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Full Time Masters Degrees in Education, Manchester, United Kingdom

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The course has been designed for teachers and other education professionals, working in a range of educational settings. Read more
The course has been designed for teachers and other education professionals, working in a range of educational settings. It will provide you with the opportunity to engage in structured study of, and reflection upon, the application of educational theories, ideas and concepts to a range of educational and community-based contexts.

It offers a unique combination of policy and practice-based perspectives on education located within the educational and other related experiences. It is taught by world-leading researchers who focus on the realities of professional practice using the social sciences. Course participants typically study the course in order to develop their careers in education through securing new posts, or promotion, in educational and education-related institutions.

Aims

-Develop critical understanding of key concepts in educational theory in order to enable an informed analysis of educational practices.
-Raise awareness of the influence of context upon education.
-Develop students' professional knowledge, understanding and skills in relation to their prior and emerging professional interests.
-To enable students to gain evaluative and analytical skills that will help them to critique education policy and practice.
-Develop capacity to engage in research to inform and develop practice.

Special features

The course has been designed for teachers and other education professionals, working in a range of educational settings. It will provide you with the opportunity to engage in structured study of, and reflection upon, the application of educational theories, ideas and concepts to a range of educational and community-based contexts.

It offers a unique combination of policy and practice-based perspectives on education located within the educational and other related experiences. It is taught by world-leading researchers who focus on the realities of professional practice using the social sciences. Course participants typically study the course in order to develop their careers in education through securing new posts, or promotion, in educational and education-related institutions.

Aims

-Develop critical understanding of key concepts in educational theory in order to enable an informed analysis of educational practices.
-Raise awareness of the influence of context upon education.
-Develop students' professional knowledge, understanding and skills in relation to their prior and emerging professional interests.
-To enable students to gain evaluative and analytical skills that will help them to critique education policy and practice.
-Develop capacity to engage in research to inform and develop practice.

Teaching and learning

The course is taught by world-leading researchers who focus on the realities of professional practice through using the social sciences. This includes Professor Mel Ainscow (an international expert in inclusive education), Professor Michael Apple (the world's leading critical educationalist), Steve Courtney (an expert on school restructuring, change and leadership), Professor Helen Gunter (known internationally for her work on policy and leadership), Professor David Hall (an expert in policy enactment and distributed leadership), Ruth McGinity (an expert on localised policymaking, change and leadership), Dr Susie Miles (known internationally for her specialist knowledge of inclusion and disability in developing country contexts), Professor Mel West (a leading expert in school improvement and school effectiveness).

The course units are delivered through lectures, tutorials, group-work, case-based approaches, and enquiry-based learning. Comprehensive training is provided in the use of electronic resources. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. We aim to build on the expertise of our students, many of whom are experienced teachers, and who bring with them a wealth of knowledge and practical experience from a wide range of different countries.

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The aims of this course are. Read more
The aims of this course are: to develop critical skills in the evaluation and analysis of current research, theory and practice in psychology and education; foster an ethos of independent and co-operative learning and research; and to provide eligibility for the Graduate Basis for Chartered Status from the British Psychological Society. Graduate Basis for Chartered Status is the first step towards becoming a Chartered Psychologist.

The course is intended to bring graduates from other disciplines up to the academic standard of an honours degree in psychology. It demonstrates how the core areas of psychology (developmental, social, cognitive, psychobiology, individual differences, research methods) can be applied in educational settings. It is therefore an excellent starting point for individuals wishing to pursue a career in educational psychology. However, it should be noted that the MEd does not qualify you to practice as an educational psychologist. Individuals wishing to practice as an educational psychologist also need to complete the Doctorate in Educational and Child Psychology.

Course content includes:
-Psychology of Human Development
-Neurobiology
-Cognition
-Research Issues in Psychology & Education
-Social Psychology of Education
-Current Issues in Special Educational Needs
-Applied Prevention in Education

Teaching and learning

We take a varied approach throughout the course. In terms of teaching and learning, the course units are delivered through lectures, tutorials, group-work, practicals and simulations, case-based approaches, and enquiry-based learning. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. Many students are experienced teachers and we appreciate the wealth of knowledge and practical experience you bring with you on the course. During research-based learning sessions we encourage you to use all sources of information, including each other. You will receive comprehensive training in the use of electronic databases, library resources, and statistics and qualitative analysis packages. Many other key skills will be developed during the course.

Coursework and assessment

The form of the assessment varies from unit to unit. Written assessment for a course unit usually totals 3,000 words, and may be in the form of an essay, critical review, research report or research proposal. All assessments will be followed by both formative and summative feedback. The dissertation is the report of an empirical research project investigating an aspect of psychology as applied to education in its broadest sense. It is 15,000 words long.

Career opportunities

As the MEd confers eligibility for the Graduate Basis for Chartered Status from the British Psychological Society, a career pathway for our graduates is professional training as a psychologist (e.g. Doctorate in Educational and Child Psychology) and we have a good conversion rate in this regard with recent MEd graduates accepted onto doctorate-level training in educational, clinical and counselling psychology. The knowledge and skills gained by psychology graduates means that they are highly regarded by employers (Higher Education Careers Services Unit, November 2010) for work in areas such as health and social care, marketing and PR, management and human resources, education, and the public sector. Many of our graduates use the skills they have acquired to gain promotion or develop their existing careers, whilst others take the opportunity to change profession, for example, moving into teaching, research or working as assistant psychologists and in related positions (e.g. child and adolescent mental health worker). A small number of students go on to study for a doctorate by research (PhD) in educational psychology (which in itself opens a career pathway to working as a researcher or lecturer in higher education). More information about careers may be found on the BPS website http://www.bps.org.uk/ .

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This course will prepare you to become a teacher of business education across the 14 -19 age range. It combines master's level academic study of business education with a range of school and college experiences. Read more
This course will prepare you to become a teacher of business education across the 14 -19 age range. It combines master's level academic study of business education with a range of school and college experiences. Completion of the 10 month course leads to both a postgraduate qualification and qualified teacher status (QTS).

More than two-thirds of your time will be spent in our partnership schools and colleges, where you will develop practical teaching skills with the support of trained mentors and established teachers. You will have the opportunity to visit a range of educational establishments, in particular outstanding local sixth form colleges, to hone your skills and understanding of specific teaching theory and practice.

Collaborative learning and formative teaching will allow you to develop the knowledge and capabilities of students in your own classrooms in all aspects of business education, including business studies, economics, and accounting and key vocational business qualifications. You will be taught by a teaching team with a nationally recognised reputation for research, teaching and publications in business education.

Aims

The University-based components of the course will enable you to reflect on teaching, learning and pedagogy, and encourages you to observe how children learn. Sessions will include:
-Business studies and economics subject knowledge and pedagogy
-Current debates in business education
-Planning lessons
-Assessment for learning; differentiation
-Managing pupil behaviour
-Keeping records and using data and ICT to support pupils' progress

In addition, you will be able to observe and discuss a number of `best lessons' which are planned and delivered by experienced practitioners. You will be encouraged to make the transition from subject specialist to outstanding teacher.

Special features

-Over 90% of graduates in a teaching post within six months of completing the course (2013 graduates from The University of Manchester).
-Course rated as `outstanding' by Ofsted.
-Top university Secondary PGCE provider in the North West - ( Good Teacher Training Guide 2014 ).
-Extensive classroom experience - up to two thirds of the course is school-based learning.

Career opportunities

On completion of your PGCE and being granted qualified teaching status (QTS), you will work for a year as a newly qualified teacher (NQT). We keep in touch with our former students and continue to support them throughout their NQT year.

A Secondary Business Education PGCE from the University of Manchester is a valued qualification regionally, nationally and internationally. You will be given clear direction, advice and support when making applications for teaching posts and our employment rates are consistently high. Over 90% of our Secondary Business Education PGCE graduates in 2013 were in a teaching post within six months of completing the course.

Qualified teachers undertake continuous professional development throughout their career, both to maintain the latest subject knowledge and teaching techniques, and if desired, to facilitate progression into leadership and management positions. A PGCE qualification counts as 60 of the 180 credits required for a master's degree and The University of Manchester offers an MA in Educational Leadership should you wish to continue your professional development by completing a master's in the future.

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University of Salford School of Arts and Media
Distance from Manchester: 0 miles
Creative Education relates to the teaching and development of creativity in others and to the creativity of the educator. It is relevant to educational contexts such as schools, colleges, galleries, museums and youth development, as well as hospitals and community care. Read more
Creative Education relates to the teaching and development of creativity in others and to the creativity of the educator. It is relevant to educational contexts such as schools, colleges, galleries, museums and youth development, as well as hospitals and community care. It relates best to those with a background in or responsibility for delivering; creative skills, disciplines and media.

Key benefits:

• Develop your knowledge and skills relating to current debates and practices
• Enjoy access to your own studio space and workshop support
• Tap into long-established associations with key creative and professional networks.

Visit the website: http://www.salford.ac.uk/pgt-courses/art-and-design-creative-education

Suitable for

Teachers, artist educators and those in relevant educational support and development roles.

Course detail

This course is intended to support your professional development and encourage your independent expertise and your original value as educators. It focuses on developing individual creative habits and strategies to transfer these ideas within an educational context. You are encouraged to develop an individual line of inquiry of which you are supported through lectures, seminars and tutorials. There is an opportunity to undertake a placement in a relevant work place to gain new experiences and test out developing ideas and activities.

Studio space is provided and you are expected to develop and understand your own creative processes, advance your practice and to communicate ideas and transfer skills within educational or community settings.

Format

On MA Art and Design: Creative Education your independent studio practice is supported by live projects and work placements within your chosen educational field. The process of creatively engaging with others on placements should feed back in to your own studio practice and be contextualised through further workshops or engagement. This will enable you to test your ideas about and explore the methods, techniques and rationales within your work. The aim is to build specialist knowledge, stimulate further enquiry and contextual awareness, and develop new delivery methods of educational engagement through arts based methodologies.

Module titles

• Research Methods and Practice
• Specialist Practice
• Creative Contexts
• Practice in Context
• Negotiated Thesis/Major Project

Assessment

Assessment methods used on the course include:

• Practical, oral and written assignments (80%)
• Group presentations (20%)

You will be assessed throughout the course on your:

• Body of work and contextual research: e.g. studio/portfolio/workshop outcomes/ exhibitions
• Reflective journals: log or sketch-book/statement/seminar or other presentation

Career potential

Many teachers undertaking the course are doing so with the support of their employers who see the value of this Continuing Professional Development for the whole school and the individual’s career progression.

Freelance practitioners encounter the course as a means of professionalising their educational and teaching portfolio and peer networking opportunities.

Creative Education students traditionally study while in employment, so following graduation they don’t necessarily move to new workplaces. However, while on the course and after graduating, students tend to move into more senior positions and be involved in greater whole school development with a focus on implementation of creative practices across the curriculum.

Some teachers on leaving the course step out of formal education and become freelance practitioners working in galleries, prisons, youth centres, hospitals and schools. They are supported in establishing business practices and marketing their activities.

Artists leave the course as professional freelancers working in a variety of formal and non-formal workshop or residency settings. The mix of freelancers and employed teaching staff enrolled on the course brings a wide range of peer employment opportunities. Current students are working in primary and secondary schools, prison education, hospitals, galleries, further and higher education, youth clubs and residential and care homes.

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

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The course will be offered in three modes. -Full-time study in Manchester lasting 12 months. -Part-time study in Manchester which normally lasts around 27 months. Read more
The course will be offered in three modes:

-Full-time study in Manchester lasting 12 months
-Part-time study in Manchester which normally lasts around 27 months
-Part-time study at a distance, by e-learning over two or three years

All three modes start in September each year. The deadline for applications is 31st August 2017; later applications are considered at our discretion. Please note that we receive a very high number of applications so the course may be closed to new applications before the final deadline given.

Aims

-Further your career by improving your skills and knowledge base in the area of digital technologies and communication, in order that these can be applied in any educational setting.
-Enhance your interpersonal and group communications skills in order to learn independently and make effective decisions through self-reflection on your own practice.
-Develop the ability to design your own educational materials using digital technologies and in particular to develop creative and innovative approaches to this work.
-Build your confidence and ability to identify and critically evaluate the use of digital technologies, whether in formal educational settings or the informal educational processes of society, and with specific reference to your own needs and practice.
-Develop your ability to systematically understand and critically evaluate research and research methodologies relevant to digital technologies in education, and apply this knowledge in actual research projects.
-Develop an ability to manage and understand rapid technological change and its effect on educational processes, institutions and policies.

Teaching and learning

Formalised lectures are rare. Instead, classes tend to mix lecturer input with group work, computer and video activities, simulations, problem-based learning and class discussions. We make considerable use of enquiry-based learning (EBL), encouraging students' critical reflection on their own practice and beliefs: formed both by their professional experiences and intuitions, and theory and research. We encourage both individual and co-operative learning and research and hope to foster an ethos of life-long-learning. As most of our participants are themselves experienced teachers, we appreciate the wealth of knowledge and practical experience that they bring to the course and we encourage all participants to use all sources of professional insights including their fellow participants. We provide training in the use of electronic databases, library resources, and computer based statistics packages. Many other key skills will be developed during the course.

Career opportunities

Graduates from the course can follow a number of career paths: some continue to work in their existing posts, but often with enhanced status; some move into teacher education, materials development, publishing, the media, managing self-access facilities, testing and assessment, research; some set up their own businesses. Alternatively, graduates may use the programme as a springboard into further study, eventually leading to a PhD.

For example, we quote one student who previously studied on this course:
"I was employed with my Master's degree at the Arab Open University. It is a non-profit Higher Education Institution established mainly to enable those who missed the chance of attending the University to pursue their higher education through distance learning. I I've planned two modules for this semester. One is Education and ICT, the other is Using Computer Software in Education. I'm using the best that I have experienced in Manchester to construct stimulating courses."

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Manchester Metropolitan University Faculty of Education
Distance from Manchester: 0 miles
Education Studies is concerned with understanding how people develop and learn throughout their lives, the nature of knowledge, and critical engagement with ways of knowing and understanding. Read more
Education Studies is concerned with understanding how people develop and learn throughout their lives, the nature of knowledge, and critical engagement with ways of knowing and understanding.

This programme offers an intellectually rigorous analysis of educational processes, systems and approaches, and their cultural, societal, political, historical and economic contexts. Postgraduates are able to participate in, and contest, changing discourses exemplified by reference to debate about values, personal and social engagement and how these relate to communities and societies.

Students have opportunities to develop their critical capabilities through the selection, analysis and synthesis of relevant perspectives, and to be able to justify different positions on educational matters. This award provides the knowledge, understanding and critical analysis to inform current and future professionals in education, for different areas and contexts.

The full time MA Education Studies is normally timetabled for teaching on two days a week (currently Tuesdays and Thursdays), with additional independent, guided study requirements.

We welcome applications from non-EU internationals for the full-time route and students are suported at every stage by MMU International.

Special Features

. Flexible delivery - traditional taught (full/part-time) or intensive modes available
. Can be tailored to meet personal and professional needs
. Opportunity to study contemporary educational issues
. Many Education Studies teaching staff are actively involved in research at our Education and Social Research Institute (ESRI) and
experienced in PhD supervision
. Close collaboration with ESRI, including guests speakers and conferences

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Manchester Metropolitan University Faculty of Education
Distance from Manchester: 0 miles
Manchester Metropolitan University has a national reputation for initial teacher education which has been established over 100 years. Read more
Manchester Metropolitan University has a national reputation for initial teacher education which has been established over 100 years. Our Department of Primary Teacher Education has a team of over 40 primary teaching staff who between them have expertise in all primary curriculum subjects, enabling us to offer a wide range of specialisms. The majority of teaching staff are actively involved in research, linked to our Education and Social Research Institute, one of the leading UK centres for educational research. We have an Initial Teacher Education Partnership with over 500 primary schools and strong community links across the North West region, ensuring we can offer our trainees a diverse range of placement experiences.

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

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

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

Special Features

• Choice of University led or School Direct routes
• Strong mentor and tutor support for trainees' personal, academic and professional needs (identified as a key strength by Ofsted in
their 2015 inspection)
• Varied placement opportunities, including opportunity to do an inclusion placement with SEND focus
• Research-led teaching
• NQT support and opportunities for continuing professional development at Manchester Met

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Manchester Metropolitan University Faculty of Education
Distance from Manchester: 0 miles
This award provides the opportunity to engage with theoretical perspectives and research in the field of inclusion and disability, both nationally and globally. Read more
This award provides the opportunity to engage with theoretical perspectives and research in the field of inclusion and disability, both nationally and globally. The programme is relevant to both UK and *international applicants and starts from the premise that terms, such as inclusion, disability and special needs are contestable.

Students are encouraged to critically engage in those social, political and global debates relating to the education of marginalised groups of children and young people.

The question of how can education promote greater equity in an increasingly diverse society is central to the award. In this way the MA provides outstanding professional development for those working in education, enabling them to deepen their understanding of how to develop more inclusive practice within their own professional setting or country context.

Special Features

• Linked to world-leading research at the Education and Social Research Institute (ESRI)
• Tutors are engaged in research and knowledge exchange activities and have published a number of books relevant to our courses
• Accreditation of prior learning is available for recent and relevant Masters credits
• Students can attend a range of events across the Faculty, including our annual SENCo conference
• Students are encouraged to expand their network in the academic community, present at local conferences and to look to publish
their own work

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Manchester Metropolitan University Faculty of Education
Distance from Manchester: 0 miles
This course is run by the University's Education and Social Research Institute which was rated in the top ten research departments in the UK for educational research in the last Research Assessment Exercise, with the majority of our research being acclaimed as 'internationally excellent' or 'world leading'. Read more
This course is run by the University's Education and Social Research Institute which was rated in the top ten research departments in the UK for educational research in the last Research Assessment Exercise, with the majority of our research being acclaimed as 'internationally excellent' or 'world leading'.

It can be taken as a free-standing qualification and as a research training programme with full-time (face to face) or part-time (online) pathways available. All key areas of research methods preparation are covered, including: qualitative and quantitative research mothodologies, data collection techniques, mothods of analysis, developing theoretical, methodological and 'real world' skills for researchers.

The course structure is designed to provide a collaborative, student-centred approach that makes the best use of digital technologies to increase flexibility, collaboration and insight into the latest research and practice. Postgraduate Certificate in Social and Educational Research and Postgraduate Diploma in Social and Education Research exit awards will also be available.

This course is aimed at students who wish to progress to study at PhD level and for research workers in education and the social sciences.

Special Features

. This course is run by the University’s Education and Social Research Institute which has been ranked 7th in the country for its world-leading research by the recent UK wide assessment of university research quality.
. A research training programme.

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This course will prepare you to become a teacher of business education across the 14 -19 age range. It combines master's level academic study of business education with a range of school and college experiences. Read more
This course will prepare you to become a teacher of business education across the 14 -19 age range. It combines master's level academic study of business education with a range of school and college experiences. Completion of the 10 month course leads to both a postgraduate qualification and qualified teacher status (QTS).

More than two-thirds of your time will be spent in our partnership schools and colleges, where you will develop practical teaching skills with the support of trained mentors and established teachers. You will have the opportunity to visit a range of educational establishments, in particular outstanding local sixth form colleges, to hone your skills and understanding of specific teaching theory and practice.

Collaborative learning and formative teaching will allow you to develop the knowledge and capabilities of students in your own classrooms in all aspects of business education, including business studies, economics, and accounting and key vocational business qualifications. You will be taught by a teaching team with a nationally recognised reputation for research, teaching and publications in business education.

Read less
Manchester Metropolitan University Faculty of Education
Distance from Manchester: 0 miles
The Faculty of Education has a longstanding national reputation for providing high-calibre initial teacher training with over 20 Secondary specialisms available. Read more
The Faculty of Education has a longstanding national reputation for providing high-calibre initial teacher training with over 20 Secondary specialisms available. We have a well-established partnership with over 800 secondary schools and colleges across the North West region and beyond.

This PGCE equips trainees with the skills and competencies to teach Physical Education at secondary level (11-18) with confidence. Training makes use of well-equipped facilities on campus and works in close partnership with local schools and colleges.

Trainees will study all aspects of Physical Education from a teaching perspective, including philosophy, class management and organisation, teaching styles, assessment for learning, short and medium term planning and the implementation of current initiatives in PE in schools.

Special Features

• State-of-the-art teaching facilities at our Brooks building in Manchester
• Experience in a diverse range of schools and colleges
• Choice of University led, School Direct or Assessment Only routes to Qualified Teacher Status
• Opportunity to apply for enrichment experience overseas
• Course includes 60 Masters Level CATS points, or one third of a Masters degree
• Access to NQT alumni support in your first year of teaching
• Close links with our Educational and Social Research Institute

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Our PGDip in Deaf Education provides training for qualified teachers who want to work within deaf education. It delivers an evidence-based approach to meeting the diverse needs of deaf children. Read more
Our PGDip in Deaf Education provides training for qualified teachers who want to work within deaf education. It delivers an evidence-based approach to meeting the diverse needs of deaf children.

The course places a strong emphasis on translation of theory to practice. The rapid developments in audiology, and our understanding of language, communication and educational practice, make this an exciting area of study. The course has DfES/TDA approval, which meets the requirements of the mandatory qualification.

Aims

This course aims to provide you with the skills, knowledge and understanding to ensure deaf children are able to achieve their full potential.

Special features

This course is delivered by a multi-professionals in a highly specialised and internationally recognised team.

Teaching and learning

In addition to the full-time option, the University offers an on-campus option (2 years part-time) or an e-blended learning and distance learning course (2 years part-time) to make the course as accessible and flexible as possible.

The e-blended course is a new option offering online and written materials with 2x3 days on campus per year. All students undertake two placement blocks with a total of eight weeks on placement over the course of study.

All on-campus students are also required to attend a weekend workshop (this is optional for students undertaking the e-blended course). The weekend provides an opportunity to meet a range of professionals, to extend knowledge and understanding, to exchange ideas and to establish a strong group identity. It is based in a well-appointed University conference centre in Manchester.

Career opportunities

The majority of students who graduate from the Diploma in Deaf Education progress to a career teaching deaf children. This is a diverse remit and a teacher of the deaf may work in a school for the deaf, a unit or resourced provision, at primary or secondary level, or a specialist nursery class. They may also act as peripatetic support to deaf learners in mainstream classes, or early years child and family support, often moving through a range of these roles throughout their career.

Accrediting organisations

-Teacher Development Agency.

Associated organisations

-British Association of Teachers of the Deaf (BATOD)
-National Deaf Children's Society

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Manchester Metropolitan University Faculty of Education
Distance from Manchester: 0 miles
The Faculty of Education has a longstanding national reputation for providing high-calibre initial teacher training with over 20 Secondary specialisms available. Read more
The Faculty of Education has a longstanding national reputation for providing high-calibre initial teacher training with over 20 Secondary specialisms available. We have a well established partnership with over 800 secondary schools and colleges across the North West region and beyond.

Religious Education is a demanding curriculum area where pupils reflect on their own beliefs and values and develop critical thinking skills to enable positive action in their communities. Trainees will encounter cultural diversity through visits to places of worship from the six major religions in Manchester and engage in dialogue with people from other faiths and cultural backgrounds. There is an emphasis on both practical and theoretical teaching skills.

A minimum of 120 days school based practice training is combined with university based training and periods of independent study. Trainees are supported throughout by university and placement mentors.

Special Features

• State-of-the-art teaching facilities at our Brooks building in Manchester
• Experience in a diverse range of schools and colleges
• Choice of University led, School Direct or Assessment Only routes to Qualified Teacher Status
• Opportunity to apply for enrichment experience overseas
• Course includes 60 Masters Level CATS points, or one third of a Masters degree
• Access to NQT alumni support in your first year of teaching
• Close links with our Educational and Social Research Institute

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The PGCE Secondary Business Education course consists of a variety of learning experiences designed for those wishing to train as teachers. Read more
The PGCE Secondary Business Education course consists of a variety of learning experiences designed for those wishing to train as teachers. The majority of the course focuses upon practical training in teaching and learning related skills. This practical training is underpinned by the development of participants' knowledge and understanding of education theories, ideas and concepts and by enhancing their awareness of current educational issues and developments. The Secondary course prepares graduates to teach the National Curriculum and related national strategies, GCSE, AS and A2 level. For the purposes of gaining Qualified Teacher Status, trainees focus upon the 14-19 age range. Learning takes place through a number of school and university based elements. There will be extended periods of school experience which will provide opportunities to work in a Primary setting and to teach in at least two different Secondary Schools. A total of approximately 25 weeks during the PGCE will be spent experiencing and working in different types of School.

Our School Direct routes involve joint selection of candidates by Schools and University tutors. When choosing a School Direct route, applicants should identify the particular arrangement that the School Direct Lead School has made for delivery of School Direct with the University of Manchester as these will involve different patterns of training. Applicants should also clarify the 'expectations' to employ by the Lead School.

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PGCE courses consists of a variety of learning experiences designed for those wishing to train as teachers. The majority of the course focuses upon practical training in teaching and learning related skills. Read more
PGCE courses consists of a variety of learning experiences designed for those wishing to train as teachers. The majority of the course focuses upon practical training in teaching and learning related skills. This practical training is underpinned by the development of participants knowledge and understanding of education theories, ideas and concepts and by enhancing their awareness of current educational issues and developments. The Secondary courses prepare graduates to teach the National Curriculum and related national strategies, GCSE, AS and A2 level. For the purposes of gaining Qualified Teacher Status, trainees may focus upon the 11-16, 11-18 or 14-19 age range. Learning takes place through a number of school and university based elements. There will be extended periods of school experience which will provide opportunities to work in a Primary setting and to teach in at least two different Secondary Schools. A total of approximately 25 weeks during the PGCE will be spent experiencing and working in different types of School.

Our School Direct routes involve joint selection of candidates by Schools and University tutors. When choosing a School Direct route, applicants should identify the particular arrangement that the School Direct Lead School has made for delivery of School Direct with the University of Manchester as these will involve different patterns of training. Applicants should also clarify the 'expectations' to employ by the Lead School.

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