This new programme will interest graduates who want to make a difference to the lives of a wide range of children in education. You will compare inclusive educational practices in Scotland, the UK and across the world. You will study particular approaches to removing barriers to learning and including all children.
The programme has specific pathways for Postgraduate Diploma (visually impaired learners), Postgraduate Diploma (deaf learners) and Postgraduate Diploma (bilingual learners).
You will choose three option courses from this range:
The programme aims to:
Suiting newly qualified teachers and experienced practitioners alike, this programme provides a qualification that can open doors to a new career in inclusive and special education, or an advanced role in the field.
It can also provide the foundations for a career in policy formation and development, as well as a broad range of highly transferable skills, such as communication and project management, which can be applied to roles in any field.
This unique programme combines music psychology with neuroscience, focusing on both the biological and cognitive aspects of musical behaviour.
The MSc in Music, Mind and Brain (MMB) is highly interdisciplinary and draws on expertise from leading figures in the field, in areas ranging from music cognition, cognitive neuroscience, computational modelling, music education and music therapy.
As a student on the MSc, you will learn about topics in music psychology (from perception to cognition) and the cognitive neuroscience of music, and will acquire all the necessary skills to pursue your own high-quality research.
The Msc in Music, Mind and Brain was founded by Professor Lauren Stewart.
Current programme directors Dr Daniel Müllensiefen and Dr Maria Herrojo-Ruiz are joined by an expert teaching faculty, all of whom have international profiles within the fields of music psychology and/or the neuroscience of music.
Our Eminent Invited Speaker Series brings world-leading researchers to Goldsmiths to present their latest research to our students.
We offer a range of research projects, drawing on a variety of approaches: behavioural, computational, neuroscientific. Students are also invited to propose a project of their own choice, providing appropriate supervision can be offered.
If a student has a contact with an external supervisor, it may be possible to arrange for project supervision outside Goldsmiths with the involvement of a faculty member as co-supervisor. Examples of previous projects include:
Written examinations; written coursework (essays); oral presentations; research dissertation.
The programme will appeal to you if you are interested in pursuing doctoral research in this area or if you are already a music professional wishing to approach music scientifically.
Graduates from the Music, Mind and Brain programme have gone on to work in one of the following areas:
Other careers that would be informed by this programme include music therapy, neuro-rehabilitation, music consultancy and music and adverstising.
Find out more about employability at Goldsmiths.
The Sensory Systems, Technologies & Therapies (SenSyT) MRes programme was devised in consultation with industry partners developing treatments for sensory disorders. It is an innovative biomedical and translational sciences programme intended for students pursuing a career in academia or in the pharmaceutical and biotechnology industrial sectors.
Through a major year-long research project and supplemental coursework, students will learn to conduct cutting-edge research aimed at understanding fundamental principles of sensory systems function and/or developing novel technologies and therapies for sensory disorders, such as deafness and blindness.
Students undertake modules to the value of 180 credits.
The programme consists of three core modules (45 credits), one optional module (15 credits) and a research project with dissertation/report (120 credits).
One optional module can be chosen from a group of appropriate modules currently offered at the UCL Ear Institute or at the UCL Institute of Ophthalmology, to provide more in-depth knowledge and understanding of particular issues in sensory systems research. Examples include:
Students may choose an alternative optional module from across UCL with prior approval of the Programme Director, provided that it aligns with the topic of the extended research project.
All students undertake a year-long independent research project which culminates in a dissertation of 15,000 words.
Teaching and learning
The programme is delivered through a combination of lectures, tutorials, practicals, seminars, workshops, journal clubs, and an extended research project. Assessment is through coursework, oral presentations, essays, practicals, unseen written examinations, and research dissertation.
Further information on modules and degree structure is available on the department website: Sensory Systems, Technologies and Therapies MRes
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
The Sensory Systems, Technologies and Therapies MRes was devised in consultation not only with academic scientists pursuing cutting-edge research in sensory systems and therapies, but also with representatives from industries interested in developing new treatments for sensory disorders. The programme has therefore been designed with the intention of ensuring that successful graduates will be attractive candidates either for further PhD research or for jobs in the commercial sector (for example, in companies developing or marketing novel treatments for visual impairment or hearing loss).
Students will graduate with interdisciplinary training in sensory systems science; a good understanding of the clinical and commercial context for development of sensory systems technologies and therapies; and substantive experience with a cutting-edge research project.
UCL is among the world's top universities for biomedical research, with particular strength in neuroscience, sensory systems research, and translational studies. Students taking the Sensory Systems, Technologies and Therapies MRes will be based at the UCL Ear Institute, an internationally recognised centre for auditory research, and will also take core modules at the UCL Institute of Ophthalmology, one of the world's major centres for vision research.
MRes students will have access to potential research supervisors from across all UCL, and will benefit from interaction with students on the Sensory Systems, Technologies and Therapies MPhil/PhD. The Sensory Systems, Technologies and Therapies MRes will therefore provide students with outstanding opportunities to learn from and network with scientists, engineers, clinicians and students throughout the UCL community.
The PG Dip in Habilitation and Disabilities of Sight (Children and Young People) trains students to support, plan, carry out, supervise and evaluate children’s and young people’s (from birth to 25 years) habilitation skills at home, in public settings, and in educational transitions.
The programme provides students with the opportunity to benefit from our links with Habilitation VIUK (formerly MISE UK), obtaining a qualification that matches the initial quality standards-based registration requirements for habilitation practitioners in the UK. Students work with eminent practitioners in the field of visual impairment, gaining experience of working in a variety of habilitation settings and environments.
Students undertake modules to the value of 180 credits. The programme consists of four core modules (45 credits).
Students are able to exit with a Graduate Certificate on successful completion of modules one and two (taken in this order and worth 90 credits) and all other first-year assessment elements.
Passes in all four core modules, taken in order, and successful completion of all the various assessment elements of the programme are required for an overall pass for the programme.
Teaching and learning
Both face-to-face and virtual learning environment elements will inform the pattern of teaching on the programme. It is assessed by written assessments, coursework assignments, practical skill assessments, skill observations, self-videoed practical assessment activities, presentations, placements, and a portfolio which is matched against the Quality Standards for Habilitation Work with Children and Young People (2011).
Modules three and four involve an extended training/teaching placement.
Further information on modules and degree structure is available on the department website: Habilitation and Disabilities of Sight (Children and Young People) Grad Dip
Graduates of this programme are currently working as habilitation specialists and assistants in local authorities for sensory services, consortia or sensory impairment services for national and local visual and sensory impairment-related charities.
Graduates of this programme work across agencies such as local authorities, schools, and charities to support and develop the habilitation (mobility and independence) of children and young people who are blind or partially sighted.
This programme has been matched against the National Occupational Standards for Sensory Services of the CWDC (2009) and has been developed with the support of the DfE, RNIB and Habilitation VIUK. It takes trainees from the basics of habilitation up to the standard needed for registration as an Habilitation Specailist with HabilitationVIUK.
Successful completion of the Graduate Diploma, followed by a probationary year, is a registration requirement of the UK Habilitation Professional Body, Habilitation VI UK.
Introductory Braille sessions are available for those not already qualified.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Psychology & Human Development
78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
Human skeletal remains are the most direct evidence of past lifeways and their scientific investigation gives unique insights into human history. Bioarchaeology (the study of archaeological human remains) is an exciting field that draws on a variety of techniques, ranging from visual examination of the whole skeleton to the biomolecular analysis of small bone samples. Demographic shifts, environmental changes, migrations, the spread of diseases and the impact of violence and conflict all leave traces on the skeleton.
This MSc provides the skills required to understand skeletal biographies and interpret them in their cultural context at the individual and the population level. Combining theoretical learning with hands-on practice, we will provide you with the theoretical knowledge and practical skills essential to your handling and analysis of specimens recovered from archaeological sites.
Throughout the programme, you’ll take part in lectures, seminars and practical work with archaeological skeletal assemblages and reference collections. Drawing on Edinburgh’s long history in the study of the human body, you will also have the opportunity to visit Surgeons’ Hall Museum and anatomy department, which provide unique collections of pathological and anatomical study specimens.
You will complete six compulsory courses and select one further option. You will be assessed through reports, lab exams, oral and poster presentations, and essays. You will also submit a dissertation on a research topic of your choosing. Past dissertations have ranged from experimental projects on violence in prehistory to dietary studies of Chalcolithic Turkey and considerations of disease and impairment in post-medieval England.
The compulsory courses on this programme are:
Option courses change from year to year and those available when you start your studies may be different from those shown in the list:
On successful completion of the programme, you will be able to:
Examples of career paths available to archaeology graduates (although some may require additional training) include: higher education, heritage management and agencies, commercial archaeology, environmental assessment, teaching, tourism industry, broadcasting and the police.
An archaeology degree does not, of course, restrict you to a career in archaeology. The programme also equips you for advanced study.