Institute of Education

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1 Institute of Education Courses for Professionals in Education Continued Professional Development courses Joint Professional Development opportunities NEW COURSE AUTUMN 2015 MA EDUCATION Professional Practice

2 CONTENTS 01 Welcome 02 A successful history of serving teachers 05 Learning Partnerships 06 Locations 8 Course delivery 8 Fees 9 Programme of courses 2015/16 10 Academic Practice PgC 12 Education Professional Practice MA This document may be viewed in electronic format on our website and can be made available in alternative formats (for example Braille). Please contact the enquiry line on Whether you re already a qualified teacher, hoping to become one, or getting ready for further study, we have a range of courses which can help you develop your career in teaching. At the University of Cumbria, we also pride ourselves on the quality of our educational research which means we are at the cutting edge of teacher education. WELCOME From the Vice Chancellor, Professor Peter Strike 14 Educational Research MPhil/Phd 15 National Award for SEN Co-ordination (NASC) 16 National Professional Qualification for Middle Leadership (NPQML) 16 National Professional Qualification for Senior Leadership (NPQSL) 17 Northern Star Partnership 18 QTS Assessment Only 19 QTS Bridge to BA 19 Teaching and Learning Support FdA 20 TESOL MA When you choose to study with us, you will join a dynamic and supportive environment dedicated to helping you achieve your professional and personal development goals. Our courses are designed to make sure you will be in a position to make a positive contribution to your pupils, school and community on completion of your study. Please see more of what we can offer you overleaf and I hope we become a partner in your career journey. With best wishes 21 Teacher Education Advancement Network (TEAN) 22 The RIPLE Effect 24 Key Research and Delivery partners 25 The small print Professor Peter Strike Vice Chancellor

3 2 3 A successful history of serving teachers We are proud of our long history of educating professionals - dating back to 1891 when Charlotte Mason opened her House of Education in Ambleside, later to become Charlotte Mason College. 3 Our university was formed in 2007 from a number of successful institutions. They included St Martin s College, established in 1964, which developed an excellent reputation for teacher education. St Martin s grew in the 1990s when it took over the running of Charlotte Mason College. 5 4 Today our education provision is based at Carlisle, Lancaster and London at East India Dock Road. We are one of the largest providers of teacher education in the UK and are proud of our educational heritage and passionate about our routes into teaching. For more information on our history see 1. Fusehill Street, Carlisle 2. Teaching students studying in London 3. East India Dock Road, London 4. The Learning Gateway, Lancaster 5. The first students and staff of St Martin s College College Main, Lancaster. 6

4 4 5 Learning Partnerships We have developed Learning Partnerships (LPs) to ensure that the training for both post-qualification students is relevant, up to date, challenging, academically rigorous, practical and stimulating. LPs can be established to allow individual schools working with us to devise bespoke plans for school improvement. For instance, teachers enrolling on our MA Education can use an action research approach to investigate, devise and implement school improvement strategies to make a real difference to the performance of children in school. The partnership between Wreay School and the University of Cumbria has enabled all staff to develop their coaching skills and professional practice. This has enhanced the teaching and learning at school which supported our Outstanding judgement in our most recent Ofsted inspection. Claire Render Headteacher Wreay School Watch the video at

5 6 7 LOCATIONS CARLISLE The spacious heart of Carlisle is particularly attractive with a cathedral, castle and an excellent array of shops and places to eat and drink. We have two campuses in Carlisle- at Fusehill Street and Brampton Road. A WIDE RANGE OF ONLINE COURSES AVAILABLE Our Fusehill Street campus is a 10-minute walk from the railway or bus station. It has a full range of facilities housed in a range of Victorian and modern buildings including Students Union, library, 24/7 e-resources, halls of residence, sports centre, Learning Gateway building and on site catering. Brampton Road campus is home to our arts and related courses. Halls of residence are on site as is the library, 24/7 e-resources and an excellent café. The campus sits above the River Eden so it s easy to take a stroll along its banks for inspiration or just pleasure. The campus is a 20-minute walk from railway and bus stations. LANCASTER Students like Lancaster because it s compact and accessible, with a vibrant arts and music scene. Our campus is a 20-minute walk from the city centre and railway station, and teaching and learning takes place in a mix of new and older, traditional buildings. Facilities and services are extensive, with the library, e-resources available 24/7, a range of accommodation, sports centre, all weather sports pitches, Students Union and great food and drink at Café Martineau and The View the latter with panoramic views of the city, Morecambe Bay and the Lake District. LONDON Our London site, situated at East India Dock Road, is focused on initial teacher training and post-qualification teacher training. It s well connected by public transport and is only a few minutes walk from Westferry (DLR). Students have access to library services including Tower Hamlets Schools Library Service as well as e-resources 24/7 and the use of our online, collaborative learning platform, Blackboard. There is a lovely informal outside space ideal for studying or relaxing, and catered facilities.

6 8 9 Course delivery methods PROGRAMME OF COURSES 2015/16 MA Education in Professional Practice Flexible distributed learning combining workshops and online learning supported by the Virtual Learning Environment (BlackBoard) site, plus weekend workshops. NASC Attendance at six face-to-face days, supported by online learning/ engagement opportunities. NPQ courses Face-to-face sessions supported by online learning engagement via Virtual Learning Environment (BlackBoard) site. PG Certificate in Learning and Teaching in Higher Education Flexible distributed learning combining workshops and online learning supported by the VLE Blackboard TESOL Full-time or part-time QTS Assessment Only Qualification is gained through interview, portfolio and work-based assessment. FdA Teaching and Learning Support Qualification based on workplace assessment. FEES All fees quoted are for 2015/16 courses. Easy payment of your course fees Payment by instalment is available on course fees of 500 and over. You can pay prior to, or at enrolment, by debit/credit card using the link https://payments.cumbria.ac.uk/open To log on you will need your student ID and DOB Fees for stand-alone MA Education Professional Practice Modules can be paid on an individual basis and start from 250 for a 10 credit Module Instalments are limited to 2 to 3 payments depending on fee amount and are payable on consecutive months Fee must be paid in full before progressing to the following academic year or graduation Sponsors are not permitted to pay by instalment. For further information please see our website

7 10 11 PgC PG Certificate in Learning and Teaching in Higher Education Location: Distance Learning Duration: one year part-time Fee: 1500 for 60 credits (see page 8 for details of payment by instalment If you aspire to a senior position in higher education this programme is ideal, with a focus on the changing nature of HE practice. The programme consists of 3x20 credit modules: Introduction to Teaching, Learning and Assessment Researching Academic Practice, and Curriculum Design and Development. Much of the approach I take comes from utilising the established notion of a constructively aligned curriculum (Biggs and Tang, 2007) as a starting point. Also important is the emphasis on a learner-centred perspective in the process of curriculum design (Barnett & Coate, 2005). I believe that the application of this theory to an individual s context has a most significant impact on practice development. Aspects of this approach have been applied in the design and delivery of the PgC which I am responsible for leading. This programme is predominately delivered online and incorporates considerable resources available through the programmes virtual learning environment. The pragmatic aim of this approach is to widen the scope for participation amongst local, national and international partners, exploring approaches that recognise diverse needs and backgrounds of learners. Dr Amanda Chapman Senior Lecturer in Academic Development

8 12 13 MA Education Professional Practice Location: Distance Learning Duration: four years part-time NEW COURSE AUTUMN 2015 The new MA Education Professional Practice with named Pathways begins September 2015 Apply now! Fee: 4500 (see page 8 for details of payment by instalment) A focused post-graduate degree designed to allow you to address areas for pupil and school improvement. This course enhances CPD and develops opportunities for JPD. The approach includes flexible and distributed learning using online resources and learning activities. There will be Saturday workshops for face-to-face tuition. This course allows you to register and study one module at a time. The facility for paying fees in instalments allow greater flexibility and balance for students and each ten credit module allows you to experience Master-level working without having to fully commit to a Masters before you are ready. MA EDUCATION Professional Practice We have listened to students, to school colleagues and to other partners in the field of education and have taken on board their ideas and these have helped us to develop a new MA Education: Professional Practice. This new MA will become the basis of a learning community that supports and challenges those who are seeking to investigate and improve professional practice in a range of educational contexts. With this new MA we offer a high quality learning experience within a flexible framework. The choice of pathways available on the MA will serve the needs of a range of students at whatever stage they are at in their career in education. Carrie Mercier Programme Leader MA Education in Professional Practice The experienced MA team at Cumbria upholds high standards in teaching, learning and assessment. It is dedicated to ensuring that we build on the levels of excellence in our ITE programmes and to provide a meaningful progression route for teachers/ leaders in education as they develop their career path. You can control your pace of study through negotiated learning packages at Masters-Level at whatever stage you are in your teaching career. Modules start from 10 M level credits, 20 credits and 30 credits Find out how the QTS - Assessment only can link with MA Bring existing M level credits with you to the MA where appropriate. I like the flexibility we take ownership of our learning, pace etc. Resources on blackboard are excellent and clear. Tutors are flexible and approachable. I like the teaching and learning online as I keep on top of my work. I really like discussion boards with other students, the readings and links to e-books. Our student s comments We offer our students first class support/supervision based on good practice in terms of the university s commitment to the Personal Tutor role. The programme design is intended to: Establish a learning community that supports and challenges learners in a wide range of educational contexts Enable teachers to gain mastery in terms of knowledge, understanding and skills in order to respond effectively to the changes and challenges in the world of education today Offer a structure that allows students to determine their own pathway. Specialist Pathways include: Teaching and Learning Early Years Inclusionary Practice Educational Leadership Faith School Leadership Higher Education. Find out how this approach worked for John Roberts when he undertook an MA Education by distance learning at

9 14 15 MPhil/PhD Educational Research Location: Carlisle, Fusehill Street; Lancaster Duration: Full-time minimum three years, maximum five years Part-time minimum four years, maximum seven years Fee: Full-time /Part-time (see page 8 for details of payment by instalment) We offer expert doctoral supervision for educational research in broad areas which span early years through to primary, secondary, further and higher education. You will have access to a supervision team to support you, consisting of a main supervisor and two additional supervisors, giving you a strong system of support. We pursue educational research in a wide range of settings from nursery to university and also investigate workplace learning. Our areas of interest for which we are able to provide doctoral research supervision include: Extending teaching and learning through critical engagement with assessment for learning, development of thinking dispositions, intrinsic motivation, growth mindset, and teaching and learning within particular curriculum subjects Developing understanding of the work, education, workplace learning, expertise, and identity of educators including teachers, learning support staff, teacher educators and academics across a range of subject disciplines and fields Investigating issues of equality and diversity in education Challenging and developing theory and practice in partnership, leadership and leadership of change in educational settings. NASC National Award for SEN Co-ordination Location: Distance Learning NEW COURSE FROM SEPTEMBER 2015 Duration: eighteen months to three years Fee: 1500 for 60 credits (see page 8 for details of payment by instalment) NASC is a one year programme for new and experienced SENCOs, enabling you to enhance provision and outcomes for all children. NASC is now required as a qualification to work as a SENCO for all teachers. Our courses take into account the new Children and Families Act and current new draft Code of Practice. The National Award for SEN Co-ordination (NASC) enables SENCOs to enhance provision and outcomes for all children, especially those with special educational needs and/or disability. SENCOs become knowledgeable, confident leaders of change within their settings who have developed and practised skills, formed I have a heartfelt commitment to the programme and its participants. It is a privilege to work so closely with an inspiring group of professionals who focus their energies enabling the circumstances and forging relationships to enable children to thrive and flourish in our schools. Alison Feeney Programme Leader strong professional networks of support within the course and are able to devise, implement and evaluate provision to enhance the outcomes for the children in their care. This programme has enabled over five hundred SENCOs to complete the course successfully. Participants particularly value the face to face teaching elements of the course, our supportive formative feedback processes and the networks of support they built up among their peers on the course. Assessment and teaching are innovative and combines face-to-face and online activity. Thank you for making me look more deeply into why and how I do things in school. It has been a learning curve and I have enjoyed it. I d like to say a big thank you for all your help. It was nice to feel supported. The highly knowledgeable team leading and managing the programme are extremely experienced, not only as former SENCOs themselves, but also in teaching and supporting participants over a number of years since the inception of the National Award. They are approachable, supportive, passionate about the value of what they do and the children this ultimately supports and care deeply about supporting you as you juggle the competing demands of the course, your work and your life. Our student s comments

10 16 17 NPQML National Professional Qualification for Middle Leadership Location: Work-based NPQSL National Professional Qualification for Senior Leadership Location: Work-based NORTHERN STAR PARTNERSHIP Duration: six to eighteen months Mode of study: Blended learning Fee: 1050 (see page 8 for details of payment by instalment) Scholarships: Please see website for details The National Professional Qualification for Middle Leadership (NPQML) is a new qualification that provides national recognition of your leadership development and professional achievement as a middle leader. Designed for middle leaders with responsibility for leading a team, including key stage/ subject/curriculum leaders, heads of department and pastoral leaders. Duration: six to eighteen months Mode of study: Blended learning Fee: 1400 (see page 8 for details of payment by instalment) Scholarships: Please see website for details The National Professional Qualification for Senior Leadership (NPQSL) is a new qualification that provides national recognition of your leadership development and professional achievement as a senior leader. This qualification has a flexible, modular structure that combines essential modules with the freedom to develop your own professional areas of interest through the choice of elective modules. I am delighted to be part of the Northern Star Partnership team at the University of Cumbria. Effective partnership working with many excellent serving school leaders has allowed us to play a fundamental role in developing strong future leaders of Education. I am very proud of this work and sincerely hope that you will decide to join one of our exciting programmes. Karen Watson- Principal Lecturer for Professional Development Northern Star Partnership has successfully trained over 500 Middle Leaders and Senior Leaders in the North West region. Northern Star Partnership is a partnership of good and outstanding schools, led by National and Local Leaders in Education, working together with the Institute of Education at the University of Cumbria to provide the very best in school-based professional leadership development. RECRUITING NOW Scholarships are still available from the National College of Teaching and Leadership It has been both a pleasure and a privilege to be part of the Fylde Coast Facilitator team delivering NPQSL through Northern Star since the qualification was launched in So far, our team of Facilitators (all serving Headteachers) have supported more than sixty participants through the diverse and empowering learning experience that is the NPQSL. Feedback would suggest that our participants have found the combination of interactive face-to-face sessions, personalised on-line-learning and practical whole-school project leadership an invaluable and thoughtprovoking experience which has given them the confidence to find their senior leader voice and develop new perspectives and opportunities. On a personal level, I have thoroughly enjoyed working with our inspirational future leaders, and have every confidence that they will, at some stage, make a real difference in tomorrow s schools for tomorrow s children. Phil Burch Headteacher, Garstang Community Academy

11 18 19 QTS - Assessment only Location: Distance Learning Duration: six months part-time Fee: 2000 (see page 8 for details of payment by instalment) If you are a graduate with considerable experience of teaching the English curriculum who has worked in two or more settings and would like Qualified Teacher Status (QTS) to enhance your career prospects, then this is the course for you. Our QTS Direct scheme is an innovative programme allowing you to be assessed without further training. The whole process can be completed in less than a term. We have adapted our rigorous assessment strategies so that you can gain QTS in your current educational setting by interview, portfolio and assessed placement. QTS Direct Assessment Only Route An innovative programme allowing experienced graduate teachers to be assessed for English Qualified Teacher Status (QTS) without further training. Enhance your career prospects QTS assessment takes place in your own school setting Work with an experienced mentor in your school and a university personal tutor Advice and support throughout the assessment A great way for teachers of English curriculum subjects to convert previous experience into a QTS qualification and for Head Teachers to enhance the staff profile of their school. FdA Teaching and Learning Support Location: London Duration: three years part-time Fee: 7000 (see page 8 for details of payment by instalment) This is a part-time course leading to a foundation arts degree, which can be subsequently topped up to a full BA degree if you choose to continue with your studies. There is a minimum academic entry requirement of GCSE Grade C or equivalent in English Language. The course brings together the experience gained in the work-place with theory taught on modules in the university. You will develop critical and practical skills which enhance your personal and professional development. Modules include behaviour management, inclusion, pastoral care, and supporting literacy and numeracy. You will be able to use your employment in school as placement and continue to earn as you learn. QTS - Bridge to BA This is designed to enable graduates of FdA Teaching and Learning Support to progress to the final year of BA (Hons) in Primary Education with QTS. Please contact the Course Enquiry Centre if you are interested (see back page for details). teachingandlearningsupport

12 20 21 MA TESOL - Teaching English to Speakers of Other Languages Location: Lancaster Duration: Full-time or Part-time Fee: 4,500 (see page 8 for details of payment by instalment) This course is for graduates who are interested in teaching English to speakers of other languages, but who have very little or no teaching experience. You will have access to the full range of university resources and facilities, including the library, the computer network and our e-learning environment. In our taught sessions we use a variety of media resources and you will have an opportunity to teach and observe English language classes. MA TESOL with Dsylexia (SpLD) Location: Lancaster Duration: Full-time or Part-time Fee: 4,500 (see page 8 for details of payment by instalment) This course is for teachers with at least two years experience and an interest in exploring the nature of dyslexia, its impact on language learning and how to cater for learners with specific learning differences (SpLDs). The course is led by Dr Anne Margaret Smith, an expert in the field of inclusive language teaching, and supported by experienced and well-qualified TESOL practitioners and researchers. We use a variety of media resources in our taught sessions and we ensure that the assignments you do mirror and develop the skills that you will need in your career. MA TESOL Inclusive Language Teaching Location: Online Duration: 30 credits, Stand-alone module Fee: 750 (see page 8 for details of payment by instalment) This stand-alone Master s level module offers experienced teachers an opportunity to consider the impact of SpLDs (especially dyslexia) on language learning. The module explores the nature of dyslexia, investigates its particular impact on language learning and addresses key issues such as identifying SpLDs, accommodating students needs and evaluating their progress. The module is led by one of the leading authorities in the field, Dr Anne Margaret Smith. It allows you to study flexibly, via our virtual learning environment, and enables you to engage in interactive online tasks with course participants around the globe. Teacher Education Advancement Network (TEAN) TEAN is an independent network for teacher educators, supported by the University of Cumbria. We welcome colleagues involved in teacher education, from across the UK and beyond, to contribute to and benefit from TEAN. TEAN seeks to advance research and scholarly activity about teacher education and to promote knowledge about teaching. The latest issue of the journal is now available at: TEANjournal TEAN activities that you could be involved in: The TEAN conference: A major national teacher education conference for you to showcase your work. TEAN events: Small events on current issues in teacher education. Journals: TEAN offers two journals for contributors and researchers. The TEAN journal is an online publication where contributors offer examples and inspiration from their own practice and activity. The journal seeks to offer papers which have academic rigour and have the intention to impact on practice. It actively encourages and supports new researchers and writers in teacher education as well as drawing on expertise, research and insights from experienced colleagues. The STeP (Student Teacher Perspectives) journal is an online journal for student teachers and is designed to be a journal to showcase excellent research and scholarly activity from student teachers. The two journals offer a possible destination for your work. To investigate these possibilities further go to the TEAN home page and follow the links:

13 22 23 THE RIPLE EFFECT The Research Institute for Professional Learning in Education (RIPLE) is part of the University of Cumbria s Faculty of Education, and is at the heart of the faculty s research activity. RIPLE offers schools and teachers three ways to engage with research: RIPLE researchers help to teach and supervise dissertations on the MA in Education programme. This part-time flexible practitioner research programme provides the ideal professional development for individual teachers who wish to become change agents RIPLE works with schools and groups of schools to support teacher researchers in collaborative projects focused on school priorities and the enhancement of pupil learning RIPLE offers doctoral supervision for teachers, lecturers and other educational practitioners and leaders who have completed an MA and wish to complete a major research project to gain their PhD. For more information please contact: Linda Shore

14 24 Key Research and Delivery Partners Include... Cumbria Burton Morewood Academy Catholic Teaching Alliance CSLC (Trinity School) EtC Training Consortium (Brunswick Infant School) Kirkbie Kendal School Queen Katherine School Robert Ferguson Primary School Western Lakes Teaching School Alliance (Cockermouth School) Lancashire Bishop Rawstorne Church of England Academy Bolton Primaries School Direct Network Burton Morewood Academy Catholic Teaching Alliance Central Lancaster High School Darwen Aldridge Community Academy Fylde Coast Teaching Alliance (Hodgson Academy) Fylde Schools Alliance (LSA Technology and Performing Arts College) Great Sankey Teaching School Alliance Haslingden High School Leading Learning Alliance (Manor Green Primary and Nursery School) Parbold Douglas Church of England Academy Prestolee Teaching School Alliance Preston Teaching School Alliance Ripley St Thomas Church of England Academy Sacred Heart RC Primary School Together Everyone Achieves More (Wensley Fold Primary School) Tor View School West Pennine School Direct Alliance London Hackney Teaching School Alliance (Kingsmead Primary School and Clapton Girls Academy) Midlands Salop Teaching School Alliance (The Priory School) Manchester St Philip s Church of England Primary School Teach Manchester (St Peter s RC High School) Merseyside Everton Nursery School and Family Centre Our Lady Immaculate Catholic Primary School THE SMALL PRINT This edition of the University of Cumbria s CPD booklet describes the facilities and courses which the university intends to offer during the academic year commencing autumn The booklet and web pages are prepared in advance of the academic year to which they relate and every effort has been made to ensure that the information contained in this prospectus is fair and accurate at the time of printing. The university will take reasonable steps to provide the courses and services described, however, the university cannot guarantee the provision of any course or facility. The university reserves the right to cancel, suspend or modify in any way necessary the details contained herein, without notice. Any course may be altered or withdrawn owing to circumstances beyond the university s control. Such circumstances include lack of demand, departure of key personnel, industrial action, change of Law (please note that this list is not exhaustive). Should you become a student at the university you will receive further documents describing teaching assessment and other educational services. Enrolment at the university will be subject to you complying with the university s registration procedure and your acceptance of the terms and conditions of enrolment and regulations of the university. Should you enrol at the university you are personally liable for prompt payment of your tuition and other fees in line with the university payment timetable details of which will be provided to you on enrolment. If you have outstanding debts, you will not be permitted to re-enrol at the university in future years. If you are in your final year of study you will not receive your certificate or formal transcript, or be allowed to graduate until your tuition fee debts are settled. All prices quoted in this prospectus may be subject to change and you will be notified of any such change when any offer of a place is made to you by the university University of Cumbria apply online

15 For more information visit education course enquiries Call Visit w w w.cumbria.ac.uk /education twitter.com/cumbriauni facebook.com/universityofcumbria

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