Professional Studies in Education PgCert/PgDip/MA: Pathway options

This programme is designed specifically to support newly qualified teachers during their induction year in school.

Newly qualified teachers face many workplace challenges throughout their induction year. This programme provides you with valuable support and advice in a range of topic areas that NQTs and their mentors have consistently identified as priorities. The Advanced Professional Practice modules provide a tailor-made progression route for those who have recently qualified to teach. They build on the portfolio approach to career development and provide a unique opportunity to link initial teacher training (Stage 1) with subsequent 'thresholds' in your early professional development.

Particularly valuable is the monthly opportunity all participants have to meet with other NQTs from a wide range of local schools. The interactive tutor-led sessions include lectures, group seminars and practical workshops.

What you will study

The teaching of the programme is carried out by the same team of tutors that our PCGE and BA students have in recent years consistently placed in the top three of the National Student Survey.

This course is unique in that it enables you to qualify for postgraduate-level accreditation while building on the work and evidence you have assembled for submission showing you have reached the required national standards for early professional development.

You will study and analyze issues in a range of areas, including effective learning, behaviour management, children with special educational needs, leadership and management, working in teams, stress and time management, inclusion, equity and diversity.

In the final stage of the course, you will have the opportunity to gain an MA by completing the research methods module before carrying out personal dissertation research and development activities in your workplace.

Special features

• In acknowledgement of the many demands and challenges facing newly qualified teachers in their induction year, the first phase of this course has a less intensive timetable and is spread over a full calendar year.
• Exemption from Stage 1 of the MA programme is possible for those who have obtained 60 or more Level 7 credits as part of their PGGE award.
• This course is specifically designed to complement and further develop the candidate's own school's coaching and mentoring support.
• Wherever possible, we structure your learning around your individual needs and those of your school.
• Entry is delayed until January in the NQT induction year in order to allow applicants time to adjust to their new professional role and workplace.

Course structure

• View an indicative list of modules

This course is designed for classroom practitioners who need to develop their understanding of autistic spectrum disorders (ASD) in order to support children and young people within their working environment. It provides a broad theoretical context to promote understanding of the complex nature of autism and related disorders, complemented by an in-depth analysis of some of the strategies and programmes designed for the learning enhancement of students with ASD.

What you will study

This course is one of the few nationally available postgraduate programmes in this field for educational practitioners. It is specifically designed to meet the growing demand from teachers and schools who wish to develop their understanding of autistic spectrum disorder (ASD) in order to support children and young people. It provides a broad theoretical context to promote understanding of the complex nature of autism and related disorders, complemented by an in-depth analysis of some of the strategies and programmes designed for the learning enhancement of students with ASD.

Course participants will engage with a wide range of topics, initially exploring the nature and origins of a range of autistic conditions together with their impact on the individual and on their families and others. Strategies will be explored for breaking down barriers to these young people's learning and for their successful inclusion in schools.

Particular emphasis will be placed on effective strategies for teaching and assessing children with ASD with opportunities to examine issues relating to sensory environment, visual structures and schedules, communication, sensory opportunities, functional curriculum and socialization.

In the final stage of the course, you will have the opportunity to gain an MA by completing the research methods module before carrying out personal dissertation research and development activities in your workplace.

Special features

• This is a programme which will be relevant to the needs of a wide range of professionals who work with children and young people of all ages.
• It will be valuable for teachers, lecturers and suitably qualified individuals who support learning in a range of educational environments, both specialist and mainstream.
• Entry is normally in September but February entry is a possible option.

Course structure

• View an indicative list of modules

Behavioural, emotional and social difficulties – BESD – is an umbrella term to describe a range of complex and chronic difficulties experienced by many children and young people. Also known as SEBD or EBD, recent English government figures suggest that around 150,000 children in mainstream and special school suffer from BESD. This long-established course is designed to prepare and support you in your work with children who present with symptoms of this condition. It will provide you with the skills and knowledge to understand and work effectively with these students and to assess, motivate and support them. It is designed to meet the needs of a wide range of suitably qualified practitioners from all phases of the education system, including teachers, care workers, mentors, youth workers and learning support assistants.

What you will study

This pathway will focus on a range of topics all designed to help participants advance their knowledge and understanding of the many children and young people who exhibit challenging behaviour, disaffection and dis-engagement with schooling, behaviour disorders, or behavioural, emotional and social difficulties.

The tutorial team with its wide range of expertise and experience in schools and across children's services will help you to promote and develop positive behaviour and attendance. This incorporates in depth examination of programmes like SEAL, topics such as emotional health and wellbeing, anti-bullying and opportunities to develop leadership skills to promote positive behaviour and attendance.

Participants will develop an understanding of the different behavioural conditions that may be presented by children with emotional and behavioural difficulties, and will learn how to assess these conditions. You will study motivational techniques to encourage students with emotional and behavioural difficulties to reach their full potential. Sessions will include practical strategies and intervention techniques designed to help and support the management of young people's learning within the mainstream classroom.

In the final stage of the course, you will have the opportunity to gain an MA by completing the research methods module before carrying out personal dissertation research and development activities in your workplace

Special features

• This course is tutored by a range of specialists including advisers, psychologists, headteachers and other qualified trainers all currently working in the field.
• It is particularly relevant to all those working with challenging children and young people who display characteristics of BESD.
• It is relevant to the needs of practitioners who work either in special schools or in mainstream education settings.
• Entry is normally in September but February entry is a possible option for some applicants.

Course structure

• View an indicative list of modules

This course has been designed to support you in your endeavours to provide, plan and implement a broad and balanced curriculum for pre-school children. It caters for professionals in the private and voluntary sector, Early Years Development Childcare Partnerships, advisory and inspection services, healthcare, Early Years teachers and Early Years leading teachers.

The School of Education has a team of specialists who between them have a wide range of knowledge and expertise in Early Years education. Throughout the past decade this team has built up an enviable reputation in being at the forefront of a range of exciting developments and initiatives in the field. A number of our work-based part-time participants on this pathway have earlier studied as foundation degree and BA students in the School of Education. Similarly, applicants holding the Kingston tutored and assessed EYPS have also successfully completed this postgraduate programme.

What you will study

You will critically analyse, question, interpret and evaluate the effectiveness of the curriculum for children in the early stages of development. Research, theory and practice, together with case studies (local, national and international), will provide a basis for analysis and discussion. The case studies will cover and reflect a wide range of important issues, some well researched and established together with others which are still currently emerging. These will cover a broad spectrum of early years related topics such as: Foundation Stage and KS1 tensions; inclusion, equality and diversity; supporting children's personal, social and emotional development; EAL; child-chosen, child-initiated and child- negotiated learning.

In the final stage of the course, you will have the opportunity to gain an MA by completing the research methods module before carrying out personal dissertation research and development activities in your workplace

Special features

• To help practitioners working in this field, we support the use of accreditation of prior experiential learning (APEL) to ensure that potential Early Years candidates without the full repertoire of standard qualifications can be considered for entry to the programme.
• It is relevant to needs of most practitioners who work in a recognized early years setting.
• Course content is also suitable for teachers in primary schools whose previous experience has been mainly with older pupils.
• Entry is normally in September but February entry is a possible option for some applicants.

Course structure

• View an indicative list of modules

If you are a classroom teacher, special educational needs co-ordinator or are working with children with special educational needs and disabilities, this course will develop your knowledge and understanding of pupils' learning difficulties. It explores a range of approaches for addressing their individual needs, and considers these issues in the light of current policy developments. This course will also support and prepare middle managers, leading teachers, or suitably qualified, experienced teaching and learning support assistants.

What you will study

You will explore the learning needs of students with special educational needs through engagement with a number of important topics, such as accessibility of the curriculum; developmental, social and cultural issues related to inclusive education; supporting children, parents and colleagues in the teaching and learning process; providing opportunities for personal achievement and self-esteem; raising expectations of success, independence and self-management of learning; critical appreciation and use of teaching and learning styles; evaluation of cognitive styles and learning strategies; and assessment of learning and need. In the second stage of the programme you will look at some of the wider issues facing schools and the coordination and management of special education needs within the mainstream sector.

In the final stage of the course, you will have the opportunity to gain an MA by completing the research methods module before carrying out personal dissertation research and development activities in your workplace.

Special features

• As part of our special educational needs programme, we also offer courses specializing in ASD and BESD.
• This course is attuned to national and local initiatives in the career development of teachers.
• Entry is normally in September but February entry is a possible option for some applicants.

Course structure

• View an indicative list of modules

Inspirational and effective leadership has been consistently confirmed as the key component in a successful school.

This programme has for many years been nationally recognised as an effective contributor to developing quality leadership at all levels for the region's schools and colleges. It continues to meet the ever-increasing demands of individuals and their employers.

Bringing together professionals from a wide range of local schools, colleges and local authorities it offers a forum for varied and energetic debate, reflection and development of new ideas and practice.

What you will study

In addition to examining key models and styles of leadership, you will study a range of related topics including decision-making, organizations and cultures, management of change, stress in the workplace, time management, the management of teaching and learning, and performance management.

As well as looking at areas relating to self-management, you will also explore issues involved in the management of colleagues, including communication, team building, recruitment, interviewing, mentoring and staff development. You will be encouraged and expected to tailor the course content in terms of your own needs and with regard to planning for your future in education. In the final stage of the course, you will have the opportunity to gain an MA by completing the research methods module before carrying out personal dissertation research and development activities in your workplace.

Special features

• This is a widely respected and recognized career-enhancing programme designed to build on your previous experience and education and improve your job performance, leadership and team-working skills, enabling you to contribute to raising standards and the overall effectiveness of your institution.
• Accreditation of appropriate National College awards such as NPQH, Leadership Pathways and LftM will be considered on an individual basis.
• Entry is normally in September but February entry is a possible option for some applicants.

Course structure

• View an indicative list of modules