Continuous Professional Development. For Education Professionals, Teachers and Support Staff

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1 Continuous Professional Development For Education Professionals, Teachers and Support Staff

2 Introduction The School of Education is passionate about leading change which transforms the lives of children and young people both in the UK and internationally. With over forty years of successful experience in teacher training, education and research, we offer a range of specialist courses for those wishing to develop and enhance their career in education. We are committed to developing high quality professionals and to support them throughout their career. Understanding our students aspirations and helping them achieve is at the forefront of our planning and delivery. We offer a range of postgraduate master s level programmes and foundation degrees as well as many other Continuing Professional Development opportunities (CPD) for those wishing to enhance their career. To find out more about any of the opportunities outlined below, please or phone Enrich your own professional development in a supportive and expert environment. Enhance your ability to make a difference to the lives and learning of children and young people. Develop your career. 2 T E W

3 Part A: Full and part-time postgraduate and undergraduate programmes Each of these programmes leads to a named award from the University of Northampton. Master s Degrees and Related Programmes MA Education (full-time) Our MA Education, full-time programme, consists of four compulsory taught modules. These are International Perspectives on Education, Classroom Cultures and Communities, Educational Leadership, and Research Methods. You will also be required to complete a research thesis in which you will investigate in-depth an aspect of education, which will often be an aspect of your own professional practice. The course is open to UK and international students and has a distinct international aspect to it, involving the comparison of education systems from around the world within all the modules. The course is aimed at a wide variety of education professionals including those working in schools, government departments and NGOs. MA Education (part-time) This programme is designed for professionals who want to extend their knowledge, skills and understanding of learning, teaching, assessment and other educational issues. A wide range of programmes and modules are available that can build step-by-step towards this master s degree - which are detailed below. It typically takes three years to gain a master s degree part-time. However, teachers who have studied with the University of Northampton before may well be several steps along the journey towards gaining an MA Education. As well as gaining credits towards an MA it is also possible to gain credits via bespoke courses taught for your school or cluster of schools. If you have taken a PGCE at the University of Northampton, this can also help to build towards your master s degree. During your time at the university you will have the opportunity to study various aspects of education, to visit schools and engage with a wide variety of teachers and researchers. Your MA will conclude with the production of a thesis or dissertation in which you will investigate in-depth an aspect of your own practice. MA Education (Early Years) (part-time) Through studying on the MA Education (Early Years), you will have the opportunity to critically evaluate the impact of recent legislation on early years provision, enhance your knowledge and understanding of children s development in the widest sense and critically explore cutting edge developments in the early years field. The following modules are offered within this master s programme: Promoting Inclusive Practice, Autism in the Early Years, Young Children s Rights and Participation, Contemporary Issues in the Early Years, Young Children s Media and Culture, Documenting Young Children s Learning, and Current Theory and Practice in Young Children s Education and Care. You will also be required to complete a research thesis. T E W 3

4 MA Education (Mathematics) and Postgraduate Certificate in Primary Mathematics (part-time) The Postgraduate Certificate in Primary Mathematics programme aims to ensure that every primary school has access to a master s-trained mathematics specialist. The course addresses three key elements for successful mathematics teaching: Deepening Subject Knowledge, Coaching and Mentoring Skills, and Effective Teaching Pedagogies. The part-time course runs for two years. The course consists of two University-led residential weekends each year, supported by half-termly workshops led by local consultants. The course has been carefully planned so that you can develop your skills alongside your learning. In your first year, you will complete a mathematical task within your own classroom, followed by a coaching exercise with a colleague. In your second year you will have an opportunity to lead a whole school project to develop mathematics within your setting. Upon completion of this programme you will have gained 60 credits towards a master s degree. By completing two further modules - Curriculum Leadership in Mathematics and Contemporary Issues in Mathematics - followed by a thesis, students can gain an MA Education (Mathematics). MA Educational Management and Leadership (part-time and full-time, new for January 2015) This programme is currently being designed with an expected first teaching date of January There will be both a full-time and part-time route. The programme is designed for managers and leaders in a variety of educational settings including schools, government offices and NGOs. Aspects of leadership and management that will be taught in this programme includes: Distributed Leadership and Communities of Practice, School Evaluation and School Improvement, and Leadership in an International Context. You will also have the opportunity to research an aspect of leadership in depth via a research thesis. MA SEN and Inclusion (part-time and full-time) This programme is designed for anyone wishing to develop their knowledge and understanding of issues relating to special educational needs and inclusion at master s level. This includes recent graduates and practitioners working with children, young people and adults in a range of different contexts. Modules include: Inclusive Practice, EAL, Autism, Behaviour, Dyslexia and Profound and Multiple Learning Difficulties. The course tutors are nationally and internationally renowned for their research and expertise in promoting inclusive practice. A key strength of the programme is our blended learning approach where students learn collaboratively face-to-face and online. It is possible for students to study two modules (60 credits) and leave with a Postgraduate Certificate, study four modules (120 credits) and leave with a Postgraduate Diploma or study the full MA programme (180 credits), which includes the writing of a thesis in which you will engage in detailed research related to a specific area of interest. Postgraduate Certificate in Education (top-up) The one year PGCE (top-up), which integrates academic work and professional teaching, is a route to gaining a PGCE award for those teachers who have previously completed a Graduate Teacher Programme, have obtained QTS and are currently teaching in schools. It aims to provide a deeper understanding of teaching and learning through two taught master s level modules assessed through various written assignments. The award gives 60 credits at master s level. 4 T E W

5 Postgraduate Certificate in Primary English (new for January 2015) The Postgraduate Certificate in Primary English is a new development inspired by our very successful Postgraduate Certificate in Primary Mathematics programme. We are currently planning to first launch this course in January The programme will address a range of big ideas that will be designed to ensure that every primary school has an English specialist who can lead on developing excellent practice throughout the school. These big ideas have been provisionally identified as being Literacy, Vocabulary, Extracting Information, Making Meaning, Development of Language, and English in the Wider Curriculum. During your studies you will be able to develop your skills alongside your learning and you will have the opportunity to lead a whole school project to develop English within your setting. A mix of conferences and online learning will mean that you will belong to a community of excellence and this will enable you to develop your practice. By successfully completing all the assignments set during this course you can gain 60 credits towards a master s degree. The National Award for SEN Coordination (SENCO) Completion of this course has been mandatory for the teacher designated as the SENCO since New SENCOs must gain this qualification within three years of taking up their SENCO post. It may also be relevant for those aspiring to be SENCOs, or those who were already in the post of SENCO prior to 2009 and who wish to pursue professional development in this area at master s level. Completing the course will provide you with 60 credits which can be used towards an MA in SEN and Inclusion (see above for details). The programme is taught by experienced senior lecturers from the School of Education s Centre for Education and Research (CESNER) alongside Local Authority and Teaching School partners with expertise in SEN. T E W 5

6 Foundation Degrees and Related Programmes A foundation degree is a degree level qualification which combines academic study with work place learning. They are designed to equip people with relevant skills, knowledge and understanding in order to achieve academic results as well as to improve their professional skills. A foundation degree is the equivalent to two thirds of a BA Honours degree (240 credits at levels 4-5) and is a flexible qualification allowing students to study part-time or full-time to fit their lifestyle. Early Years Foundation Degree (EYFD) can be the basis upon which you can progress via a third year to the BA (Hons) Learning and Teaching. Many students have used this as a route into teacher training programmes. Certificate for Teaching Assistants in an International Context The Certificate for Teaching Assistants in an International Context, provides 60 credits which can build towards a foundation degree. It is designed to meet the specific needs of teaching assistants working within primary settings in an international context. It will develop your understanding of the curriculum and intercultural learning and teaching in the age range This Early Years Foundation Degree, recognises your knowledge and experience as a practitioner working with young children and babies aged 0-5. It can also be the first step towards gaining a BA (Hons) Early Childhood Studies and subsequent progression to Early Years Teacher Status (0-5), a Postgraduate Certificate in Education (PGCE) or an MA in Social Work. The programme provides sound theoretical and practice-related knowledge in the areas of: children s rights, child-health and well-being, family and cultural contexts, and the principles of inclusive practice. It is made up of both taught and work-based components where students apply their developing theoretical and practice-related knowledge to real work contexts. Foundation Degree in Learning and Teaching (FDLT) The Foundation Degree in Learning and Teaching, is designed for teaching assistants, unqualified teachers and support staff working in schools and other education settings who wish to gain a recognised qualification specific to their role. The course is taught one day per week over two years with study hours that take account of work-based practice. This Foundation Degree 6 T E W

7 Part B: Free standing modules Each of these modules leads to credits from the University of Northampton that can be used to build towards a master s degree (level 7) or a foundation degree (levels 4 and 5). CPD for Newly Qualified Teachers (NQT) These twelve sessions have been developed by leading primary school practitioners alongside university tutors, who work closely in partnership with local schools. The aim is to further develop NQTs teaching across the curriculum through a series of practical and collaborative activities based on up-to-date theory and relevant classroom practice. Sessions are held both within local primary schools and at the University of Northampton. A master s module called Investigating Professional Practice is taught via these sessions for NQTs. Therefore completing all the assignments related to these sessions means that candidates will gain 30 credits which can be used to build towards a master s degree. The sessions, which are run by teachers for teachers, are suitable for all NQTs from Early Years Foundation Stage to Key Stage 2. Sessions are packed with topical, reflective, relevant and current classroom practice and they also allow NQTs to collaborate and network with a range of practitioners. Higher Level Teaching Assistant (HLTA) This programme supports teaching assistants and other professionals working in schools, in demonstrating their skills and knowledge in order to be assessed against the national HLTA standards and to gain HLTA Status. The University of Northampton is recognised as one of the leading national providers of HLTA programmes and is the sole regional provider of assessment of HLTA candidates in the East Midlands region. We work in close liaison with the HLTA National Assessment Partnership to maintain the quality, consistency and continuity of the programme. HLTA can be used as a route into a Foundation Degree in Learning and Teaching and can provide 40 credits towards this by matching to a 40 credit module. Modules for Support Staff Support staff including teaching assistants, HLTAs, parent support advisors and behaviour support advisors can study the specific level 4 modules offered below as individual courses. These modules all provide students with the opportunity to gain credits towards a foundation degree. They also provide the opportunity for professional discussions alongside the enhancement of work related knowledge and practice. Professional Studies in Learning and Teaching (20 credits) Work Based Practice (40 credits, If HLTA Status has been previously gained this module can be assessed on the basis of prior learning and credited towards a foundation degree) Supporting Learning, an Introduction (20 credits) Promoting Children and Young People s Emotional Well-being (20 credits) Children and the Law (20 credits) Development, Health and Learning (20 credits) T E W 7

8 Modules within the field of SEN & Inclusion The purpose of these level 4 modules is to share, reflect upon and develop expertise in order to be able to improve practice, thus improving the quality of provision for pupils with special educational needs. These can be offered as stand-alone modules, within and across individual schools or clusters of schools. These can be studied as individual workshops with or without the aim of gaining credits at level 4. However, students can also gain credits to use towards a Foundation Degree in Learning and Teaching. Supporting Learners with Special Educational Needs (20 credits) Supporting Learners with Literacy Difficulties (20 credits) Supporting Learners with Social, Emotional and Behavioural Difficulties (two modules, 20 credits each) Supporting Learners on the Autistic Spectrum (two modules, 20 credits each) Supporting Learners with Severe and Profound and Multiple Learning Difficulties (two modules, 20 credits) Supporting Learners who are Deaf/ Blind - (MSI) in Conjunction with SENSE (20 credits) Supporting Learners with Speech, Language and Communication Needs (20 credits) Leadership in Behaviour and Attendance of Children and Young People (40 credits) 8 T E W

9 Part C: Bespoke courses Each of these courses is tailored to the needs of education professionals. Bespoke courses for school leaders, teachers, teaching assistants and others We design and run bespoke courses for schools. These include bespoke courses for teachers and education leaders and managers, including master s modules in areas such as: Action Research and Middle Leadership, one or two day courses or conferences on subject specific skills or curriculum design, and courses for support staff. The topics listed above are not exhaustive. If you have training and development needs then please contact the School of Education and we will be happy to try to help. Early Inspirations: CPD for the Early Years Sector The University of Northampton s Early Inspirations Network organises conferences, research projects, workshops, partnership events and lectures designed to inspire and develop professionals working with children in the 0-8 age range. Early Inspirations also provides bespoke training for schools, preschools, nurseries and Local Authorities. Early Years Teacher Status If you are a graduate already working in an early years setting, you can progress your career with our 6-12 month fully funded part-time route to Early Years Teacher Status. You should be working with the Early Years Foundation Stage, in an early years context such as in a nursery, reception class, independent school, preschool or as a child minder. The programme provides an opportunity to gain a graduate-level professional qualification as a teacher in the early years sector and thereby become a specialist in early childhood development, trained to work with babies and young children from birth to five. Furthermore, you will become responsible for organising and leading high quality practice in early years settings. Certificates in Primary School Physical Education The aim of the Certificate in Primary School Physical Education is to up-skill primary school teachers and Higher Level Teaching Assistants to improve the overall delivery of the physical education curriculum within primary schools. On successful completion of this qualification, you will be able to assist in raising teaching standards within primary school physical education. The Certificate in Primary School Physical Education, Subject Leadership aims to up-skill primary school teachers to enable them to lead the delivery of the primary school physical education curriculum. On successful completion of this qualification, you will be able to take on subject leadership within primary school physical education teaching and deliver sustainable high quality primary school physical education. This qualification is designed and awarded by The Association of Physical Education and Sports Leaders UK but is taught in Northampton by a team, including expert staff from the University of Northampton, with some sessions held at the University of Northampton. T E W 9

10 OCR Level 5 and Level 7 Diplomas in Assessing and Teaching of Learners with Specific Learning Difficulties (Dyslexia) Designed for education professionals who support learners with literacy difficulties and dyslexia, this programme provides the specialist knowledge needed to deliver effective teaching and support based on focussed assessment. The Level 5 Diploma course is accredited by OCR but is taught and assessed at the University of Northampton by expert staff from the School of Education. It is designed to develop candidates knowledge and understanding of literacy difficulties/ dyslexia and to enhance their ability to deliver effective teaching and support to learners with specific learning difficulties. The Level 7 Diploma also develops candidates skills, knowledge and understanding as specialist teachers and also trains them to use standardised tests, carry out diagnostic assessments, write full reports and assess for examination access arrangements. The OCR Level 7 gives 60 credits that can build towards a master s degree. Primary Computing and ICT We are offering a series of short courses to help primary teachers use technology effectively across the curriculum and implement the new computing curriculum. Each course will consist of two two-hour sessions at the University of Northampton with a gap in between for a class project. Sessions will be lively, practical and full of take away ideas for making an immediate impact. Our approach emphasises pupil independence and ownership of learning, and is underpinned by research and accepted best practice in using technology to transform teaching and learning. Courses on offer include: Using Media to Inspire Drama, Talk and Writing Across Subjects Creative ICT for the Early Years Creative Computing Making the Most of ipads Primary Science Quality Mark We provide the opportunity for Science Coordinators to achieve the Primary Science Quality Mark (PSQM) which is an award scheme to enable primary schools across the UK to evaluate, strengthen and celebrate their science provision. Schools can achieve bronze, silver and gold awards. They achieve the Quality Mark award through a process of initial audit, followed by action and reflection. The aim is to raise the profile of science in primary schools, to provide schools with a framework of professional support for developing science leadership, teaching and learning and to celebrate excellence in primary science. We provide training and mentoring to help you: complete an initial audit against the Primary Science Quality Mark criteria decide which award to aim for design an action plan which should then be put into place over a period of 2-3 terms submit reflections and key pieces of evidence (core documents) to support your submission for the selected award and to illustrate the impact that your actions have had whilst working towards the achievement of the PSQM award criteria. Science Coordinators are required to attend four meetings held over a year at the University of Northampton. Computer Programming Made Easy Technology Beyond the Classroom 10 T E W

11 Researching for Teacher Development Schools Research Partnerships are for everyone in schools, so whether you are an experienced school leader, in mid-career or new to teaching, Schools Research Partnerships offer exciting new ways to turn your practice into high quality research. If you want to shine a light on excellent learning and teaching or continue to improve your practice and your school, through Schools Research Partnerships we will give you ways to engage actively with research to enhance your career and your school. The Research Centre also runs a highly regarded doctoral programme. Please contact the School of Education for further details. Trinity Certificate of Music Educators We offer the opportunity to develop your skills as a music educator by gaining a recognised qualification. This brand new qualification is for music educators working with children and young people in the UK. It is designed to enable music educators to gain recognition for their work while benefiting from opportunities to develop their practice. It is designed and validated by Trinity College London but taught here in Northampton by expert staff from the School of Education. This qualification includes assessment across six units representing best practice in music education. It is linked to training and support, geared to meeting music educators specific needs. It is suitable for music educators working in any setting or musical genre and recognises prior learning and experience. It can be completed in a flexible way to fit around professional commitments. T E W 11

12 We are a Top 50 UK University * * Guardian University Guide 2015 Park Campus: Boughton Green Road, Northampton, NN2 7AL, United Kingdom T E

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