Teaching in UK

The Educational Leadership (Teach First) MA will explore and critique educational leadership and management theory, research and practice and encourage students to reflect on and challenge their own practice as educational leaders or managers. The course is a route on the MA Educational Leadership for students who have successfully completed the Teach First PGDE. Students from different routes will have some teaching delivered together.

The MA in TESOL (Teaching English to Speakers of Other Languages) is designed for any graduate who has a strong interest in language learning and teaching. This course is ideal if you want to acquire an in-depth knowledge of English and how to teach it, and to explore new developments in language teaching such as the use of technology in the classroom.

The MA in TESOL at Hull is unusual in that we include a practical teaching component, with observed classroom practice an integral part of the course. As such, newcomers to teaching and experienced classroom practitioners alike can explore the role of a language teacher in the modern world.

The PGCert in Teaching Evidence-Based Health Care aims to foster and develop future leaders in teaching evidence-based health care by exploring different teaching styles, identifying development needs and through planning effective curriculum.

Our Education in Arts & Cultural Settings MA offers you the exciting opportunity to study at one of the world’s leading art organisations, and learn from leading academics in education research. The course is jointly taught by the Learning and Participation Department at the Southbank Centre and the School of Education, Communication & Society at King’s. Learning and participation are central and you will be taught by leading academics in education research. If you currently work, or if you aspire to work, in education, learning and participation in arts and cultural organisations and related sectors, then our course is ideal for you. You will be encouraged to develop your academic research skills to become reflexive educators in arts and cultural settings.

The Coaching MA integrates theory with the practical skills to ensure a rounded approach to coaching. Coaching is nothing without the application of the highest levels of coaching skills, which are informed by evidence-based theory. The MA Coaching will enable you to make a distinctive contribution to the field of coaching through taught modules, skill practice and independent research.

The PGCE Secondary MFL course is the first phase of three-year entitlement for beginning teachers.

The first phase of the entitlement is the Core Content Framework and this is embedded into all of our ITE courses. The PGCE Secondary MFL course is accredited by the DfE, and upon successful completion you will be recommended for Qualified Teacher Status (QTS). During our last Ofsted Inspection we were graded as “Outstanding” for all aspects of our provision.

Subject pedagogy (how to teach the subject for understanding) is explored in an innovative university / partnership model known as the POD (Professional Opportunities and Development). The POD involves a ‘hybrid space’ where university tutors and classroom practitioners work together. This model provides trainees with the ‘best of both worlds’, opportunities to work with research relevant university professionals with an abundance of experience in teacher training and school practitioners with experience of delivering the National Curriculum and experts in current classroom practice. The ITE course is delivered using a blended approach and follows a ‘knowledge rich’ curriculum that is current and evidence based.

The Durham University curriculum is known as the RRPP – Research Related Professional Practice. It develops key ITE themes that reflects the Core Content Framework; starting through a genric lens and progressing to a subject specific viewpoint which is then supported with concrete examples in a school environment (POD).

The main POD schools are Sedgefield Community College and King James 1 Academy in Bishop Auckland however there are a number of regional schools who contribute to the overarching programme.

Beginning teachers work in classrooms in POD schools with expert staff to develop

teaching skills, knowledge and understanding that are observed, deconstructed and analysed and that can the be applied during their own teaching placement.

The Modern Foreign Languages course will introduce you to the teaching of languages in secondary schools for young people aged 11-16. The course lays emphasis on language as a form of communication and on the value of language learning as a way of understanding other cultures and backgrounds, as well as developing cognitive and literacy skills. We address the challenges of teaching languages and how to promote their value in a predominantly monolingual part of the world.

Our popular Modern Foreign Languages programme aims to:

• Empower you with the necessary knowledge, understanding and skills needed to become an effective and innovative teacher of Modern Foreign Languages
• Extend your awareness of the range and scope of Modern Foreign Languages as a subject in schools today
• Provide opportunities for you to experience and explore a variety of approaches for teaching.

The MSc Applied Educational & Social Research is a full-time one-year or two-year part-time degree, ideal for those looking to enhance their academic and professional understanding of research. The course looks at the issues facing educational and social researchers and offers a range of intellectual and practical resources to structure and explore these issues. Students are encouraged to identify their own area of interest for research and to explore this throughout the course, before completing their own dissertation research in this chosen area.

The course is aimed at two principal audiences:

• those wishing to develop their professional understanding of applied research
• those seeking to develop their research skills prior to undertaking PhD study

The full-time version of the course is available both as face-to-face attendance and as a form of blended learning involving face-to-face meetings with additional web-based content delivered by a dedicated online environment. This allows you to study at times that suit you. The classes are flexible, so you can make choices based on your own personal interests. The part-time version of the course is entirely distance learning.

The course offers an ESRC recognised route (+1) into a PhD in Education. Students following this route undertake 60 credits taught centrally with other ESRC students from across the Faculty.  

International students completing this degree will further benefit from gaining an insight into the UK educational system.

What kind of learning emerges from and with art practice, and how does such learning further impact upon arts practice? This reflexive question lies at the heart of the MPhil/PhD Art Practice & Learning.

The program aims to promote practice research into the dialogical relations between pedagogical and art practices; a central purpose is to expand understanding of what both can become.

The program anticipates that through an exploration and interrogation of the dialogical relations between arts practices and pedagogies, sites of practice and sites of learning you will engage with areas such as philosophical, political and aesthetic and material dimensions of learning and practice.

Changing disciplines? Need to improve your level of English? Don't otherwise meet the academic entry requirements for direct entry onto the MA English Language Teaching programme? Our two year MA English Language Teaching with Integrated Pre-Masters combines a one-year postgraduate degree with a bespoke Pre-Masters programme year, offering non-UK students a pathway to postgraduate study at Queen Mary.

This course poses challenging questions inspiring you to critically examine essential issues relating to education.

You'll be encouraged to explore what is meant by education and how it has changed over time, including its central place in the foundation of modern societies.

You'll examine what form education should take, who should make those decisions, and who will benefit.

You'll investigate how the media influences the portrayal of education and schooling, and whether the teacher still has a role to play in a society where Google knows more.

The aim of this course is to give practicing social workers the opportunity to enhance their career prospects via gaining a postgraduate level qualification. The programme is designed to equip you with the knowledge, values and skills required to gain both stage 1 and 2 of the PEPS (Practice Educator’s Professional Standards) and assess others in the workplace. These qualities are transferrable to other roles within the workplace such as practice supervisors and managers.

Would you like to use your talents in a career where you support children, young people and their families? This degree will prepare you for professional opportunities in settings such as health, social care, education and youth justice.

This course will introduce social pedagogy, an inclusive and holistic approach to wellbeing, learning and growth. Social pedagogy is an approach to caring for children and young people which combines education and care, emphasising that bringing up children is the shared responsibility of families and society. A key principle is that the young person is in charge of their own life, and you work alongside them.

This course is endorsed by the Social Pedagogy Professional Association (SPPA).

You'll also gain an understanding of children's law and rights and the importance of safeguarding. Studies also include child development, life transitions, ethics and diversity, and relationship-based professional practice.

This one-year, full-time course covers a broad range of issues, encourages students to reflect on their experiences of current early childhood education policy and addresses theory and research relevant to their interests.

Gain an advanced understanding of how children learn and develop through play with our Master’s degree in Developmental and Therapeutic Play.

You will explore evidence-based practice in play across a range of professional contexts, combining in-depth theory with fieldwork experience.

This includes how the environment and social interactions support children’s growing repertoire of play skills, with a particular emphasis on the inherent value of children’s self-directed play experiences.

Throughout your studies, you will refine critical research and analytical skills valued by employers and develop professional reflective practice techniques

Planning to become a primary or early years teacher?

We’re proud of our strong partnerships with local schools, and together, we ensure that all aspects of our course prepare you well for a future career in teaching. You’ll learn from experts who are advising governments nationally and internationally, shaping policy and improving practice. You’ll get personalised support from established classroom practitioners across a range of professional practice placements.

On our innovative course, you’ll develop academic skills, research expertise and the ability to analyse issues critically. This helps you follow best practice when you graduate with Newly Qualified Teacher Status.

School Direct was introduced in 2012 and allows schools to directly recruit students onto teacher education courses run in collaboration with universities. To make sure you have a range of placement opportunities, schools work together in Teaching Alliances.

This course is made up of both campus-based sessions - which will give you a grounding in the principles of good teaching practice - and school-based placements giving you the chance to apply your knowledge and experience a wide range of classroom situations. These placements will be in contrasting schools to give you a broad range of experience - they could be in city, suburban or rural schools, in the independent or state sector.

The School Direct PGCE Primary course will prepare you to teach across the full range of the Primary Curriculum. We will introduce you to the wider context of teaching, including responding to diversity in school and the inclusion of Special Needs Education, as well as equipping you with classroom management and planning skills.

By the end of the course you will meet the required professional standards for Qualified Teachers Status (QTS), and will be awarded a University of Leicester PGCE. Our strong ethos of reflective practice will prepare you will for your future career in teaching.

The School Direct Primary PGCE is run in partnership with a range of School Direct partner schools. You can choose which School Direct Provider you would like to apply for and then submit your application through UCAS.

Each School Direct Provider will offer its own unique range of placement experiences and opportunities but will still share most, if not all, of the Primary PGCE taught strands with the University of Leicester Primary PGCE students, giving you a great opportunity to share experience and practice with other students.

This unique, bespoke learning programme means that you can tailor make your learning to your exact requirements, around other commitments such as a career or family life.

This stream of our MA Education suite is suited to those with an interest in working with learners in an educational setting, throughout the sector and educational contexts .

If you are interested in progressing with your career to more senior or specialist roles, then this the perfect way to build on your existing credentials and to offer something extra to employers.

You will be supported by a diverse and extremely well qualified range of research active staff. The accessibility and approachability of our staff is paramount to the MA Education suite and our unique and dedicated approach to student support truly sets us apart from other institutions, we will build your confidence and offer unwavering support.