the website http://www.napier.ac.uk/en/Courses/MA-Journalism-Postgraduate-FullTime

What you'll learn

You’ll have a passion for news and an interest in the media, plus an instinct to find and tell stories. We develop your skills to make sense of fast-moving situations and meet deadlines, while reporting a story accurately, simply and eloquently with honesty, integrity and creativity.

Our broadcast studios and multimedia newsrooms provide an industry setting, allowing you to experience life as a journalist and develop practical skills. You’ll gain a firm understanding of media law, ethics and regulations. You’ll also develop your analytical and critical skills and writing, communication and research techniques.

You'll benefit from studying in a dynamic city that is home to many creative industries. You’ll make use of Edinburgh as a political, economic and cultural centre, providing a rich source of stories and settings for your work. Guest lectures and work placements help you develop your industry contacts, allowing you to have work published/broadcast before you leave.

This is a one year full-time course, starting in September, and is split up into three trimesters. You'll learn by a variety of teaching methods including lectures, specialist workshops in our newsrooms and studios and independent study.

We've used our 40 years’ experience of teaching journalism to shape this degree into one of the most modern journalism courses available.

Our curriculum is developed with employers, industry contacts and our accrediting body, the Broadcast Journalism Training Council. We also have a partnership with STV to deliver local TV.

Subjects include

PgDip
- Radio Bulletins
- Media Law for Journalists
- New Writing
- TV and Multimedia News
- Journalism, Information & Society
- Magazine Publishing

MA
- Academic or production dissertation

Study modules mentioned above are indicative only. Some changes may occur between now and the time that you study.

Careers

We have a high success rate for placing our graduates in jobs. You may find work as a:
- reporter
- editor
- press officer
- feature writer
- commentator
- production worker in broadcast, print or online

Recent graduates have gained full-time work across media platforms. The industry placement you'll undertake as part of your course is particularly valuable for making contacts and can often lead to an offer of employment. Placements are a vital opportunity to gain industry experience and show editors and potential employers what you can do.

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Epidemiology is the science that underpins a large area of medical research and public health. It describes the burden of disease at the population level and seeks to identify causes of disease which can help to inform effective interventions and high quality treatment strategies. Read more

What is Epidemiology?

Epidemiology is the science that underpins a large area of medical research and public health. It describes the burden of disease at the population level and seeks to identify causes of disease which can help to inform effective interventions and high quality treatment strategies. Postgraduates from this course will have a wide range of career options, and are in demand in universities, government, national health services, non-government organisations and industry.

What is Biostatistics?

Biostatistics is the science of collecting, analysing, presenting and drawing inferences from data for research in medicine and health. Context is vitally important as methods developed in one area of statistics can be misleading when unthinkingly applied elsewhere. For example, basic regression assumes independence whereas data on patients is rarely independent as they share common treatment pathways within e.g. hospitals. Postgraduates from this course will learn a wide range of contemporary statistical methods and, most importantly, when and where they should be applied.

What will this course teach me?

Training the next generation of scientists...

This course will train you to be a researcher with excellent analysis skills. The course culminates in a research project tailored to your chosen theme, which you will write up for publication in a journal. The project will be conducted under the supervision of leading researchers in their field.

Designed to fit an area of need, you will be attractive to future employers, whether in academic research or industry.

The curriculum

The course aims to train scientists to pursue careers in epidemiology, biostatistics, public health and health-services research. Students all undertake the five Common Core modules before choosing a Specialist Theme to focus on. Three further modules are then completed within the chosen Specialist Theme before moving on to the Research Project.

Common Core

This new MSc offers a common core of modules and three specialist themes (of which you choose one). The specialist themes are:

Statistical Epidemiology;
Non-communicable Disease Epidemiology and
Applied Population Health.

Modules

The taught modules for this MSc come to 120 credits in total, comprising of 75 credits of 'Common Core' modules plus an additional 45 credits from optional modules, which you will tailor to suit your chosen specialism. You will then go on to complete a 60 credit Research Project.

Your five Common Core 15 credit modules will be:

Core Epidemiology,
Introduction to Modelling,
Statistical Inference,
Advanced Epidemiology and
Professional Spine.

You will then choose a Specialist Theme and will undertake four 15 credit modules within that specialism.

Professional Spine

This is an innovative aspect of the course; it is designed to provide you with the skills and experience necessary to work effectively in research. The spine runs throughout the second semester and consists of:

◾Working in epidemiology and public health
◾Ethics
◾Critical appraisal skills for evidence review and synthesis
◾Academic writing for publication
◾Presentation skills
◾Consultancy skills
◾Management and Leadership

Research project

The course culminates in your research project, which you will start to think about in the first semester. Working in collaboration with the teaching team you will be choosing, designing, conducting and writing your research project, which you will tailor to suit your chosen specialism. You can either choose from a range of projects designed by the supervisors, or you can design one yourself.
The final outcome will be to write up a paper, suitable for publication in a journal. We will encourage you to submit the article, using our experience and reputation to augment this process.

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The MPhil degree in Conservation Leadership is a full-time, 11-month, Masters course aimed at graduates of leadership potential with usually at least three to five years of relevant professional experience, either in employment or in a voluntary capacity. Read more
The MPhil degree in Conservation Leadership is a full-time, 11-month, Masters course aimed at graduates of leadership potential with usually at least three to five years of relevant professional experience, either in employment or in a voluntary capacity. The unique features of this course are its delivery by a partnership between several university departments and conservation organisations based around Cambridge, and its focus on issues of management and leadership. Consequently, the course aims to deliver a world-class and interdisciplinary education in Conservation Leadership that is not available elsewhere.

The MPhil in Conservation Leadership aims to train students to address the challenges of biodiversity conservation in an integrated and interdisciplinary manner, by focusing on an understanding of the root causes of ecosystem change and biodiversity loss. The goal is not only to develop conservationists with greater awareness of the complex drivers of biodiversity loss, but to develop the ability to act and lead effectively. This includes the development of professional management and leadership skills including strategic planning, finance and accounting, HR management/planning, innovation, entrepreneurship and the management of change. The course fosters and develops the leadership of its students by promoting their capacity to understand the links among the drivers of biodiversity loss, and to think creatively about conservation solutions across organizational and political boundaries and economic sectors, and by developing their confidence and maturity of judgment.

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

Course detail

The course has two taught elements: (i) course work modules; and (ii) professional placement.

Learning Outcomes:

- To foster and develop leadership skills including strategic planning, finance and accounting, and HR management/planning, innovation, entrepreneurship and the management of change.

- To train students to address the challenges of biodiversity conservation in an integrated and interdisciplinary manner, by focusing on an understanding of the root causes of ecosystem change and biodiversity loss

Format

Formal coursework (6 core modules) is concentrated in the Michaelmas and Lent Terms, from October to March, and students follow six substantive modules spread over these two terms. Assessed course work relating to these modules is completed by the start of the Easter Term. The taught elements of the course offer: (i) inter-disciplinarity across the social and biological sciences; (ii) integration with management and leadership skills; and (iii) an emphasis on practice through engagement with conservation professionals.

Professional placements start to be developed during the first two terms in collaboration with their supervisors. Students work on a specific project which addresses a carefully defined conservation leadership challenge. The professional placement is undertaken over the Easter Term from April to June, and Summer, from July to August, and an assessed Placement Report is submitted at the end of this period.

Placements

The Placements on this MPhil aim (i) to give students the opportunity to develop applied conservation leadership skills, (ii) to put into practice some of the ideas and methods learned during the taught component of the course, and (iii) to allow students to follow their personal interests by carrying out an in-depth piece of work on an issue or problem that particularly interests them.

Students can either select their placement from a list of ideas provided by the CCI partner organisations and circulated in the Michaelmas term, or develop their own ideas and approach potential supervisors directly. Placements can be within a University department or a conservation organisation, and can include fieldwork away from Cambridge. Students will be expected to make a presentation on their proposed work to a forum during the Lent Term, and to produce a detailed logframe for their placement during the Easter Term.

Assessment

- Placement report of not more than 10,000 words. (40% of the marks)
- 4 essays (4,000 words each)
- 2 coursework (project) submissions.
- 1 group presentation and associated essay
- A discretionary oral examination on any or all of the assessed components of the MPhil

Continuing

70% or more overall score in MPhil.

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

Funding Opportunities

International students from cash poor, but biodiversity-rich countries, attract a range of scholarships. These scholarship may originate either from the applicants’ home country, or from sources available in Cambridge. Please see the Masters in Conservation Leadership website for further details http://www.geog.cam.ac.uk/graduate/mphil/conservation/funding.html

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

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There has never been a more urgent need to train scientists in the area of food security, equipped with skills in agronomy; plant pathology, plant disease and plant genetics; and knowledge of modern agricultural systems and agricultural policy. Read more

Food security: a global concern

There has never been a more urgent need to train scientists in the area of food security, equipped with skills in agronomy; plant pathology, plant disease and plant genetics; and knowledge of modern agricultural systems and agricultural policy. The Royal Society report Reaping the Benefits: science and the sustainable intensification of global agriculture published in October 2009, provided the clearest evidence of the challenge of ensuring global food security during the next 50 years. Crop yields need to rise significantly, but in a manner that requires much lower dependency on chemical intervention and fertilisers.

Meeting the challenge of sustainable agriculture

This programme was developed in collaboration with the agricultural industry, government agencies including Department for Environment, Food and Rural Affairs (Defra) and The Food and Environment Research Agency (Fera), and farmers and food manufacturers, to provide a multi-disciplinary training in sustainable agriculture and global food security. Research-led teaching in molecular plant pathology, plant sciences and microbiology is strongly supplemented by Rothamsted Research, North Wyke expertise in grassland management, soil science and sustainable farming systems. Leading social scientists also provide valuable input in rural land use and the rural economy. The combination of expertise in both arable and pastureland systems ensures a truly rounded learning experience.

The curriculum takes account of the key skills shortages in the UK to train highly skilled individuals who can enter government agencies, agriculture and food industries and fulfil very valuable roles in scientific research, advice, evaluation, policy development and implementation tackling the challenges of food security. The programme provides opportunities to gain industrial and practical experiences including field trips.

Expert teaching

Teaching is enriched by expert contributions from a broad cross-section of the industry. Scientific staff from Fera provide specialist lectures as part of the Crop Security module, members of the Plant Health Inspectorate cover field aspects of plant pathology, and a LEAF1 farmer addresses agricultural systems and the realities of food production using integrated farm management. In addition, teaching staff from the University and BBSRC Rothamsted-North Wyke will draw on material and experiences from their academic research and scientific links with industry.

Industrial and practical experience

All students will have opportunities to gain industrial and practical experiences. Teaching visits will be made to the Plant Health Inspectorate in Cornwall to see quarantine management of Phytophthora, and to a local LEAF farm to review the challenges and approaches to food production in integrated farm management systems. You will gain specialised experience in practical science or policy making through a dissertation or project placement with external agencies. Defra and Fera, for example, are offering five dissertation and/or project placements annually.

Programme structure

The programme is made up of modules. The list of modules may include the following; Professional Skills; Research Project; Sustainable Land Use in Grassland Agriculture; Crop Security; Sustainable Livestock and Fisheries; Political Economy of Food and Agriculture and Research and Knowledge Transfer for Food Security and Sustainable Agriculture

The modules listed here provide examples of what you can expect to learn on this degree course based on recent academic teaching. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand. Please see the website for an up to date list (http://www.exeter.ac.uk/postgraduate/taught/biosciences/foodsecurity/#Programme-structure)

Addressing a skills shortage to tackle global food security

The MSc Food Security and Sustainable Agriculture curriculum has been designed in collaboration with the agricultural industry to tackle the skills shortage that exists in this vital interdisciplinary area. This programme will provide the highly skilled individuals required in government agencies, agriculture and food industries for critical roles in scientific research, advice, evaluation, policy development and implementation tackling the challenges of food security.

Global horizons

With food security and sustainable agriculture a global concern, opportunities for specialists in the areas of agronomy, plant pathology, plant disease and plant improvement will be worldwide. By combining expertise across the natural, social and political sciences, this programme provides valuable interdisciplinary knowledge and skills in both arable and pastureland systems. Graduates will be prepared to take on the global challenges of food security and sustainable agriculture, being able to adapt to farming systems across the world and identify cross-disciplinary solutions to local agricultural problems.

Learning enhanced by industry

The programme is enriched by expert contributions from a broad cross-section of the industry, with specialist lectures, teaching visits to observe the practical application of techniques, and industrial placement opportunities for project work or dissertations in practical science or policy making.

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Clinical Academic Programme -. The academic programme is based on a ‘core competency’ model (BPS, 2007) and comprises four main areas of teaching. Read more

About the course

Clinical Academic Programme -

The academic programme is based on a ‘core competency’ model (BPS, 2007) and comprises four main areas of teaching: Professional Practice and Personal Development; Therapeutic Models and Interventions; Research Methods in Clinical Psychology; and Client Groups and Client Contexts.

Each of these four areas is further divided into a number of specific teaching modules that span the three years of training and correspond as much as possible with the structure and sequence of clinical placements. An awareness of the issues of ethical practice and equality for all is highlighted in all modules. Particular consideration is given to the many ways in which issues relating to diversity and inequality impact on the work of practising clinical psychologists within the lectures, and all lectures are formally evaluated on this by the trainees. Additionally, there are specific lectures considering a wide range of diversity issues within the Clients in Context module taught across the three years.

Four models of psychological therapy are currently taught on the programme: cognitive behavioural therapy (CBT), systemic and family psychotherapy, personal construct therapy and psychodynamic psychotherapy. The content of the introductory CBT module is mapped onto the IAPT curriculum to enable trainees to include this in their portfolio of competencies, should they wish to seek employment where this is a specific requirement. More advanced training is provided in the third year of training. A previous trainee recently gained accreditation with the BABCP based on their CBT training at the University of Hertfordshire.

The academic programme is located within the overall programme philosophy which places particular emphasis on incorporating constructivist and social constructionist approaches to conceptualising psychological difficulties and their management. In line with the programme philosophy, an important aim of the academic programme is to train clinical psychologists who can understand and apply a range of psychological theories and approaches to both clinical practice and research. We teach our trainees to draw on multiple theoretical and evidence bases to develop individually tailored assessments, formulations, interventions and evaluations of complex psychological problems. We emphasise the flexibility to adapt and combine different approaches as a key competence, and our curriculum therefore aims to develop a broad, thorough and sophisticated understanding of various psychological theories and therapeutic approaches.

Service User Participation:

The DClinpsych course encourages service user and carers' participation in the training and have established a committee of service users and carers who consult and participate in the training course.

Problem Based learning -

Problem-based learning (PBL) forms an important part of clinical training at the University of Hertfordshire. As part of the academic programme trainees complete a series of small-group based PBL exercises, which aim to promote reflective, collaborative and self-directed learning.

Throughout the three years, trainees also participate in a series of small group discussions to consider academic papers and clinical cases. These discussions provide an academic context for trainees to integrate theory and research, to highlight theory-practice links, and to enable peer review of formulation and intervention plans. More formal case presentations are undertaken in the third year.

A unique feature of our clinical psychology training at UH is the access that our teachers and trainees have to a purpose-built, advanced simulation training centre.

The trainees are regarded as mature students, and for this reason an adult learning model is adopted. In line with this model and the overall programme philosophy, it is recognised that not only do trainees learn in different ways, but also that they can pursue their own perceptions of the material being taught and interpret it for themselves.

In line with HPC requirements for all clinical training programmes, all trainees selected will be informed of the various activities that form part of the academic curriculum (e.g., role-plays, problem-based learning, simulation training, small group discussions, etc). Consent to participate in all aspects of the academic programme will be sought prior to the programme commencing.

How to apply

All applications for funded places to the Doctorate are made through the national Clearing House for Postgraduate Courses in Clinical Psychology (http://www.leeds.ac.uk/chpccp)

Our next intake of Trainees will be at the end of September 2016. Application packs are available from the Clearing House from September 2015, and the deadline for applications is early December 2015.

Each academic year starts at the end of September or beginning of October with a compulsory four-week, full-time introductory block of teaching. This is followed by teaching all day on Thursdays and Fridays during term-time.

We are now accepting self funding trainees from September 2015: See below on how to apply.

Up to two fee-paying places, on our doctoral programme for International, European and British applicants, are available for entry in Autumn 2015. Fee-paying students will follow the same programme of study as trainees with NHS funded places.

Applications for our fee-paying places need to be made directly to the programme, using our application form. The closing date for these applications is 1st March 2016.

Overseas applicants are strongly advised to apply for Graduate Basis for Chartered Membership (GBC) from the British Psychological Society (BPS) before applying. For further details about how to go about this, please view the BPS website.

How to contact us

For further information, please contact the Course Administrators Ms Neeli Clarke () or Catriona Roy () or tel +44 (0)1707 286322 +44 (0)1707 286322

How to find us

We are based in the Health Research Building on the College Lane Campus. Where to find us - http://www.herts.ac.uk/contact-us/where-to-find-us/college-lane-maps-and-directions

Why choose this course?

The course has a particular remit to train clinical psychologists to take up NHS positions. Clinical psychologists working in the region support the course, and many are working in collaboration with the Programme Team to provide placement supervision, research supervision, teaching and skills workshops.
The DClinPsy Trainees attend the University for their lectures, seminars and tutor support, but also spend approximately three days per week on their clinical placements.

Careers

In line with the concept of the "scientist-practitioner", the programme of research aims to equip trainees with the knowledge and skills required to undertake high-quality research, appraise literature critically, and adopt an evidence-based approach to clinical practice, where possible. It also aims to foster in trainees an awareness of the need for, and motivation to undertake, research in clinical settings - both during their placements and after qualification - to contribute to the evidence base of the profession.

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