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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. 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: € 12,000

Teaching Locations: Campus du Havre

important dates -

Admission session:

Start Date: September , 2018

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 11 June 2018. 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 € 2,500 (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:

- Head of Flow Management Organisation

- Head of Logistic Organisation

- logistics analyst

- Logistics Project Manager

- Port Operation Manager

- Transport Manager

- Purchaser

- Shipping business strategy

- SAP...

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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Do you believe that music has a key role to play in every young person’s education? Are you determined to bring the subject alive for pupils? If so, our PGCE Secondary Music course will provide you with access to becoming an inspiring teacher. Read more

Do you believe that music has a key role to play in every young person’s education? Are you determined to bring the subject alive for pupils? If so, our PGCE Secondary Music course will provide you with access to becoming an inspiring teacher.

What's covered in the course?

If you’re passionate about young people and want to introduce them to the exciting world of music and music making in all its forms then we’re excited to train you to ensure you excel as a teacher.

You’ll explore the skills and knowledge that music as an art form offers at secondary education level; and to train to become a confident, dynamic and creative teacher with the ability to make music accessible to all. You’ll discover how pupils learn and explore ways in which you can plan musical activities that will ensure they progress and develop their musicality.

Exploring an inclusive and rich approach towards music, you’ll prioritise active music making to promote musical thinking and learn how to inspire and enthuse your pupils by taking them on an exciting and stimulating musical journey. Techniques used include links many different forms of music and music making. These can be used to help pupils to become more self-confident, informed and culturally aware.

This course has strong links with local musical organisations such as the largest Music Service in the country run by Services for Education in Birmingham. The course provides the opportunity to experience music education from a variety of perspectives, including organisations that form part of the Birmingham Hub for Music Education like Birmingham Contemporary Music Group (BCMG) and mac Birmingham.

A key feature of the course is how we promote technology enhanced learning both in terms of developing beginning teachers and also how music technology can support teaching and learning in schools.

Why Choose Us?

  • At least 120 days across a minimum of two placements, in line with the National College for Teaching and Learning (NCTL) requirements, supported by a subject mentor in your school and a personal development tutor at the University.
  • If you have a minimum of a 2:2 in your undergraduate degree, a Master’s or a PhD you may be eligible for a bursary from the (NCTL)For 2017 entry this bursary is £9,000 if you have a First or PhD and £4,000 if you have a 2:1 or Master’s.
  • We’re proud of our high employability rates, with 98 per cent of the School’s postgraduate students in employment or further study six months after completing this course (latest DLHE survey 2014/15).
  • If you accept an offer from us you’ll be able to take part in our free Skills Test ‘bootcamps’ to make sure you’re ready to start your PGCE in September.
  • You'll gain Master's level credits gained as part of this course that you can then use towards a full Master's degree, such as our Master’s in Teaching and Learning or Educational Leadership.

Entry Requirements

You must have a good degree (minimum 2:2 but 2:1 or 1st preferred) from a UK higher education institution or equivalent. You must have a GCSE grade C or above (or equivalent) in both English language and mathematics prior to application and if you are offered an interview you will take a written test to assess your standard of English.

You will also need to pass the Skills Test sin Literacy and Numeracy.

There is an expectation that you will have had some general experience of working with secondary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher.

As part of the selection procedure, the interview panel will expect you to demonstrate your expertise in music and will assess personal qualities such as the potential to relate well to secondary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.

Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).

Assessment

Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Standards is verified by mentors.

How do I apply?

All applications for 2014 entry need to be made via the UCAS Teacher Training website.

Course code: W3X1



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Do you want a career that enables you to help pupils master skills that are vital to their success, not just during their education, but for life? If so training to teach maths on our PGCE in Secondary Mathematics is course for you. Read more

Do you want a career that enables you to help pupils master skills that are vital to their success, not just during their education, but for life? If so training to teach maths on our PGCE in Secondary Mathematics is course for you.

What's covered in the course?

You’ll learn techniques to inspire students around maths, making it enjoyable and ensuring they’re equipped with skills they’ll need for in the future. You’ll teach across a range of ages and abilities on daily basis so we’ll train you to be handle changing effortlessly between number patterns and sequences to calculus depending on who you’re teaching.

After interview you may be advised you need to take a funded Subject Knowledge Enhancement (SKE) course, which we offer in mathematics on 24- and 16-week routes before you start your PGCE (shorter courses of between two and 12 weeks may be available according how much enhancement of your knowledge is needed).

Our aim is to help you become a committed, confident and creative teacher so we’ll train you in the essential tools you need to kick-start your career in education. As you progress, you’ll increase your ability to handle the ever-evolving teaching environment, and by the time your course is complete, you’ll be in a position to continue developing your understanding, knowledge and skills throughout your professional life.

Assignments and school-centred activities are structured around the development of your School Experience Progress Journal (SEPJ) which demonstrates your progress against the nationally agreed competences (the Teachers’ Standards), which all teachers must meet throughout their career. A system of continuous review and assessment of progress in the SEPJ will support your growing ability to take responsibility for your own development. 

Why choose us?

  • At least 120 days across a minimum of two placements, in line with the National College for Teaching and Learning (NCTL) requirements, supported by a subject mentor in your school and a personal development tutor at the University
  • If you have a minimum of a 2:2 in your undergraduate degree, a Master's or a PhD, in a subject area relevant for teaching mathematics, you may be eligible for a bursary from the National College for Teaching and Learning (NCTL)For 2017 entry this bursary is £25,000. A higher level scholarship of £27,500 may be available from the Institute of Mathematics and its Application (IMA) subject to application and deadlines.
  • We’re proud of our high employability rates, with 100 per cent of students in employment or further study six months after completing this course (latest DLHE survey 2015/16)
  • 100 per cent of our 2016 graduates said we prepared them ‘very well’ for employment (latest DLHE survey 2015/16)
  • If you accept an offer from us you’ll be able to take part in our free Skills Test ‘bootcamps’ to make sure you’re ready to start your PGCE in September.
  • You'll gain Master's level credits gained as part of this course that you can then use towards a full Master's degree, such as our Master’s in Teaching and Learning or Educational Leadership.

Entry requirements

You must have a good degree (minimum 2:2) from a UK higher education institution or equivalent, at least 50 per cent of which is in mathematics or a mathematics-related subject area. You must have a GCSE grade C or above (or equivalent) in both English language and mathematics prior to application and if you are offered an interview you will take a written test to assess your standard of English.

You will also be required to pass the Skills Tests in Literacy and Numeracy.

There is an expectation that you will have had some general experience of working with secondary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher.

As part of the selection procedure, the interview panel will expect you to demonstrate your knowledge of mathematics and will assess personal qualities such as the potential to relate well to secondary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.

Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and completing successfully an enhanced disclosure via the Disclosure and Barring Service (DBS).

Assessment

Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Standards is verified by mentors.

How do I apply?

All applications need to be made via the UCAS Teacher Training website.

Course code: G1X1



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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.

Course 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 18 hours of lectures and 12 hours of tutorials. The total contact hours for all 7 of these modules is therefore 90 hours of lectures and 72 hours of tutorials.

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 you are required to submit a dissertation documenting your project work. You should expect to have around 5 hours of contact time with your supervisors over the course of the research project.



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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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The . Specializing Master in Industrial Design Engineering and Innovation. , directed by Prof. Matteo O. Ingaramo, was created to mold capable designers who can manage the entire development of a new product from the initial concept to the manufacturing stage. . Read more

The Specializing Master in Industrial Design Engineering and Innovation, directed by Prof. Matteo O. Ingaramo, was created to mold capable designers who can manage the entire development of a new product from the initial concept to the manufacturing stage. 

This Specializing Master joins the artistic and humanistic skills belonging to design culture with the technical know-how that relates to production technology, materials, and manufacturing costs. It strives to meet the need to operate in a worldwide landscape of heightened competition where the designer can increase the value of a product by making innovations – in both aesthetics and usability – that take advantage of available technologies. The aim is to train professionals whose creative capacity is matched by technical expertise and awareness in a product’s industrial feasibility.

Goals 

This program aims to train professionals to manage the design and production processes for both small- and large-scale manufactured items, with an expert eye on issues of technology, manufacturing, and cost but without sacrificing features of quality of expression.

For more informations, visit http://www.polidesign.net/en/industrialdesign



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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
• Major Project

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.

How to apply

http://www.napier.ac.uk/study-with-us/postgraduate/how-to-apply

SAAS Funding

Nothing should get in the way of furthering your education. Student Awards Agency Scotland (SAAS) awards funding for postgraduate courses, and could provide the help you need to continue your studies. Find out more: http://www.napier.ac.uk/study-with-us/postgraduate/fees-and-funding/saas-funded-courses

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Our Food Chain Systems MSc has been developed as a result of extensive industry-led research. The course examines the whole of the food chain from pre-harvest to market with the overall aim of enhancing the quality and safety of food. . Read more

Our Food Chain Systems MSc has been developed as a result of extensive industry-led research. The course examines the whole of the food chain from pre-harvest to market with the overall aim of enhancing the quality and safety of food. 

Who is it for?

The course is suitable for new graduates from a science or technology background who are interested in a career within the food industry. The course is also ideal for professionals already working in the industry who would like to train to further their careers. Available on a full and part-time basis the course offers flexibility and support for those who wish to train whilst remaining in employment.

Food Chain Systems MSc is part of the Agriculture and Food Programme. It provides a critical appreciation of the issues concerned with the production and supply of safe food in the modern world. Through the integration of scientific, technological and managerial factors students will learn how to use food resources more efficiently to achieve higher quality and safer food production as well as successfully understand and manage food supply chains.

The holistic approach of the MSc will provide you with a detailed understanding of the whole of the food chain system including:

  • Diagnostics
  • Food microbiology
  • HACCP
  • Logistics
  • Postharvest technology
  • Predictive modelling
  • Risk assessment of food
  • Supply chain management.

Why this course?

Increasing consumer awareness and demand regarding food quality, nutrition and safety issues, coupled with intensifying competition within the rapidly changing food industry, has created a demand for individuals who are able to drive success in the management of key food chains in a modern global economic market.

Our Food Chain Systems MSc has been developed as a result of extensive industry-led research. It represents a unique offering within the UK and Europe in that it examines the whole of the food chain from pre-harvest to market through the integration of science, technology and management.

The holistic approach of the MSc responds to the increasingly integrated food supply chain ('farm to fork') and will equip you with the relevant knowledge, skills and practical experience needed to pursue a wide variety of career opportunities in today's food industry.

Informed by Industry

Our MSc in Food Chain Systems benefits from input from an industry advisory panel with representatives from commercial organisations and non-commercial organisations, who help to ensure the course maintains its real-world relevance to the marketplace and industry focus. This involvement by industry makes successful students highly sought after in the employment market.

Accreditation

This course is accredited by Institution of Agricultural Engineers and Institute of Food Science and Technology.

Course details

The formal taught component of this course comprises eight compulsory modules. Each module is two weeks in duration, consisting of one week of lectures, practical work, site visits and one week for private study. Part-time students attend the first week of each module but may continue with coursework assignments at a suitable time and location. This element constitutes 40% of the overall mark.

Group project

Group projects provide students with an understanding of working on real challenges in the work place along with skills in team working, managing resources and developing reporting and presentation skills. Many of the projects are supported by external organisations and the experience gained is highly valued by both students and prospective employers. For part-time students a dissertation usually replaces the group project. 

This element constitutes 20% of the overall mark.

Individual project

The four-month individual research project can be carried out within industry or academia and for part-time candidates it can be undertaken in your place of work. This key part of the course allows you to apply the research skills acquired during the taught phase of the course to a practical problem in health science and acts as an opportunity for you to meet potential future employers.

This element constitutes 40% of the overall mark.

Assessment

Taught Modules 40%, Group Project 20%, Individual Research Project 40%

Your career

Upon successful completion of the course, graduates will be able to pursue or enhance careers in a variety of key areas such as:

  • Logistics
  • Production
  • Research
  • Retail
  • Storage
  • Supply.

Employers will exist in a variety of food-related sectors including:

  • Food manufacturers and production companies
  • Food retailers
  • Government agencies
  • Logistics and supply chain
  • Management companies
  • Research institutions.

Cranfield graduates are very successful in achieving relevant work. Some 93% are in relevant employment or further study six months after graduation. For professionals already in industry, Cranfield qualifications enhance their careers, benefiting both the candidate and their employer.



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Modern vehicles are often taken for granted and yet they represent an incredibly complex and diverse set of disciplines. Read more

Modern vehicles are often taken for granted and yet they represent an incredibly complex and diverse set of disciplines. The automotive electronics engineer has to bring together real-time software, safety critical constraints, sensor electronics, control algorithms, human factors, legislation and ethics into a working package that satisfies multiple stakeholders.

The Ricardo engineering consultancy helped to develop this course, ensuring MSc students come away equipped with industry-relevant skills. Their continued involvement includes offering the use of pioneering industry equipment through the Ricardo Universities IC Engines research facility. They also help to cultivate future engineering talent, both locally and internationally.

On this MSc course you'll explore a range of topics including interconnected communication networks, entertainment systems, safety critical software, diagnostics, alternative fuels and hybrid technologies.

In the latest Research Assessment Exercise (RAE2008), our automotive engineering research group achieved an excellent rating, with 70 per cent of its research rated as internationally excellent or world leading, and 95 per cent deemed to have been internationally recognised.

Our reputation has enabled us to invest more in our facilities.

This MSc is accredited by the Institution of Engineering and Technology on behalf of the Engineering Council as meeting the requirements for further learning for registration as a chartered engineer. Candidates must hold a CEng-accredited BEng or BSc(Hons) undergraduate degree to comply with full CEng registration requirements.

Course structure

The course starts in September. You will study four modules each term and will take exams after your Christmas and Easter vacations.

For each taught module you will have between three and four hours' contact with the lecturer each week, alongside further self-study tutorial and laboratory exercises requiring study outside of the class contact time.

After all eight taught modules have been completed you will then begin your individual project and masters dissertation stage. This final stage is full-time, but there are no classes during this phase, which ends in early September.

It is possible to study part-time study, by taking the modules at a slower rate. This can be tailored to fit around any personal or professional commitments that you may have. Please note, however, that there is no evening teaching so if you wish to study part-time then you will need to agree on study leave with your employer in order to attend the classes. The final project phase could be conducted at your place of work in some cases.

Syllabus

You will study eight modules and embark on an individual project. This project will form the basis of your dissertation.

Core modules

  • Engineering with MATLAB
  • Sustainable Automotive Power Technology
  • Automotive Communication Systems
  • Embedded Processor Systems
  • Power Train Engineering
  • Sensors and Interfacing
  • Power Electronics and Actuators
  • An individual project on which you base your dissertation

Option modules

  • Advanced Computer Systems
  • Secure Information Systems Engineering

Individual projects have included real-time power-train modelling for software in the loop testing, a smart grid system using electric vehicles as an energy storage resource and an experimental investigation of novel fuel injection and ignition systems for a spray-guided gasoline engine.

Our research labs

The Division of Engineering and Product Design’s research and teaching laboratories house a number of engine test cells in which world leading research is carried out. Although these labs centre on cylinders, pistons and valves they are surrounded by complex electronic equipment to control the mechanics and to monitor pressures, temperatures, chemistry and capture high speed events on computer for real-time and post-run analysis.

MSc students often carry out projects in these labs and make their contribution to research or commercial innovation. For details of these state of the art laboratories see Sir Harry Ricardo Laboratories.

Professor Stipidis and his team provide valuable state-of-the-art research into automotive communications architectures and also provide infrastructure for some of the laboratory exercises in the Automotive Communications Systems taught module.  

Employability

This course serves as a training and proving ground for the next generation of researchers. It is ideal for those hoping to be employed as development or research engineers.

The MSc can also serve as the basis for further study at a doctoral level.

The nature of graduate work varies; it could be with OEM’s (Original Equipment Manufacturers) like Ford, General Motors, Jaguar Land Rover; it could be with consultants such as Ricardo, Lotus or AVL; or Tier One suppliers such as Delphi, Infineon or Denso.

Employment Prospects

Our students have secured roles including:

  • Automotive engineer at Daimler AG (Mercedes-Benz passenger cars)
  • Automotive electronic components research engineer at Car Parts Industries UK
  • Automotive engineer at Lysanda (fuel and CO2 prediction, using MATLAB modelling with DSpace)
  • Automotive engineer at Delphi (ECU design)
  • Renewables engineer at OST Energy (irradiation analysis, yield and energy production modelling using MATLAB)
  • Product application engineer with IPETRONIK, India (automotive data acquisition systems)
  • Automotive application engineer at Dearman Engine Company (engine control unit design)
  • Consultant engineer at BMW Munich (assembly process planning)
  • Production engineer at BMW (glazing automation processes)
  • Chassis control engineer at Ford Dunton Technical Centre
  • Diesel engine control diagnostic validation engineer at Ford Dunton Technical Centre

Potential job roles include:

  • Design engineer
  • Calibration engineer
  • Software engineer
  • Control engineer
  • Modelling
  • Electronic systems integration
  • Production engineer
  • Research and development
  • Communications engineer
  • Project management


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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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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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This intensive and well-supported year of training will prepare you to teach young people in the 11–16 age phase. You will also benefit from additional opportunities to develop your ability to teach at sixth-form level. Read more

This intensive and well-supported year of training will prepare you to teach young people in the 11–16 age phase. You will also benefit from additional opportunities to develop your ability to teach at sixth-form level.

You will focus on one of the following subject specialisms:

  • Mathematics
  • Modern languages (French, German or Spanish)
  • Science (Biology, Chemistry or Physics)
  • Citizenship with Social Science
  • English
  • Geography
  • Religious Education

In addition to gaining Qualified Teacher Status (QTS) in accordance with government standards, you will also receive the award of PGCE with 60 credits towards a masters degree.

In addition to gaining Qualified Teacher Status (QTS) in accordance with government standards, you will also receive the award of PGCE with 60 credits towards a masters degree.

This course will enable you to become an effective, inclusive and evidence informed teacher. At the heart of our course is a commitment to personalising your journey to Qualified Teacher Status. We'll help you to grow in confidence and competence by providing you with outstanding support as you train. We have high student satisfaction rates, as evidenced in the Guardian University League table for Education.

You'll find a supportive learning environment at the University and in our partnership schools. This will help you develop a deep understanding of the secondary curriculum, including your own specialist subject and acquire a range of teaching methods, based upon the latest research in education. We model good teaching as we train you, so you can transfer what you've experienced into your own practice.

You'll also benefit from a course that supports you in becoming a research-engaged teacher, who can use evidence to drive improvements in young people's learning and well being. Your PGCE modules form part of our Master of Research in Education, which you can continue with beyond your PGCE year.

You will benefit from two contrasting placements in our committed partnership of schools. You will spend two-thirds of your course in both placements.

What will you study?

Twenty-four weeks of this 36-week practical programme are based in school. You will have assessed practice placements in at least two different schools, enabling you to experience varied types of school. Mentors within the schools, and your University tutors, will provide training, support and guidance during the placements. Your university studies will focus on the teaching of your specialist subject, together with professional skills (eg planning work for pupils, planning for good discipline and control), which will help you become an effective teacher.

Please be aware: applicants need to pass NCTL's professional skills tests in literacy and numeracy as a condition of entry to the course. Please consult the Get into Teaching website for more information.

Assessment

You will be assessed against the Teacher Standards during your school placements and complete four PGCE modules.

Course Structure

Please note that this is an indicative list of modules and is not intended as a definitive list. Those listed here may also be a mixture of core and optional modules.

Modules

  • Professional Practice
  • The Reflective Teacher
  • Perspectives on policy, practice and professionalism for teachers

Specialist pathways

  • Mathematics specialist pathway
  • Modern languages specialist pathway
  • Science specialist pathway
  • Citizenship with Social Science specialist pathway
  • English specialist pathway
  • Geography specialist pathway
  • Religious Education specialist pathway


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The ever increasing demand for organically produced foods requires new and different production systems. In order to create such sustainable organic production systems a fresh scientific approach is needed. Read more

The ever increasing demand for organically produced foods requires new and different production systems. In order to create such sustainable organic production systems a fresh scientific approach is needed. The university has created a programme to train academic professionals who want to work in this field.

Study programme

The Organic Agriculture programme has been designed to train students in multiple aspects of organic agriculture and the associated processing and marketing chain. An important goal is to prepare the students for interdisciplinary teamwork at an academic level.

On the programme of Organic Agriculture page you can find the general outline of the programme and more detailed information about courses, theses and internships.

Specialisations

Within the master's programme you can choose one of the following Specialisations to meet your personal interests.

Your future career

The experience and diverse skills our students acquire working in interdisciplinary teams on practical cases, make them eligible for a broad range of jobs. Graduates of this programme will have career opportunities in agribusiness, research, extension, non-governmental organisations and public administration. Read more about career perspectives and opportunities after finishing the programme.

Related programmes:

MSc Food Quality Management 

MSc Environmental Sciences 

MSc Plant Sciences

MSc Animal sciences

MSc Biology 

MSc Management, Economics and Consumer Studies

MSc Forest and Nature Conservation



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Manchester Metropolitan University has a national reputation for initial teacher education which has been established over 100 years. Read more
Manchester Metropolitan University has a national reputation for initial teacher education which has been established over 100 years. Our Department of Primary Teacher Education has a team of over 40 primary teaching staff who between them have expertise in all primary curriculum subjects, enabling us to offer a wide range of specialisms. The majority of teaching staff are actively involved in research, linked to our Education and Social Research Institute, one of the leading UK centres for educational research. We have an Initial Teacher Education Partnership with over 500 primary schools and strong community links across the North West region, ensuring we can offer our trainees a diverse range of placement experiences.

Our aim is to train confident teachers and reflective practitioners who will have strong prospects for employment and career progression. Trainees have access to Manchester Met's dedicated Careers and Employability Service and within the PGCE programme are supported in securing their first teaching appointment.

After graduation we continue to provide support and advice to our Newly Qualified Teachers (NQTs), including online resources, conferences and peer networking.

Our full-time PGCE Primary Education provides intensive training leading to Qualified Teacher Status ('QTS') for early years establishments and primary schools in the 3-7, 7-11 or 5-11 age range.

School-based training is combined with taught sessions at university and independent study. Applicants can choose our University-led ('Core') PGCE training route, or one of our School-led ('School Direct') routes, both of which lead to QTS. We work in partnership with 18 school alliances in the North West of England to offer School Direct places (salaried and non-salaried).

University-led ('Core') route

Trainees typically spend around 12 weeks in university during the year, including a block at the start of the course, combined with at least 120 days of school-based training, in at least two different schools. Manchester Met organises placements.

School-led ('School Direct') route

Trainees are attached to a lead school within an alliance of schools - Manchester Met works in partnership with 18 school alliances across the North West region. Depending on the term times of the school(s) involved they will typically spend around 30 weeks in school and around four weeks in university for taught sessions. Placements are organised by the lead school.

On both routes trainees will experience school-based training in at least two different schools, and have the opportunity to undertake an inclusion placement with a focus on Special Educational Needs and Disability (SEND). The School-led also includes a visit to a Key Stage 3 setting. Throughout the PGCE trainees are supported by a personal tutor, experienced teaching staff and mentors in university and at school.

Candidates can apply for both School Direct and University PGCE routes; both have the same entry requirements. Successful completion of either route includes 60 Masters level credits.

Early Years route (Manchester only)

This route mirrors the PGCE Primary Education programme, with an Early Years focus. Completing this course will enable practitioners to teach in both the Foundation Stage and Key Stage 1.

Applications for PGCE routes starting in September 2017 should be made online via UCAS Teacher Training which is expected to open in late October this year. Early application is recommended as places are limited. Please check our entry requirements before applying.

Assessment Only Route to QTS in Primary sector

Experienced, but unqualified graduate teachers, wishing to complete a formal qualification to gain Qualified Teacher Status may be eligible for this route. It will suit those who have taught in at least two schools or colleges, and who have substantial experience in two consecutive age ranges. It is not sufficient for candidates only to have experience of two schools.

Important information

Manchester Metropolitan University has been undertaking a review of the long-term future of academic provision at its Cheshire campus. It has now been confirmed that the University will withdraw from the Cheshire campus. This means that we expect the campus to close in the summer of 2019.

As the withdrawal from the campus will be a phased process we are still pleased to receive applications for one year full time postgraduate taught courses starting in 2017 on the Cheshire campus. We also continue to welcome applications for part time postgraduate courses of two years in duration in the Exercise and Sport Science department starting in 2017. Applications for courses that are expected to take longer than two years to complete are currently on hold.

Features and benefits of the course

-Choice of location - Manchester or Cheshire* for PGCE Primary Education. Early Years route also available at Manchester
-Choice of University led or School Direct routes
-Strong mentor and tutor support for trainees' personal, academic and professional needs (identified as a key strength by Ofsted in their 2015 inspection)
-Varied placement opportunities, including opportunity to do an inclusion placement with SEND focus
-Research-led teaching
-NQT support and opportunities for continuing professional development at Manchester Met
-Assessment Only route to QTS available for experienced, but unqualified teachers

Placement options

Manchester Met organises placements for trainees on our University-led ('Core') PGCE route through our extensive Initial Teacher Education Partnership. Our Partnership vision is to train 'outstanding, critically-literate professional teachers who will challenge and inspire their learners'.

The schools we work with share our commitment to aspiration and excellence, with a focus on strong mentor training and support for trainees. There is also an emphasis on national priorities, including behaviour management, literacy and numeracy.

Our partner schools cover a wide geographical area and diversity of social, economic and cultural backgrounds, ranging across inner city, suburban and rural settings, enabling us to offer our trainees a broad range of placement opportunities.

We organise placements starting with the trainee's term-time postcode and matching this with placement offers from schools. Trainees are expected to travel up to 90 minutes each way from where they live and to arrive in school 45 minutes before the school day commences. We take into consideration special circumstances, such as disabilities, cultural requirements and medical conditions. In addition, we match carefully to ensure a breadth of experience across different key stages.

Trainees spend at least 120 days on contrasting placements in two schools related to the two age phases of their particular route through the course, with time spent in each key stage/phase. They are attached to each school for a substantial period of time and expected to engage in the full life of the school.

In their first placement trainees gain experience across the full age range of the school and teach in one class for an extended period, taking increased responsibility for that class.

They then begin to teach a range of curriculum areas, as well as gaining an understanding of cross-curricular themes.
The second placement focuses on the whole curriculum and extended management of the classroom in order to meet the requirements for the Teachers' Standards.

Trainees are required to pass both periods of school-based training.

School Direct trainees will undertake teaching practice at their lead school and other schools within the alliance. Placements are organised by the lead school.

All trainees are supported in various ways whilst on placement:
-Every trainee has a personal tutor - this is the tutor who knows the trainee best at university and will usually teach them for some aspects of their studies. Personal tutors write trainee references for employment. For School-led routes the school writes a reference.
-Every trainee is allocated a visiting tutor whilst on placement. This tutor supports the school when assessing the trainee's progress and do do this observes each trainee teaching.
-Every trainee has a school mentor, this may be their class teacher or someone in the school who oversees placements
-Often there are multiple trainees on placement in each school, providing an inbuilt support network

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