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Sheffield Hallam University, Full Time Masters Degrees in Education

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Gain the qualification you need to teach in the area of special educational needs in post-16 and further education, previously known as post-compulsory education and training (PCET), and including 14-19 provision. Read more
Gain the qualification you need to teach in the area of special educational needs in post-16 and further education, previously known as post-compulsory education and training (PCET), and including 14-19 provision.

It is suitable whether you are new to teaching and need us to find you a placement, or if you are already working as a teacher or trainer within the SEN context and want to become qualified.

The course maps to the national framework for teaching qualifications in post-16 and further education, the new Diploma in Education and Training for Disabled Learners (DET, previously DTLLS). The course is recognised by the professional body, currently the Institute for Learning (IfL) and sector body the Education and Training Foundation (EtF). It enables you to apply for Qualified Teacher Learning and Skills (QTLS) status for post-16 and further education, which is equivalent to Qualified Teacher Status (QTS) in schools. QTLS is currently awarded by IfL who charge a fee for membership and QTLS registration. An employer may be willing to pay the fee for you.

On the course, you:
-Develop as a teacher in special educational needs.
-Develop your knowledge and understanding of educational ideas and theories.
-Engage with the latest developments for special educational needs in the post-16 and further education context.

You apply the course theory through your teaching practice. This consists of at least 120 hours teaching over either one year or two. During the course, University staff and your placement or workplace mentor assess your teaching practice eight times.

Key areas covered include:
-Planning and preparing to teach.
-Assessment for learning.
-Teaching methods.
-Behaviour for learning.
-Using technology in teaching and learning.
-Progression against the professional standards.
-Understanding your wider professional context.

Areas of post-16 and further education and training include:
-Further education colleges.
-School sixth forms.
-Higher education institutions.
-Adult and community learning providers.
-Private training companies.
-Public services.
-14-19 educational providers.

After successfully completing the course, you gain a level 7 qualification equivalent to DTLLS or the new Diploma in Education and Training, but at masters level, and you can use these 60 credits towards a masters course.

We have partnerships with a range of settings across the post-16 and further education sector, who provide you with a wide range of placement opportunities.

If you do not have an undergraduate degree or equivalent and need an initial teaching qualification, you can study our CertEd Post-16 Education and Training. This route is not available with the special educational needs specialism.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-pgce-post16-and-further-education-special-educational-needs

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site: http://www.shu.ac.uk/teach/

Professional recognition

The course is recognised by the Education and Training Foundation (EtF).

Course structure

Full time – typically 1 year. Starts September.

Modules
-Introduction to learning, teaching and assessment
-The learner experience (SEN)
-Professional practice 1 and 2 (SEN)
-Exploring your specialist context (SEN)
-Extending teaching for learning

Assessment: assessment of practical teaching; presentations; planning and evaluation exercises; preparation of teaching materials; written assignments.

Other admission requirements

If you already have a relevant qualification such as PTLLS or CTLLS you may be able to enter with prior credit, although you will need to complete all the specialist modules. We actively support widening participation and normally interview all applicants who demonstrate on application that they meet our entry criteria.
*GCSE mathematics and English equivalents are:
-Equivalency test from http://www.equivalencytesting.co.uk
-Functional skills English and functional skills maths.

If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements: http://www.shu.ac.uk/international/english-language-entry.html

Read less
Gain the qualification you need to teach in the area of post-16 and further education, previously known as post-compulsory education and training (PCET). Read more
Gain the qualification you need to teach in the area of post-16 and further education, previously known as post-compulsory education and training (PCET). It is suitable whether you are new to teaching and need us to find you a placement or if you are already working as a teacher or trainer and want to become qualified.

The course maps to the national framework for teaching qualifications in post-16 and further education, the new Diploma in Education and Training (DET, previously DTLLS). The course is recognised by the professional body (currently the Institute for Learning, IfL) and the sector body the Education and Training Foundation (EtF). It enables you to apply for Qualified Teacher Learning and Skills (QTLS) status for post-16 and further education, which is equivalent to Qualified Teacher Status (QTS) in schools. QTLS is currently awarded by IfL who charge a fee for membership and QTLS registration. An employer may be willing to pay the fee for you.

On the course, you:
-Develop as a teacher.
-Develop your knowledge and understanding of educational ideas and theories.
-Engage with the latest developments in the post-16 and further education context.

You apply the course theory through your teaching practice. This consists of at least 120 hours teaching over either one year or two. During the course, University staff and your placement or workplace mentor assess your teaching practice eight times.

Key areas covered include: planning and preparing to teach; assessment for learning; teaching methods; behaviour for learning; using technology in teaching and learning; progression against the Teachers Standards; understanding your wider professional context.

Areas of post-16 and further education and training include: further education colleges; school sixth forms; higher education institutions; adult and community learning providers; private training companies; public services.

After successfully completing the course, you gain a level 7 qualification equivalent to DTLLS or the new Diploma in Education and Training, but at masters level, and you can use these credits towards a masters course.

We have partnerships with a range of settings across the post-16 and further education sector, who provide us with a wide range of placement opportunities.

For more information, visit the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-pgce-post16-and-further-education

Course structure

Full time – typically 1 year.
Part time – typically 2 years.
Starts September.
From 2015-16 the part-time route may be taught off-campus at a partner college.

Modules
-Introduction to learning, teaching and assessment
-The learner experience
-Professional practice 1 and 2
-Exploring your specialist context
-Extending teaching for learning

Assessment: assessment of practical teaching; presentations; planning and evaluation exercises; preparation of teaching materials; written assignments.

Other admission requirements

In-service students must have evidence that they are already working as a teacher or tutor and will teach a minimum of 60 hours in each year of the course, and that their employer will provide a specialist mentor to support them. If you already have a relevant qualification such as PTLLS or CTLLS you may be able to enter with prior credit. If you are shortlisted, we will invite you to a selection event, and you should bring a passport or photo driving license with you. You can bring other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) at your pre-course day. View our selection event guidance to ensure you understand the selection process: http://www.shu.ac.uk/selection-event/819

You must also complete a declaration of criminal convictions and health check forms.
*GCSE mathematics and English equivalents are:
-Equivalency test from http://www.equivalencytesting.co.uk
-Functional skills English and functional skills maths.

If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements web page: http://www.shu.ac.uk/international/english-language-entry.html

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This course is for healthcare professionals involved in a teaching or training role who want to develop their skills and expertise in clinical and educational practice. Read more
This course is for healthcare professionals involved in a teaching or training role who want to develop their skills and expertise in clinical and educational practice. You study the teaching skills needed to support and assess learners in the workplace.

It helps you to meet your organisation's training needs, aiming to ensure better educational experiences for all staff. The healthcare educator has a lead role in developing a flexible workforce that can address future challenges in healthcare delivery. By providing a clear link to patient outcomes, educators can help to address the variation in standards of healthcare education and training currently delivered.

As a dentist, doctor or allied health professional you can demonstrate your revalidation and continuing professional development as the course is mapped to recognised professional standards.

If you are a nurse, midwife or specialist community public health nurse you can gain registration as a nurse teacher with the Nursing and Midwifery Council. If you work in higher education settings then you can also apply for Fellowship with the Higher Education Academy after successfully completing the course.

You are introduced to contemporary issues in healthcare education that place the educator at the heart of service enhancement and better patient care. We explore with you your role as an educational leader and interprofessional educator.

Action learning sets with your peers enable you to explore key theories and strategies and then apply them critically to your practice. You have opportunities to rehearse skills and explore a variety of learning teaching and assessment strategies. Face-to-face or online workshops allow you to explore contemporary issues and instigate new educational opportunities in your workplace.

You develop teaching and learning skills applicable to various clinical settings. You also draw on current work-based teaching and learning to strengthen links between your professional practice and educational role.

During the course you design and develop learning packages that have an evidence-based approach. You evaluate a range of learning and teaching strategies and develop your personal teaching style, in line with your educational and specialist expertise.
Observed teaching practice is available where you teach small groups of students in the workplace or at the University. We encourage you to film your teaching practice and receive feedback on your performance. This helps inform your teaching practice and identify your strengths and weaknesses. You also develop on-going action plans to address these issues in the form of portfolios.

Both full-time and part-time students are taught alongside each other on the course. This ensures that you are part of a larger group and will be able to share ideas and discuss issues with a range of different professionals.

The distance learning route runs parallel, using collaboration tools via the University's virtual learning environment Blackboard. You learn in action learning groups and use discussion forums and web portfolios to demonstrate your new knowledge. Social media helps bring you together with your peers to share comments and create a strong course community.

We provide tailored support to ensure you gain the most out of your course including one-to-one tutorial support. You are taught by an enthusiastic and multiprofessional course team passionate about high quality education for better patient care.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/mscpgdippgcert-healthcare-education

Professional recognition

When you successfully complete the postgraduate certificate you may receive Higher Education Agency (HEA) accreditation as Fellow or Associate Fellow - dependent on your role as an educator, which recognises your skills in teaching and learning to a national standard.

If you are a therapy radiographer, College of Radiographers approval has been applied for and further information will be given as this process reaches a conclusion.

**The postgraduate certificate is approved by the Nursing and Midwifery Council. Graduates are eligible to apply to register with the Nursing and Midwifery Council as a Nurse Teacher. **You must be registered with the Nursing and Midwifery Council in order to practise in the UK.

If you are an allied health professional then by completing a module in year one you can gain accreditation as a practice educator. The course is mapped to AoME standards and COPDEND standards for doctors and dentists to use as evidence for continuing professional development.

Nursing and Midwifery Council registration requirements

For registration as a nurse teacher with the Nursing and Midwifery Council, you must:
-Be on the NMC professional register.
-Have a recognised qualification in a specific field of practice.
-Hold a mentor qualification or suitable previous experience.
-An honours degree or equivalent.
-Have support from your employer and access to a practice assessor.

Course structure

Full time – 18 months. Part time – 3 years. Distance learning – 18 months - 3 years. Starts September.

Course structure
The Postgraduate Certificate (PgCert) is achieved by successfully completing 60 credits. The Postgraduate Diploma (PgDip) is achieved by successfully completing 120 credits. The Masters award (MSc) is achieved by successfully completing 180 credits.

Postgraduate Certificate core modules
-Introduction to healthcare education (30 credits)
-Advancing your healthcare education practice (30 credits)

Postgraduate Diploma core modules
-Interprofessional education for quality enhancement (15 credits)
-Research methods for practice (15 credits)

Postgraduate diploma optional modules (30 credits from)
-Developing simulation and human factors in education (15 credits)
-Workplace mentoring (15 credits)
-Technology enhanced learning for healthcare education (15 credits)

MSc
-Dissertation (60 credits)

Assessment
Includes: work based learning; conference presentations; reflections; evaluations; assignments such as creation of simulations, online learning assets, observed teaching assessments; portfolio development.

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Gain qualified teacher status (QTS) as a teacher of 14-19 business education with experience teaching Key Stages 4 and 5. Through study and teaching placements, you develop the skills, knowledge and experience needed to teach pupils with a range of abilities in both secondary school and college settings. Read more
Gain qualified teacher status (QTS) as a teacher of 14-19 business education with experience teaching Key Stages 4 and 5. Through study and teaching placements, you develop the skills, knowledge and experience needed to teach pupils with a range of abilities in both secondary school and college settings.

Gain qualified teacher status (QTS) with a subject specialism in secondary14-19 business education, qualifying you to teach in secondary schools and post-16 colleges.
On the course you:
-Enhance your subject knowledge, understanding and skills.
-Learn how to teach business education.
-Learn about the wider role of teachers in school.
-Gain knowledge about schools and the education system.
-Apply your skills and knowledge on school placements.

We help you develop the skills you need to be a successful teacher of pupils of all abilities. By studying with us you build your enthusiasm, confidence, knowledge and ability to teach business education. You also gain self-evaluation skills by completing a career preparation profile. This provides evidence that you meet the QTS standards for self-evaluation and personal development.
School placements are central to the course. You complete two teaching placements in 11–18 schools or in a post-16 college. This allows you to experience the progression from Key Stage 4 to 5.

A University-trained mentor supports you when on placement. Your course tutor also visits you to discuss your progress. We have strong partnerships with secondary schools and colleges in the area and many of our students are offered teaching jobs in their placement schools. Your placements are complemented by University and Academy based study that includes teaching sessions, seminars, group study, tutorials and assessment.

During the course you have the opportunity to complete either the PGCE award or the Professional Graduate Certificate award (ProfGCE). Both qualifications achieve QTS but the PGCE also gives you 60 masters level credits, which you can use towards a masters degree.

See website for further details: https://www.shu.ac.uk/study-here/find-a-course/pgce-secondary-business-education

School Direct

Apply for a place through the School Direct scheme for a dedicated route into a job after graduation. During School Direct, the school or partnership of schools that you've applied to will be much more involved in your selection, recruitment and professional development as there is the expectation that you will be employed by them once qualified.

For more information visit http://www.shu.ac.uk/schooldirect

Other admission requirements

You are encouraged to gain substantial experience of school/s through voluntary teaching/supporting teaching and/or direct observation of teaching and learning and/or by working with young people in business education related activities.

If you are shortlisted, we will invite you to a selection event, and you should bring a passport or photo driving license with you. You can bring other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) at your pre-course day. View our selection event guidance to ensure you understand the selection process.

You must demonstrate commitment to working in education and teaching young people, have good subject knowledge in business education, be familiar with the structure of the UK education system and have the ability to communicate effectively, both verbally and in writing.

We welcome applications from people seeking a career change and we actively encourage applications from those groups under-represented in teacher education, in order to ensure that the teaching profession represents the diverse nature of contemporary UK society.

If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements web page.
*GCSE mathematics and English equivalents are:
-12 level 2 credits from an Access course.
-Equivalency test from http://www.equivalencytesting.co.uk

Read less
Gain qualified teacher status (QTS) with a subject specialism in secondary religious education, qualifying you to teach in secondary schools and post-16 colleges. Read more
Gain qualified teacher status (QTS) with a subject specialism in secondary religious education, qualifying you to teach in secondary schools and post-16 colleges.

On the course you:
-Learn how to teach religious education across Key Stages 3 and 4.
-Understand different techniques and approaches to behaviour management.
-Learn how to plan lessons and assess student work.
-Learn how to develop resources.
-Learn about the wider role of teachers in school.
-Gain knowledge about schools and the education system.
-Apply your skills and knowledge on school placements.

We help you develop the skills you need to be a successful teacher of pupils of all abilities. By studying with us you build your enthusiasm, confidence, knowledge and ability to teach religious education.

You also gain self-evaluation skills by completing a career preparation profile. This provides evidence that you meet the QTS standards for personal development.

School placements are central to the course. You complete two teaching placements, one in the autumn term between mid-October and December and the second longer placement from February to June. During this time you are supported by a University-trained mentor with regular meetings and observations. Your course tutor also visits you to discuss your progress.

By the end of the placements you are able to show how you meet the qualified teacher status standards that are required by this course.

We have strong partnerships with secondary schools and colleges in the area and many of our students are offered teaching jobs in their placement schools. Many of the mentors at our partnership schools also come to the University to speak in the teaching sessions.

Your placements are complemented by university and academy-based study that includes teaching sessions, seminars, group study and tutorials. The course is assessed by a combination of academic assignments and practical hands on experience in the classroom.

During the course you can choose to complete either the PGCE or the professional graduate certificate in education (ProfGCE). Both qualifications achieve QTS but the PGCE also gives you 60 masters level credits, which you can use towards a masters degree.

If you are studying for a PGCE you may be entitled to a tax-free bursary. For further information about financial support see the funding pages on the Department for Education Teaching Agency (DfE) website.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-secondary-religious-education

School Direct

Apply for a place through the School Direct scheme for a dedicated route into a job after graduation. During School Direct, the school or partnership of schools that you've applied to will be much more involved in your selection, recruitment and professional development as there is the expectation that you will be employed by them once qualified. For more information visit http://www.shu.ac.uk/schooldirect

Course structure

Full time – 1 year. Starts September.

Modules
-Developing and reflecting on professional practice in secondary religious education
-Learning and teaching in context in religious education
-Block placement 1
-Block placement 2

We support your work in schools with a programme of preparation and support. You experience various school placements, including at least two continuous blocks of time on teaching practice. These are in two different schools and usually require some travelling within the region.

Assessment: research projects, individual and group work, presentations and reports, preparing teaching materials and plans, teaching practice.

Other admission requirements

You are encouraged to gain experience of schools through direct observation of teaching and learning and/or by working with young people in religious studies-related or other educational activities.

If you are shortlisted, we will invite you to a selection event, and you should bring a passport or photo driving license with you. You can bring other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) at your pre-course day. View our selection event guidance to ensure you understand the selection process. http://www.shu.ac.uk/selection-event/210

If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements web page. http://www.shu.ac.uk/international/english-language-entry.html

We welcome applications from people seeking a career change, and we actively encourage applications from those groups under-represented in teacher education, in order to ensure that the teaching profession represents the diverse nature of contemporary UK society.
*GCSE mathematics and English equivalents are
-12 level 2 credits from an Access course.
-Equivalency test from http://www.equivalencytesting.co.uk

Read less
This research degree is appropriate if you are either an experienced, well-qualified practitioner looking to improve your academic and personal development or you are a suitably qualified graduate looking to extend your research skills and conduct a piece of educational research at doctoral level. Read more
This research degree is appropriate if you are either an experienced, well-qualified practitioner looking to improve your academic and personal development or you are a suitably qualified graduate looking to extend your research skills and conduct a piece of educational research at doctoral level.

A higher degree by research involves training in research methods and carrying out supervised research – a systematic high level study of a problem or topic and presentation of results as a written thesis.

Normally you register for PhD subject to confirmation in the first instance and get confirmation after about one year of full-time study or its part-time equivalent. You must have a relevant UK masters degree with a substantial research training element to apply for direct PhD registration. It is also possible to study for an MPhil.

Supervision is available in various research areas including:
-Education policy studies.
-TESOL (teaching English to speakers of other languages).
-Pedagogy and practice.
-Pedagogy and new technologies.
-Social inclusion.
-Education and disability.
-Autism.
-Early years education.
-Language and literacy in education.
-Mathematics education.
-Leadership and management in education.
-Higher education.

We invite applicants to discuss their areas of interest before formulating a research proposal. This degree is hosted by the Faculty of Development and Society Graduate School. The Graduate School website provides a communication hub for students and staff engaged in research, information about our research work, and useful contact information.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/mphilphd-education--research-degree

Course structure

Note: this course can be developed into a PhD. See website for further details: https://www.shu.ac.uk/study-here/find-a-course/mphilphd-education--research-degree

Full time – 2 years to MPhil, 3 to 4 years to PhD.
Part time – 3 years to MPhil, 4 to 7 years to PhD.
Various start dates.

Course content
-In addition to your subject-focused research activity you must complete research training modules unless you have previously studied these on an appropriate masters degree. Fees for these modules are covered in the full-time fee. Part-time students must pay for these additional modules. Please contact us for further details.
-During your research leading to your thesis, you work under the guidance of your supervising team.

Assessment
-Production of a written thesis followed by an oral examination where you explain your work.

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This secondary teacher training course leads to qualified teacher status (QTS). It equips you to teach physical education (PE) in secondary schools and post-16 colleges. Read more
This secondary teacher training course leads to qualified teacher status (QTS). It equips you to teach physical education (PE) in secondary schools and post-16 colleges. On the course you:
-Enhance your subject knowledge, understanding and skills.
-Learn how to teach PE.
-Learn about the wider role of teachers in school.
-Gain knowledge about schools and the education system.
-Apply your skills and knowledge on school placements.

We help you to develop the skills you need to be a successful teacher of pupils of all abilities. While studying with us you build your enthusiasm, confidence, knowledge and ability to teach PE. You also gain self-evaluation skills by completing a career preparation profile. This provides evidence that you meet the QTS standards for personal development.

School placements are central to the course. You complete teaching placements in two 11–16 or 11–18 schools. This allows you to experience the progression from Key Stage 3 to 5. A university-trained mentor supports you when on placement. Your course tutor also visits you to discuss your progress.

We have strong partnerships with secondary schools and colleges in the area and many of our students are offered teaching jobs in their placement schools. Your placements are complemented by university and academy-based study that includes teaching sessions, seminars, group study, tutorials and assessment.

During the course you can choose to complete either the PGCE or the Professional Graduate Certificate in Education (ProfGCE). Both qualifications achieve QTS but the PGCE also gives you 60 masters level credits, which you can use towards a masters degree. If you are studying for a PGCE you may be entitled to a tax-free bursary. For further information about financial support please see the funding pages on the National College for Teaching and Leadership website.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-secondary-physical-education

School Direct

Apply for a place through the School Direct scheme for a dedicated route into a job after graduation. During School Direct, the school or partnership of schools that you've applied to will be much more involved in your selection, recruitment and professional development as there is the expectation that you will be employed by them once qualified. For more information visit: http://www.shu.ac.uk/schooldirect

Course structure

Full time – 1 year. Starts September.

Modules
-Developing and reflecting on professional practice in secondary physical education
-Learning and teaching in context in physical education
-Block placement 1
-Block placement 2

We support your work in schools with a programme of preparation and support. You experience various school placements, including at least two continuous blocks of time on teaching practice. These are in two different schools and usually require some travelling within the region.

Assessment: research projects, individual and group work, presentations and reports, preparing teaching materials and plans, teaching practice.

Other admission requirements

You are encouraged to gain experience of schools through direct observation of teaching and learning and/or by working with young people in physical education or other educational activities If you are shortlisted, we will invite you to a selection event, and you should bring a passport or photo driving license with you. You can bring other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) at your pre-course day.

View our selection event guidance to ensure you understand the selection process.http://www.shu.ac.uk/selection-event/237

We welcome applications from people seeking a career change, and we actively encourage applications from those groups under-represented in teacher education, in order to ensure that the teaching profession represents the diverse nature of contemporary If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements web page: http://www.shu.ac.uk/international/english-language-entry.html

*GCSE mathematics and English equivalents are:
-12 level 2 credits from an Access course.
-Equivalency test from http://www.equivalencytesting.co.uk

Read less
The MA Education is designed so that you may enter with or without qualified teacher status and also study full or part-time. All students follow the same modules but over a different time scale. Read more
The MA Education is designed so that you may enter with or without qualified teacher status and also study full or part-time. All students follow the same modules but over a different time scale.

This course offers you flexible professional and personal development opportunities. It is ideal if you are a teacher, either experienced or recently qualified, or another educational practitioner working in:
-An educational setting.
-A role supporting some aspect of learning.
-An education care role.

The course is practice-oriented so your work is focused on your workplace or community setting. You develop a reflective and critical approach to issues arising from your practice. You draw on your professional experience and link this to research, policy and new approaches to develop your knowledge base and critical evaluation skills. Through this learning you are able to develop and influence practice in your current and/or future context.

The course helps you to develop your:
-Professional knowledge and understanding of practice in your context.
-Enquiry and practitioner research skills.
-Academic skills.
-Employability skills that link closely to your education specialism and career aims.

You can focus your studies on:
-Any age phase of education – early years, primary, secondary, post 16, higher education.
-Professions allied to education such as learning mentor, arts education officer or those responsible for professional development.

You develop knowledge and skills in
-Building a knowledge base to enable critique of policy and practice.
-Professional work-based learning.
-Professional reflection.
-Practitioner enquiry.
-Developing practice and innovation.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/mapgdippgcert-education

Course structure

Full time – 1 year.
Part time – typically 1 year to certificate, 2 years to diploma and 3 years to masters.
Starts September.

Core modules
-Curriculum design and innovation
-Comparative studies of professional practice
-Contemporary issues
-Reflecting on professional practice
-Educational enquiry

Assessment: assessment is by 100% coursework and includes presentations, reflective accounts, individual and group activities, essays, research reports.

Other admission requirements

Accreditation of Prior Credit and Learning (APCL)
-If you have existing masters level credit from previous postgraduate study, you may be eligible for exemption from some elements of the early stages of this course. In order to be considered for possible exemptions which, if approved, would also reduce your overall course fee, you would need to provide a full transcript of your postgraduate credits with your application form by the end of July.

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Gain the skills you need for the challenging task of teaching in a primary school. On this course, you develop the knowledge, skills and enthusiasm needed to motivate children’s learning. Read more
Gain the skills you need for the challenging task of teaching in a primary school. On this course, you develop the knowledge, skills and enthusiasm needed to motivate children’s learning.

This course is designed to prepare you to meet the demands of recent developments in primary education. We emphasise the core subjects of English, mathematics and science.

School-based training is an integral part of the course, and you will work with pupils in key stages 1 and 2. We offer the course in partnership with local and regional primary schools, which play a key role in the teaching and assessment of your professional competence against the teachers Standards. In total you spend 120 days in school over the year.

As part of the course you gain 60 credits towards a masters qualification. Bursaries are available to any UK or EU trainee starting a PGCE in England who is not employed as a teacher. For more information about grants towards tuition fees and bursaries visit the student finance website.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-primary-education-511-with-qts

Mathematics route

As part of the mathematics route available for 2015/16 you learn all about the primary curriculum with special focus on mathematics and the link between this and other subjects. Maths is a vital skill, which young people need to succeed. As it’s a core curriculum subject, maths teachers are always in demand and you could be eligible for a bursary for this course visit http://www.education.gov.uk/get-into-teaching/funding/postgraduate-funding for further information.

School Direct

Apply for a place through the School Direct scheme for a dedicated route into a job after graduation. When applying through School Direct, the school or partnership of schools that you've applied to will be much more involved in your selection, recruitment and professional development as there is the intention that you will be employed by them if you successfully complete the course. For more information visit http://www.shu.ac.uk/schooldirect

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.

Course structure

Full time – 1 year.
Starts September.

You study:
-Primary teaching, learning and assessment
-Inclusion
-English
-Mathematics
-Science
-Foundation subjects and religious education
-Researching primary education
-Personal and professional development
-The role of the teacher

Modules
The course is made up of modules which integrate experience in schools with professional and curriculum studies. You complete two masters levels modules. One enables you to evaluate and reflect on your own progress as a teacher. the second enables you to explore a chosen area in more depth in your school or setting and with colleagues in that setting.

The other modules assess your ability against the teacher standards. You are assessed in Key Stage 1 and Key Stage 2.

Assessment: your academic work is assessed through coursework using a variety of assessment methods. Your teaching is assessed in schools and by school-based mentors.

Other admission requirements

You must also: complete QTS skills tests in numeracy and literacy as designated by the National College for Teaching and Leadership; complete a declaration of criminal convictions and health check forms.

If you are shortlisted, we will invite you to a selection event, and you should bring a passport or photo driving license with you. You can bring other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) at your pre-course day. View our selection event guidance to ensure you understand the selection process https://www.shu.ac.uk/?sc_itemid=1CEA4A18-1E18-46E8-A172-AB28442B2843

If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements web page. We welcome applications from people seeking a career change into primary teaching. We actively encourage applications from those groups under-represented in teacher education to ensure the teaching profession represents the diverse nature of present day UK society.
*GCSE mathematics and English equivalents are:
-12 level 2 credits from an Access course.
-Equivalency test from http://www.equivalencytesting.co.uk
*GCSE science equivalents are:
-12 level 2 credits from an Access course.
-Science equivalency test from http://www.equivalencytesting.co.uk
-OCR National Level 2 Science.
-BTEC National Level 2 Science, Applied Science or Medical Science.

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This course is for teachers whose highest qualification in mathematics does not exceed A-level and who have not undertaken initial teacher training in secondary mathematics. Read more
This course is for teachers whose highest qualification in mathematics does not exceed A-level and who have not undertaken initial teacher training in secondary mathematics.

It enables you to teach mathematics effectively with enthusiasm and confidence to learners aged 11-19. You improve your mathematics knowledge and teaching skills.

Successfully completing this course either gives you a Graduate Certificate Mathematics Education (level six), or a Postgraduate Certificate Mathematics Education (level seven) which includes academic credits towards an education related masters degree. The award you graduate with depends on the level of your performance during the course.

We are one of the institutions funded by the Teaching Agency to support the development and delivery of this course. This means we can provide the full course content and resources at no charge to teachers in maintained secondary or special schools or non-maintained special schools in Yorkshire and Humberside.

We provide you with all the resources and support you need to successfully complete the course.

Places are currently limited to 12 on each course.

For more information see the website: https://www.shu.ac.uk/study-here/find-a-course/pgcert-mathematics-education

Course structure

1 year – running from July to July
You attend every second Thursday between 16:30-19:00, plus up to eight additional whole study days which are individually negotiated. Supply cover payment is available.

Course content
Your learning covers
-Academic reading and writing at level 6/7
AND
Mathematics work at level 2/3 supporting the following curriculum areas: number, trigonometry, quadratics and graphs, algebra, transformation geometry, probability, data handling, geogebra and ICT, tasks for small group work including cross curricular work, history of mathematics, using games and puzzles in mathematics lessons.

Assessment: learning log, assignments, small scale research projects, critical literature review.

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For graduates with a good honours degree, this course equips you with the skills needed for the demanding task of teaching 3 - 7 year old children in nursery and infant schools. Read more
For graduates with a good honours degree, this course equips you with the skills needed for the demanding task of teaching 3 - 7 year old children in nursery and infant schools. You develop the knowledge, skills and enthusiasm you need to motivate young children’s learning.

The course awards Qualified Teacher Status (QTS) and develops the knowledge, skills and enthusiasm you need to motivate young children’s learning.

You study the core subjects of English, mathematics and science for Key Stage 1 and all aspects of the early years foundation stage. As part of the course you gain 60 credits towards a masters qualification.

Much of your development is built through your school-based training, linked by university-based learning. Your first experience is in Key Stage 1. It begins with 16 initial days followed by 7 week assessed placement. The second school based training placement is in a foundation stage setting and is over a longer time period. In total you spend 120 days in school over the year.

We offer the course in partnership with local and regional primary, infant and nursery schools. These play a key role in teaching and assessment, and helping to develop to your professional competence.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-early-years-and-primary-education-37-with-qts

School Direct

Apply for a place through the School Direct scheme for a dedicated route into a job after graduation. When applying through School Direct, the school or partnership of schools that you've applied to will be much more involved in your selection, recruitment and professional development as there is the intention that you will be employed by them if you successfully complete the course.
For more information visit http://www.shu.ac.uk/schooldirect

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.

Course structure

Full time – 1 year. Starts September.

Modules
The course is made up of modules which integrate experience in schools and nurseries with professional and curriculum studies. You complete two masters levels modules. One enables you to evaluate and reflect on your own progress as a teacher, and the second enables you to explore a chosen area in more depth in your school or setting and with colleagues in that setting.

The other modules assess your ability against the teacher standards. You are assessed in foundation stage and in Key Stage 1.

Assessment
Your academic work is assessed by written coursework assignments. Your teaching is assessed in schools and by school based mentors. You record evidence of your progress towards Qualified Teacher Status (QTS) in a professional development portfolio.This course is assessed at masters level and we expect most students to achieve this. However, some students may not attain this level of academic work. These students may be awarded a Professional Certificate in Education, provided they have passed all elements of the course at undergraduate level, and have met all the standards for QTS.

Other admission requirements

You must also pass QTS skills tests in numeracy and literacy as designated by the National College for Teaching and Leadership, and complete a declaration of criminal convictions and health check forms. If you are shortlisted, we will invite you to a selection event, and you should bring a passport or photo driving license with you. You can bring other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) at your pre-course day.

View our selection event guidance to ensure you understand the selection process: https://www.shu.ac.uk/?sc_itemid=6F732BF1-BDFB-4DD1-83FE-2715DFCE1EDC

If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent.

We welcome applications from people seeking a career change into primary teaching. We actively encourage applications from those groups under-represented in teacher education to ensure the teaching profession represents the diverse nature of present day UK society.

*GCSE maths and English equivalents
-12 Level 2 credits from an Access course.
-Equivalency test from http://www.equivalencytesting.co.uk

*GCSE science equivalents
-12 Level 2 credits from an Access course.
-Science equivalency test from http://www.equivalencytesting.co.uk
-OCR National Level 2 Science.
-BTEC National Level 2 Science, Applied Science or Medical Science.

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If you are enthusiastic about maths and would like to teach it but don’t have all the qualifications to begin our maths PGCE, this course is the ideal stepping stone. Read more
If you are enthusiastic about maths and would like to teach it but don’t have all the qualifications to begin our maths PGCE, this course is the ideal stepping stone. This full time one-year (36-week), DfE Teaching Agency approved, subject knowledge enhancement (SKE) course helps you to deepen your knowledge so that you are ready to train to teach maths.

The government needs more mathematics teachers, so you might even be eligible to receive a bursary while on the course.

Work towards teacher-training at Sheffield Hallam

Successfully completing this SKE course enables you to enrol for our one-year PGCE in Mathematics (subject to passing the pre-entry tests in numeracy and literacy). To be accepted onto this course you need to have already been successful in your application for a PGCE course.

Learn in a variety of ways and settings

This SKE course involves studying for one year at our City Campus, right in the heart of Sheffield. We help you to develop your subject knowledge and your confidence using a range of teaching and learning strategies and school visits. You complete mostly subject-based study at degree level, with some work alongside pupils in schools. Teaching groups are small, between 15 and 35 students, and are conducted in a lively and supportive atmosphere.

Other routes

Our two-week, non-accredited Subject Knowledge Enhancement (SKE1) Secondary Mathematics Education course could be a quick refresher if you’re a bit rusty.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/diphe-diphe-subject-knowledge-enhancement-ske-18-course-in-mathematics-education

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This course is designed for graduates with limited experience of working with children aged 0-5 years. Your studies are based around extended placements in at least two different early years settings to give you the confidence, skills and experience to work across the 0-5 age range. Read more
This course is designed for graduates with limited experience of working with children aged 0-5 years. Your studies are based around extended placements in at least two different early years settings to give you the confidence, skills and experience to work across the 0-5 age range.

Alongside this practical experience you attend taught sessions which provide you with theoretical knowledge of child development, pedagogy and the key areas of early years foundation stage (EYFS). You also gain knowledge and understanding of transition issues, including children's progress through Key Stages 1 and 2.

Supported by experienced workplace mentors during your placement, you develop your knowledge and professional skills in key areas including:
-The observation and assessment of young children's development.
-Children's development and learning through play.
-Children's participation and inclusion.
-Collaborative working with parents and carers.
-The leadership of staff teams.

During your training you also gain skills in teaching early literacy, including reading, and mathematics, including numeracy.

Throughout the course you are supported to develop a range of relevant academic and professional skills at graduate and postgraduate level. This enhances your career potential and opens up future opportunities for higher level posts within early years services.

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.

Professional recognition

By meeting the standards for Early Years Teacher Status, you are recognised as an Early Years Teacher (0-5) with EYTS by the National College of Teaching and Leadership.

Course structure

1 full time. Starts September.

Course content
Key areas include:
-Child development for babies, toddlers and young children.
-The Early Years Foundation Stage.
-Play in early childhood.
-Working with families.
-Leadership.
-Working across professional boundaries.
-During the course you complete two assessed teaching practice placements in different early years settings.

Assessment: coursework; assessed practice; professional development portfolio.

Other admission requirements

If you are shortlisted, we will invite you to a selection event, and you should bring a passport or photo driving license with you. You can bring other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) at your pre-course day. View our selection event guidance to ensure you understand the selection process: http://www.shu.ac.uk/selection-event/1342

If English is not your first language you need an IELTS average score of 7.0 with at least 6.5 in all skills or a TOEFL score of 235 (Internet based).

*GCSE mathematics and English equivalents
-12 Level 2 credits from an Access course.
-Equivalency test from http://www.equivalencytesting.co.uk

*GCSE science equivalents
-12 level 2 credits from an Access course.
-Science equivalency test from http://www.equivalencytesting.co.uk
-OCR National Level 2 Science.
-BTEC National Level 2 Science, Applied Science or Medical Science.

Read less
On this course you can. -Gain the qualified teacher status (QTS) needed to teach history in secondary education contexts. -Gain a Postgraduate Certificate (PGCE) equivalent to 60 masters level points based on academic submissions. Read more
On this course you can:
-Gain the qualified teacher status (QTS) needed to teach history in secondary education contexts.
-Gain a Postgraduate Certificate (PGCE) equivalent to 60 masters level points based on academic submissions.
-Apply for a bursary to help with course fees (UK and EU students only).

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-secondary-history

About this course

This course prepares you to become a qualified history teacher committed to the subject and able to teach it confidently to 11-18 year olds in secondary school and college settings. Your teaching and support is shared between the University its partner schools across the Yorkshire, Derbyshire and Humberside region.

You attend University based subject training days focused on teaching history, led by experienced history practitioners. These are spread over the year and help you prepare for your teaching placements.

You also focus on teaching humanities subjects RE, geography and citizenship, which broaden you skills and knowledge for a wider range of teaching in schools. Input from national providers such as UK Parliament Education Service, Holocaust Education Trust and English Heritage develops your awareness of the wider opportunities, resources and support for creative teaching. As part of this you spend a full day exploring approaches to teaching outside the classroom at Conisburgh Castle.

Through taught subject sessions and access to the University library resources, you are supported in producing two academic assignments to gain the QTS award. During the course you complete either the PGCE or the professional graduate certificate in education (ProfGCE). Both qualifications include QTS, but the PGCE also gives you 60 masters level credits, which you can use towards a full masters degree (180 credits).

Subject sessions are also very practical and you are introduced to a variety of resources, ideas and teaching techniques appropriate to the history classroom in Key Stages 3, 4 and 5. Working with other trainees gives you the opportunity to share teaching ideas and strategies. We build a shared bank of ideas and resources for teaching pupils of different ages and abilities, which can then be trialled during placement and used in your future career.

In University sessions, we help you develop the knowledge and skills to be a successful teacher of history, then with our partner schools we support you in deploying these in the classroom, building your confidence and professional autonomy.
School placements are central to the course, and we have strong partnerships with secondary schools and colleges in the Yorkshire, Derbyshire and Humberside area. You complete two teaching placements, one in the autumn term between October and December and the second from January to June. During this time you are supported by a University-trained mentor in school, helping you develop your classroom pedagogy through advice on planning, regular classroom observation, and regular meetings to discuss progress and next steps. Mentors provide support for your wider thinking, not just about the subject but the wider role of the teacher and about teacher professionalism. As well as one-to-one support, you usually engage in school-based training activities alongside other trainees, NQTs or more experienced teachers.

School-based mentors also support you in completing school-based professional studies tasks and online tracking document known as the professional development portfolio (PDP). By the end of your placements you can provide evidence showing how you meet the qualified teacher status standards required by the course. Your course tutor also visits you during your placements to observe and discuss your progress, keeping in touch with your school-based mentor throughout.

On the PGCE History course you learn how to:
-Plan and teach history across Key Stages 3 and 4 in the active and creative ways needed to motivate pupils.
-Recognise and plan for progression in subject specific knowledge, skills and concepts, both in individual lessons and across sequences of lessons.
-Assess student learning and progress in individual lessons and over time.
-Appreciate and critically evaluate different approaches to teaching and learning, behaviour management, assessment and differentiation to meet the needs of different students.
-Plan to meet the requirements of the current Key Stage 3 National Curriculum and GCSE syllabi.
-Plan to meet the requirements of current A level syllabi, with some support in planning to teach at A level.
-Prepare to meet some of the wider aspects of the role of teachers in school.

Course structure

Full time – 1 year. Starts September.

Modules
-Developing and reflecting on professional practice in secondary history education
-Developing and reflecting on professional practice
-School based 'block' placements

We prepare you for your work in schools with a programme of support and training in the University. Your two block placements take place in two different schools and usually require some travelling within the region.

Assessment
-Two written assignments of 4000 words each.
-Formal classroom observations.
-Professional development portfolio (PDP).
-Professional studies tasks.

Other admission requirements

You are encouraged to gain experience of schools through direct observation of teaching and learning and/or by working with young people in history studies-related or other educational activities.

If you are shortlisted, we will invite you to a selection event, and you should bring a passport or photo driving license with you. You can bring other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) at your pre-course day. View our selection event guidance to ensure you understand the selection process: http://www.shu.ac.uk/selection-event/1274

If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements web page: http://www.shu.ac.uk/international/english-language-entry.html

We welcome applications from people seeking a career change, and we actively encourage applications from those groups under-represented in teacher education, in order to ensure that the teaching profession represents the diverse nature of contemporary UK society.
*GCSE mathematics and English equivalents are:
-12 level 2 credits from an Access course.
-Equivalency test from http://www.equivalencytesting.co.uk

Read less
Gain a PGCE and qualified teacher status (QTS) as a geography teacher with experience across key stages three to four, and support for preparing to teach in key stage five. Read more
Gain a PGCE and qualified teacher status (QTS) as a geography teacher with experience across key stages three to four, and support for preparing to teach in key stage five. Through university-based sessions, independent study and placements, you develop the skills and knowledge to teach pupils with a range of abilities in secondary school and college settings. As geography is an English Baccalaureate (EBACC) subject and a priority subject nationally, employment prospects for qualified geography teachers are very good.

This course helps you to become a geography teacher passionately committed to the subject and able to teach confidently, meaningfully and creatively to 11-18 year olds in secondary school and college settings.
Teaching is shared between the University and partner schools across the region. University subject training is not lecture-based learning theory, but instead allows you to creatively explore practice in supportive small group settings. University trained school-based mentors support you in school placements to complement your academic study. Your learning is practical and you have opportunities to critically reflect on your developing classroom practice with fellow trainee teachers.

On the course you
-Learn how to plan, teach and assess geography across key stages three and four in an engaging way.
-Learn how to plan individual lessons and sequences of lessons.
-Understand and critically evaluate different approaches to teaching and learning, approaches to behaviour management, assessment, differentiation and challenge to meet the needs of different students.
-Assess student learning and progress in individual lessons and over time.
-Gain up to date knowledge of the key stage three National Curriculum, GCSE and A Level examination systems and requirements.
-Further develop an understanding of how geographic information systems (GIS) can be incorporated into lessons.
-Develop an understanding of the wider role of teachers in school.
-Gain knowledge and understanding about different types of schools within the wider education system.
-Have the opportunity to participate in a weekend residential field trip to Cranedale in North Yorkshire to develop your knowledge and understanding of leading purposeful fieldwork. Many trainee teachers also have the opportunity to participate in fieldwork organised through school placements whilst in school.

We help you develop the skills and knowledge to become a successful teacher of students of all abilities. You build your enthusiasm and interest to develop the confidence, knowledge and skills to successfully teach geography in an interesting and engaging way.
You also gain self-evaluation and critical reflection skills and complete a newly qualified teacher (NQT) development plan. This supports your transition into the NQT year in school on successful completion of the course.

School placements are an integral part of the course. You complete two teaching placements – one between October and December and the second longer placement from January to June. During this time you are supported by a University-trained mentor who will hold weekly meetings and observe you in order to provide regular feedback. You are also supported by your academic tutor throughout the year. By the end of two school placements you are able to show how you meet the Teachers’ Standards that are required by this course in order to enter the profession. We have strong partnerships with secondary schools and colleges across the region.

Your placements are complemented by university and academic based study that includes teaching sessions, seminars, group study and tutorials. The course is assessed by a combination of written academic assignments and successful completion of school based placements. On successful completion of the course you gain either the Post Graduate Certificate of Education (PGCE) or the Professional Graduate Certificate in Education (ProfGCE). Both qualifications allow you to achieve QTS, but the PGCE also gives you 60 masters level credits, which you can use towards a masters degree.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-secondary-geography

Course structure

Full time – 1 year
Starts September

Modules
-Developing and reflecting on subject knowledge and subject pedagogy in geography education
-Developing and reflecting on professional practice
-School based training placements

We support your work in schools with a programme of preparation and support. You experience various school placements, including at least two continuous blocks of time on teaching practice. These are in two different schools and usually require some travelling within the region.

Assessment
-Two written assignments of 4000 words each.
-Formal classroom observations.
-Completion of the professional development portfolio and professional studies tasks.

Other admission requirements

You are encouraged to gain experience of schools through direct observation of teaching and learning and/or by working with young people in geography studies-related or other educational activities. If you are shortlisted, we will invite you to a selection event, and you should bring a passport or photo driving license with you. You can bring other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) at your pre-course day. View our selection event guidance to ensure you understand the selection process.

If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements web page. We welcome applications from people seeking a career change, and we actively encourage applications from those groups under-represented in teacher education, in order to ensure that the teaching profession represents the diverse nature of contemporary UK society.
*GCSE mathematics and English equivalents are:
-12 level 2 credits from an Access course.
-Equivalency test from http://www.equivalencytesting.co.uk

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