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University of Suffolk, Full Time Masters Degrees

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What does the course involve?. Read more
What does the course involve?

The Certificate in Education (CertEd) and Professional Graduate Certificate in Education (PGCE) are professional qualifications for people teaching in further education colleges, sixth form colleges, adult education, higher education, and a wide range of other training and educational settings that are outside the schools sector.
The courses are available to graduates and to non-graduates with appropriate vocational qualifications. The courses can be studied full-time (Ipswich and Bury Campus only), part-time or on a flexible basis. The two year part-time course will interest teachers and trainers who are already in full or part-time employment. Attendance on this course is one evening or one morning or afternoon per week.

The full-time course will benefit those who wish to obtain a teaching qualification before seeking employment. The full-time mode of study assumes no teaching experience and participants are provided with a supervised teaching placement (subject to availability). The course is designed to develop a range of skills and knowledge required of a professional teacher in a post-compulsory environment. The course places a significant emphasis on participants developing the appropriate skills and knowledge they require to meet the needs of the learner. The fundamental principles of practice are underpinned by reference to theoretical perspectives, thus encouraging participants to effectively link theory to practice. Successful completion of the course is determined by continuous assessment.

The course is designed to encourage students to achieve the aims through engaging in activities which are directly related to their own teaching context. Students are assessed through a mixture of essays, reports, assignments and practical tasks as appropriate for the learning outcomes of each individual module. It is a requirement that all students pass the practical teaching elements of the course. Participants will be observed teaching in the normal teaching context and formally assessed a number of times throughout the programme.

What different entry requirements are there depending on the route I choose to take?

Part-time in-service route
All applicants on the two year part-time route must have access to teaching opportunities in a post-compulsory environment and have sufficient experience on which to be assessed. This must be a minimum of 75 teaching hours per academic year. Students will be asked to identify a mentor from within their organisation to assist the development of subject-specific teaching skills.
Full-time pre-service route
Entry to this course depends upon the areas of work or subject area the candidate intends to teach. Recruitment will depend upon the availability of an appropriate supervised teaching practice placement. Training bursaries may be available to support students in designated shortage subject areas.

What modules will I study?
This programme has been developed to match the Education and Training Foundation standards and meet the DfES requirements for new teachers in this sector.

The programme consists of six modules:

Preparing and Enabling Learning in the Lifelong Learning Sector
Assessment and Guidance
Professional Practice 1
Curriculum Design and Evaluation
Researching and Improving Professional Practice
Professional Practice 2

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MA Childhood Studies is based on an informed and critical approach to the academic study of childhood and youth and is intended to reflect both the desires and ambitions of postgraduate students and the philosophical traditions and current developments in the social studies of childhood and youth. Read more
MA Childhood Studies is based on an informed and critical approach to the academic study of childhood and youth and is intended to reflect both the desires and ambitions of postgraduate students and the philosophical traditions and current developments in the social studies of childhood and youth.

This taught Masters course has been developed for postgraduate students or senior professionals interested in specialised or advanced study of childhood and youth. It will, therefore, be of particular interest to those wishing to be or already employed in the children and young people’s workforce. In line with recent international developments in social studies of childhood and youth, the MA Childhood Studies is transdisciplinary in approach but has a strong emphasis on perspectives drawn from sociology, social policy, geography, anthropology and history. The course is informed by the United Nations Rights of the Child (UNCRC) framework and draws on current methodological standpoints in childhood and youth research that emphasis participation. It is committed to adopting a ‘child/young person - centred’ philosophy throughout, and reflects the principles of protecting the rights and interests of children and young people and the increasing importance of participation. The changing conditions of childhood and youth and the ways in which children and young people themselves experience and understand their everyday lives is emphasised.

The aims of the MA (including PG Dip/PG Cert) Childhood Studies are:

• To offer an innovative, dynamic and flexible programme that critically considers developments in the academic study of childhood and the changing contexts of childhood and youth in a globalised world.
• To critically explore the cultural and social constructions of childhood and youth and the implications that they have had and continue to have on children and young people’s everyday lives.
• To advance students’ knowledge of the complexity of understanding the relationship between children’s rights, the ideologies and responsibilities for welfare and the lived realities of children’s and young people’s diverse experiences.
• To provide a robust theoretical framework for students to develop an integrated and critically aware understanding of childhood and youth studies and to cultivate a critical and analytical approach to contemporary methodological advances in childhood research.
• To develop in students a range of intellectual skills reflecting both the ethos of lifelong learning and the rigour required at M level, a high level of student autonomy and self-direction in order to facilitate the student to demonstrate initiative, originality alongside integrity and ethical judgement in their advanced scholarship and to become influential and effective specialists in the field of childhood and youth studies.

The MA Childhood Studies course is delivered on a flexible, blended learning basis using both traditionally taught elements of the course with lectures, seminars and tutorials during study days, weekend learning programmes and a research summer school and through new media technologies and the online learning environment. Combined, these provide an effective and dynamic space for engaging students and effectively promoting student learning through a knowledge sharing philosophy.

The course team have a commitment to high quality teaching and they incorporate a wide variety of technological tools and learning and teaching techniques to form a collaborative space that enables a seamless transition between classroom based and online learning. Tutors are able to monitor understanding and clarify and expand on points quickly and efficiently to support student learning. Using audio and video, online lectures, links to key reading and relevant web based materials these methods of technology enhanced learning are part of a blended learning programme. whilst some modules can be studied by students at a time and pace that best suits them, other modules have a more structured approach in their design and students access the course content on a week by week basis. All modules are designed to offer students a shared learning experience with other students and module tutors. They involve discussion boards and blogs and more interactive learning tools and techniques as well as the self-study materials, downloadable documents, email, eportfolio||, podcasts and vodcasts found throughout the course.

Students will require access to Broadband either at home, in their workplace or in a public library and standard PC or MAC technology. Ipods/Mp3 players would be helpful to also facilitate mobile learning for students to download and listen to podcasts.

The course uses a range of different assessment strategies, which could include: essays and reports; critical reviews and commentaries; analytical exercises; individual or group presentations; a project-based or work-experience report; a dissertation; computer-based assessments and informed discussion and debate via module Blogs.

Most modules run along the UCS based semester September to June but the actual arrangement of the taught content of the modules varies. Some modules can be accessed and studied on a more flexible, independent basis than others allowing greater autonomy in student learning whilst other modules follow a more structured approach and provide a more formalised approach to learning with study days, weekend workshop or a summer school. All modules fulfil UCS requirements in providing the necessary hours of study for students to succeed and obtain credits and masters level. A full-time student is expected to study 3 modules in one year, giving 120 credits and undertake a 60 credit research dissertation. A part-time student will take either 40, 60 or 80 credits per year as taught modules and finally the 60 credit research dissertation.

Students can expect to have to study between four to five hours per module each week and to spend at least an equivalent amount of time per week in additional reading and set learning activities and preparing for assignments. Students will be provided with timetables and learning schedules when they join the course. Personal tutorial advice is a key feature of the course and the course team offer students support either on a face-to-face basis, via telephone or personalised blog.

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The MA Fine Art , provided by the School of Arts and Humanities at University of Suffolk, is a unique full or part time programme for art and design practitioners across a range of disciplines working or planning to work in arts oriented professional fields. Read more
The MA Fine Art , provided by the School of Arts and Humanities at University of Suffolk, is a unique full or part time programme for art and design practitioners across a range of disciplines working or planning to work in arts oriented professional fields.

This is a practice-based programme promoting a student-centred experience, with the emphases of the course changing year on year in response to the different profiles of its cohorts, but always maintaining a focus on the three interrelated principles of skills, concepts and contexts. The course recognises that the role of the student and the creative practitioner is constantly evolving and that educational experience and creative practice necessarily confront interests which do not necessarily coincide. Debate, discourse and intellectual argument will be provoked and encouraged, bringing to the fore some of the inevitable conflicts which arise through differences of values, beliefs and ways of working and learning.

The MA Fine Art is designed to enable students’ career development, supporting their pursuit of a variety of professional arts by means of self-employment or employment in relevant arts, design and /or educational contexts. This may mean working as organisers, promoters, facilitators, formal or informal educators and teachers, enablers, entrepreneurs, community arts workers, administrators, curators, project managers and/or researchers in arts-oriented organisations.

A firm belief in the potential of all students to prosper and to take charge of their learning journey in an environment of support, inspiration, challenge and respect underpins the course ethos.

Content and Modules

Research Methods
Concepts and Contexts in Practice
Professional Development
Independent Practice
Dissertation/ Exhibition Research Project

The course is constructed to allow students to undertake each of the three levels individually, or to make up the full Masters award. This arrangement is particularly suited to those in employment who prefer to remain flexible in modes and level of commitment to postgraduate study.

Modules at Certificate Level

At Certificate Level students are required to take two modules:

Research Methods (20 credits)

Concepts and Contexts in Practice (40 credits)
Modules at Diploma Level

At Diploma level students are required to take two modules:

Professional Development (20 credits)
Independent Practice (40 credits)

Modules at Masters Level

Modules at Masters Level students engage in a Dissertation/Exhibition Research Project (60 credits), constituting a major piece of investigative work

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The vision within health and social care is to have practitioners who are able to approach the new decade with well founded professional beliefs, confidence, political awareness and preparedness to meet the challenge of shifting user expectations, diminution of traditional roles and commitment to different ways of working. Read more
The vision within health and social care is to have practitioners who are able to approach the new decade with well founded professional beliefs, confidence, political awareness and preparedness to meet the challenge of shifting user expectations, diminution of traditional roles and commitment to different ways of working. Consequently, it is recognised that a ‘one size fits all’ approach to education will not be suitable to many practitioners, therefore this MA programme emphasises flexibility, and maximises choice, so that learning opportunities meet the needs of your developing role.

The MA Health and Social Care Studies programme structure is designed to facilitate three climb out awards, specifically these are the Post Graduate Certificate, Post Graduate Diploma and Masters Award. These pathways enable students to engage with a flexible pathway to suit their own learning needs. The programme will attract a range of health and social care professionals and promotes a culture of shared learning. Such opportunities have the potential to enrich the learning experience by supporting the development of critical thinking, creativity and can nurture an entrepreneurial approach to health and social care delivery. Although many of the learning and teaching opportunities will be shared with level six students, there will be opportunities available for Post Graduate students to extend their academic ability through seminars, tutorials and critical debates with their peer group.

Content and Modules

The MA Health and Social Care Practice is underpinned by a philosophy of flexibility to enable students to have greater autonomy in their learning. There are, of course, mandatory modules that you will be required to complete however where there is the opportunity to select an optional module you may be able to make a personal selection or seek advice from one of our professional advisers who will guide you through modules that are specific to specialist areas of health and social care.
Modules studied

All awards with the MA Programme will require completion of the 40 credit module “Delivery of Heath and Social Care Practice”. This module is delivered over two semesters.
The 20 credit “Research Module” is mandatory for all students progressing beyond the Post Graduate Certificate.
The 60 credit “Dissertation” is mandatory for all students wishing to complete the MA award and is delivered over two semesters.

Optional Modules
Students are encouraged to be forward thinking and to engage in learning opportunities to maximise their personal and professional potential. Therefore although there are modules which are focused on specialist areas of health and social care such as children’s nursing and midwifery practice, many of the modules can be chosen by practitioners from a range of professional backgrounds.

Modules can be identified from the Continuing Professional Development calendar of modules available on the university website. However, students may also be able to select modules offered within other MA/MSc programmes delivered at UCS with the prior agreement of the programme leaders.
The range of optional modules and will depend of their availability each academic year. Possible modules include, but are not limited to…
• Antenatal and Newborn Screening
• Counselling Skills
• Dementia Care
• Managing Suicide and Self Harm
• Minor Illness
• Supporting Practice Learning (Mentoring

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The MA Learning and Teaching course has been developed for postgraduates and professionals interested in specialised or advanced study within the field of education. Read more
The MA Learning and Teaching course has been developed for postgraduates and professionals interested in specialised or advanced study within the field of education. The course enables teachers to formally engage in focused study, with meaning and purpose, and refine their goals in the profession and their work within their educational setting. Thus, the course has been designed so that professionals within education can focus on their continuing professional development alongside gaining a postgraduate qualification.

The MA Learning and Teaching course is aimed at all teachers and has been devised to meet the needs of those that teach across the early years, primary, secondary and post compulsory sectors, including NQTs and those in the early stages of their teaching career. Postgraduates not employed in the education sector will need to ensure that they fulfil the “access to practice” requirements.
Course Summary

Theory, practice and reflection are the key components of the course which allows participants in the programme to use their own experience and practice as a basis for critical reflection, problem-based learning and action research, with the support of tutors and other learners on the programme. Participants will be encouraged to explore current best practice and innovatory approaches in teaching and learning in relation to their specialist field and to relate these to the realities, pressures and challenges of their job in a rapidly changing world.

The MA Learning and Teaching course is a flexible modular qualification with a rich diversity of modules (see content and modules tab above) enabling students to study aspects of education appropriate to their own context and interests. The modules support student’s professional development through investigation of currently significant issues in the context of their own experience and appropriate literature.

There are a range of attendance and delivery options offered including CPD, School Partnership and School Based Delivery as well as individual teacher continuing professional development.

Course Structure

The MA Learning and Teaching course utilises a blended learning approach and adopts a wide variety of learning, teaching and assessment strategies. The programme may be undertaken at different levels: as a Postgraduate Certificate (60 credits), as a Postgraduate Diploma (120 credits) and at MA level (180 credits) with climb out awards. Most modules may also be undertaken on an individual basis for continuing professional development. The MA Learning and Teaching course includes mandatory and option modules allowing students to develop their own interests or study a specialist pathway within the fields of Literacy, SEN and Inclusion, Research or Leadership.

Modules Studied:

Research Methods
SEN and Inclusion
Learning and Teaching: Theory in Practice
Dissertation
Developing Educational Practice

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The MBA is one of the most sought-after qualifications in the world because of its value to managers in all types of organisations. Read more
The MBA is one of the most sought-after qualifications in the world because of its value to managers in all types of organisations. An MBA not only offers critical business knowledge at a senior level of management, but it also provides the chance to develop leadership skills.

Many employers place great value in the advanced knowledge and skills developed in a postgraduate course. Undertaking further study demonstrates determination to succeed in a chosen career area and shows you are prepared to undertake professional development. The MBA provides an opportunity to grow in career and personal terms.

The course is:

Academic
Meeting the exacting standards required of this internationally recognised qualification students develop analytical and problem solving skills, learn how to apply business models and theories, and present their findings through seminars, reports, group work and presentations.

Distinctive
It not only embraces the international dimensions of business and commerce, but includes an international component with part of the programme based in Boston, Massachusetts.

Practical
Students will be involved in live management issues through various projects and assessments, developing leadership and management skills, and undertaking group and individual work. The use of “guest lectures” by experts and practising managers provides opportunities to explore many aspects of current management issues.

The course aims to develop analytical and strategic management skills using concepts derived from a wide range of academic disciplines. This enables students to respond creatively and effectively to the challenges presented by a global business environment, and to broaden the range of management responsibilities they undertake.

Course structure
Full-time students complete the course over one calendar year, with attendance, typically, on an afternoon and evening basis 2pm – 9pm, two days per week. Naturally there is also a significant level of independent study required at Masters’ level.
Part-time students complete the course over two and half years, with attendance, typically, on an afternoon and evening basis 2pm – 9pm, one day per week.

Prior to the commencement of teaching, all students are expected to attend two MBA Academic Skills Sessions. The study skills sessions aim to equip students with an awareness of key academic requirements at postgraduate level.

Modules studied

The Operations and Functions of Management
This module addresses four significant and related management topics, which together provide a foundation in both content and learning for subsequent modules. The topics are; managing people in a technological environment, managing technology, managing responsibly and managing operations.

Financial and Risk Management
This module provides an appreciation of a wide range of financial and risk issues as they impact on the business world. The initial focus is on the basic application of financial statements, financial tools and techniques before progressing to a more strategic perspective. It encourages students to see the financial and risk implications of the decision making process.

Contemporary Issues in the Business Environment
Of interest here are the external factors that affect the strategy and operations of businesses such as regulation, political and economic actions as well as social forces. The module enables students to develop a critical awareness of the implications of those factors. Contemporary issues such as employment law, globalisation and its impacts, contract law and environmental regulation are also covered.

Strategic Change Management
This module aims to develop a critical understanding of organisational strategy, and to apply this to different contexts, including commercial and not-for-profit organisations of various sizes. It adopts an interdisciplinary approach to problem solving, drawing on skills developed in other modules. The content will cover contextual analysis, culture and stakeholder analysis, approaches to organisational change management, and methods of implementing and evaluating change interventions.

Strategic Marketing
Marketing is fundamental to profitable business operations, achieved through strategic analysis, strategy formulation, strategic implementation and control. It is largely responsible for delivering core corporate objectives by offering value propositions to targeted customer segments, helping to sustain competitive advantage in the longer term. It is desirable for the contemporary MBA programme to contain a designated marketing module, which demonstrates a customer-facing approach, integrated across and throughout a business organisation. As a set of principles and practices, marketing also has relevance to public sector and other not-for-profit sectors.

International Business Strategy (essential for part-time students, optional for full-time students)
The aim of this module is to provide an understanding of how to plan for the internationalisation of firms, including suitability criteria, methods of overseas market entry, cultural aspects of operating internationally and practical marketing considerations in international markets. The content will cover trends in the global economy, carrying out international market research and planning, international advertising, product policy and pricing issues. The module will be partly taught in the USA, at Suffolk University in Boston, where students will participate in a consultancy exercise with an overseas company.

Research Methods
The aim of this module is to introduce students to the wide variety of approaches and techniques of quantitative and qualitative research and to equip students with the skills required to collect, collate, analyse, present and interpret data. It also aims to provide a firm foundation for the dissertation. The content will cover the context of qualitative research, data collection techniques, qualitative data analysis techniques, statistical analysis or relationships and trends, sampling, and exploratory and descriptive research.

Dissertation
The dissertation provides students with an opportunity to undertake a substantial piece of independent research in an area of particular interest and to allow students to demonstrate their understanding of research methods and their application. It also provides an opportunity for students to relate their learning in taught modules to the analysis of a problem relevant to their Masters programme. On completion of the dissertation students will have designed an appropriate and feasible research plan, developed appropriate research instruments and written a dissertation of 15,000 words.

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The MSc Business and Management is designed for new or recent graduates and those with management experience. This programme goes beyond just providing students with a thorough grounding in vital business and management practices and the contexts in which they operate. Read more
The MSc Business and Management is designed for new or recent graduates and those with management experience. This programme goes beyond just providing students with a thorough grounding in vital business and management practices and the contexts in which they operate. The course philosophy focuses upon the role of modern business and management and the varied and sometimes complex mixture of knowledge and skills that drive the revenue streams of those modern entities. Modern businesses have become more diverse. The balance of power has shifted significantly in favour of the customer, who now has more control of the relationship than ever before, and technology has brought in new media channels and cultural norms. The role of business and management has altered, so too has the scope and role of management which is changing in response.

This course delivers the core essentials for a career in business and management by allowing students to rehearse the necessary skills and techniques required in the profession, and doing so at the intellectual and deep level of a Masters programme. Students taking this course will be able to significantly enhance their career and promotion prospects.

Students will complete 180 credits including the core module Global Enterprise Management plus three compulsory modules in Global Economic Trends, Research Methods and Operations and Human Resource Management. For the remaining modules students have a choice of topics giving them the opportunity to build on their business interests. Students will also complete a dissertation on a topic of their choice for the detailed exploration of technology, business and management issues.

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Criminal justice practitioners and professionals working the law enforcement arena today increasingly require the skills and understanding at an advanced level in order to embed an evidence-based approach into their professional practice and beyond that into their working environment. Read more
Criminal justice practitioners and professionals working the law enforcement arena today increasingly require the skills and understanding at an advanced level in order to embed an evidence-based approach into their professional practice and beyond that into their working environment. This Master’s course will provide graduates with an advanced understanding of crime, criminological theory and criminal justice and will upgrade the skills of senior professionals to enable them to drive an evidence-based approach to policing and to decision-making. It will embed the theories, principles and practices of an evidence-based approach and will equip students with analytical, problem solving and leadership skills necessary to address the challenges they encounter in the twenty-first century.

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Regenerative Medicine is a vibrant area of endeavour involving multidisciplinary interactions and strong employment opportunities for those trained in the field. Read more

The Exciting Area of Regenerative Medicine

Regenerative Medicine is a vibrant area of endeavour involving multidisciplinary interactions and strong employment opportunities for those trained in the field. It encompasses many areas of life science and medicine, including a range of pharmaceutical-related approaches, as well as the use of cell-based therapies, to include also various types of stem-cells, bioactive scaffolds and drug delivery modalities. Whilst gaining a growing interest from the commercial sector and from the healthcare systems world-wide, Regenerative Medicine is still a rich area for fundamental, question-driven research. This 21st Century Medicine holds the promise of contributing to the development of alternatives to long-term, high-cost care approaches for many degenerative and age-related diseases. Nevertheless, it investigates the complexity of stem cell characteristics and properties, regeneration mechanisms and in vivo integration of in vitro-regenerated tissues

About the Course

The MSc Regenerative Medicine (taught masters) will provide students with a multidisciplinary approach to gaining a critical knowledge and training in the biological and chemical basis of tissue regeneration, stem cell biology; as well as knowledge of the basics of intellectual property law, regulatory affairs, ethical issues, all of which are key components of the global regenerative medicine industry. It is a vibrant area of endeavour involving multidisciplinary interactions and strong employment opportunities for those trained in the field.

The MSc Regenerative Medicine (taught masters) will provide you with a multidisciplinary approach to gaining a critical knowledge and training in the biological and chemical basis of tissue regeneration, stem cell biology; as well as knowledge of the basics of intellectual property law, regulatory affairs, ethical issues, all of which are key components of the Regenerative Medicine sector.
Ultimately, the course aims to produce postgraduates capable of making a significant contribution within the Regenerative Medicine area at large. Master Graduates will be well placed to secure jobs in academic research, however the transferable skills developed during the course will equip you for a wide range of careers outside the laboratory, for example within biotechnology business, legal sciences, and science communication. Additionally, the course prepares students for higher levels of study, for example at PhD level.

Module on this Course

The delivery of the course Comprises a mixture of structured taught modules, practical activities and self-directed study. Students are set regular tasks and formative assessments helping strengthening skills of communication, team working, and self-evaluation. The Master degree culminates with a research project dissertation providing you with the opportunity to fully engage with contemporary research in the field; numerous opportunities for conducting part or the entirety of this research project outside the University or abroad can be discussed as required.

These are the Modules on this Course:
• Cell Biology and Biotechnology
• Developmental Biology and regeneration
• Advanced Laboratory Skills
• Research Methods
• Stem Cell Biology
• Cell Therapy and Tissue Engineering
• Dissertation Project

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The Suffolk and Norfolk Initial Teaching Training programmes for both Primary and Secondary teachers aim to bring together the very best of school centred… Read more
The Suffolk and Norfolk Initial Teaching Training programmes for both Primary and Secondary teachers aim to bring together the very best of school centred and academic training to produce competent and confident Newly Qualified Teachers who consider and reflect upon the purposes of education as well as having high levels of knowledge, understanding and skills in the learning and teaching of children. We offer the facilities to undertake the following three programmes in which the training is based mainly in schools:

Primary SCITT (School Centred Initial teacher Training)
Secondary SCITT
Graduate Teacher Programme

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The Suffolk and Norfolk Initial Teaching Training programmes for both Primary and Secondary teachers aim to bring together the very best of school centred… Read more
The Suffolk and Norfolk Initial Teaching Training programmes for both Primary and Secondary teachers aim to bring together the very best of school centred and academic training to produce competent and confident Newly Qualified Teachers who consider and reflect upon the purposes of education as well as having high levels of knowledge, understanding and skills in the learning and teaching of children. We offer the facilities to undertake the following three programmes in which the training is based mainly in schools:

Primary SCITT (School Centred Initial teacher Training)
Secondary SCITT
Graduate Teacher Programme

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What does the PGCE involve?. This PGCE programme combines the very best of school and university training. It lasts one year and is full-time. Read more
What does the PGCE involve?

This PGCE programme combines the very best of school and university training. It lasts one year and is full-time. It provides trainees with an intellectually stimulating course that challenges their assumptions, while providing them with an in-depth practical experience of the classroom environment.

The course offers a range of opportunities for study in differing schools. Most importantly, it creates the opportunity to work full-time within a school environment and to be part of a school community.

The major aim of the course is to prepare trainee teachers effectively as specialists in their chosen subject and to produce teachers who are confident and competent in the craft of teaching, as well as being able to contribute within an active school environment.

The course also aims to facilitate trainee teachers in their development of critical inquiry, and to engage trainee teachers in the application of educational theory and current research. These latter elements contribute to the PGCE qualification awarded to trainees along with the QTS Certificate.
Where will my placements be?

The course is based in the largely rural Tendring area of north east Essex which stretches from Colchester to Harwich. The area is pleasant and welcoming with a comprehensive range of social and educational amenities. Educational facilities are extensive, including UCS, the University of Essex and Colchester Institute. The Training Centre is located at Clacton County High School and during teaching practice trainees will travel to two partner schools in Clacton, Harwich, Brightlingsea, Thorpe-le-Soken and Frinton-on-Sea.

How is the course structured?

Programme delivery is strongly influenced by trainee-centred strategies which involve group and individual reflection, negotiation and individual learning audits, and contracts and individual development profiles. During the first term there is an intensive induction programme. Trainees will spend two days a week following both a general educational theory course and a subject specific course. The remainder of the week is spent in the base school, observing experienced teachers and preparing for the first teaching practice. Students will also be expected to complete two assignments.

The second term provides students with five to six weeks of teaching practice in the base school followed by a primary school placement, plus further subject and general theory sessions and preparations for the second teaching practice in a different confederation school. Students will also be expected to complete one assignment and a primary school report.

In the third term, students complete their second teaching practice placement, complete their final theory sessions and prepare for final assessment. They will also be expected to complete a critical review and a career entry profile.

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The Postgraduate Diploma in Human Resource Management is delivered and assessed to CIPD standards and meets those specific knowledge requirements. Read more
The Postgraduate Diploma in Human Resource Management is delivered and assessed to CIPD standards and meets those specific knowledge requirements.
Students benefit from access to industry speakers and also undertake a Leadership Skills Development residential as well as a work placement (full-time students.)
Modules Studies include Developing Skills for Business Leadership, Leading and Developing HRM in Context, Employment Law, Investigating a Business Issue, Employment Relations and Engagement and Resourcing and Rewarding Talent

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The Tendring Hundred Primary SCITT programme combines the very best of school-centred and academic training to produce confident and competent Newly Qualified Teachers. Read more
The Tendring Hundred Primary SCITT programme combines the very best of school-centred and academic training to produce confident and competent Newly Qualified Teachers. The course specialises in Early Years education (3-7 years) and Primary (5-11 years). On successful completion of the course all Trainees will gain QTS and a Professional Graduate Certificate in Education (PGCE). The course offers a range of opportunities to work within a school environment and be part of the school community.

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