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Combining continuing professional development with your working life.

Our courses are designed to provide flexible, modular learning that allows you to engage critically with the changing demands of the workplace in a creative way. Our structure enables students to gain named awards at Postgraduate Certificate (PgC), Postgraduate Diploma (PgD), and Masters (MA/MSc). Students decide the level they want to achieve and select the modules relevant to the named award they want to gain.

There are seven typical routes to follow to attain a masters degree. However, the flexibility of the programme allows options to study more than just a core set of modules. The only compulsory element in the programme is the requirement to complete the extended professional project module (60 points) to gain a masters qualification. This acts as a point of consolidation of earlier learning. The EPP demands a high level of autonomy involving students in a sustained and substantial piece of work.

We recognise that peoples' careers can change over time. Students can therefore change routes to match their working life. Tutors are available to assist students with these, and other decisions, and guide them though the programme. 

For more information about the subject areas in education please visit our corporate site

http://www.shu.ac.uk/education/childhood/
http://www.shu.ac.uk/education/theautismcentre/
http://www.shu.ac.uk/education/pcet/
http://www.shu.ac.uk/education/primary/
http://www.shu.ac.uk/education/secondary/
http://www.shu.ac.uk/education/prof/

The majority of our students follow the professional development programme in education part-time and are able to accommodate this within their professional lives.

Normally you complete a 30 credit point module in one semester – that’s two in the course of a year. 

The most common pathway to a masters degree involves completing two 30 point modules in the first year (you would be eligible for a postgraduate certificate if you stopped at this point), two 30 point modules in the second year (you would be eligible for a postgraduate diploma if you stopped at this point), completing your masters level work with the extended professional project (60 points) in the final year.

You may wish to discuss this with your tutor.

It is possible to follow the professional development programme in education as a full-time student.

It is important to recognise, however, that because the majority of our students are part-time, university-based sessions will normally be timetabled at weekends and evenings.

If you wish to study full-time it is a good idea to make early contact with your
route leader and/or tutor to negotiate your timetable and pattern of attendance. Full-time students normally aim to complete in 18 months.

You have the choice of six different PDP routes to follow

Early Childhood Studies
Learning and Teaching
Autism
Inclusion
Post Compulsory Education and Training
Leadership and Management

Additionally you have the choice of following the TELIC route

TELIC Technology Enhanced Learning, Innovation and Change

Each route has typical study pathways that most students follow. There are also some opportunities to include modules from other routes in your programme of study.

In all routes there are postgraduate certificate, postgraduate diploma and masters awards. You need the following credit points to gain an award

Postgraduate certificate 60 credit points
Postgraduate diploma 120 credit point
Masters award 180 credit points

Most modules are worth 30 credits modules, except for the 60 credit extended professional project which is the final module taken by students on all routes.

Please see
The Learning Pathways Planner Tool where you can select available modules based on awards, interests and roles.

Requirements for entry to the initial stage of the programme.

Generic entry requirements: requirements for all courses

Academic qualifications
Normally a UK degree (or equivalent) in any subject is required. Some exceptions can be made depending on your experience. This can be discussed with the course leader.

Level of English language capability
If you are an international student or if English is not your first language you will require IELTS (International English Language Testing System) level 6.5 or equivalent.

Previous relevant work or work-related experience 
You would normally need to be working in the sector relating to the award title chosen in order to access sufficient experience or opportunity to undertake the learning and assessment required. In some cases previous experience can be taken into account, or, dependent on the learning criteria, this can be accredited through an APEL (Accreditation of Prior Experiential Learning) process. This can be discussed with your tutor.

Academic credit obtained elsewhere 
Qualifications or study obtained elsewhere can be taken into account in some circumstances through an Accreditation of Prior Credited Learning (APCL) process. This can be discussed with the Course Leader.

Professional qualifications A recognised professional qualification relevant to the programme of study or substantial experience in the field of study.

Any other specific entry requirements If you are going to work with children and vulnerable groups, you are expected to have Criminal Records Bureau (CRB) clearance as part of your normal terms of employment. If you are an international student or you are undertaking placements where you are not directly employed, you must provide evidence of criminal convictions clearance.

Specific entry requirements to enter various routes

MA Learning and Teaching You need to have knowledge and experience of teaching or supporting learning, usually within the schools sector. Applicants are normally expected to have a foundation of knowledge about learning and teaching gained through participation in an ITT course, an education related degree or equivalent. You need to able to undertake activities in your work-context that support your learning and assessed work, such as gathering information from students or work colleagues, and implementing and evaluating new approaches to your own practices.

MA PCET
You need to have knowledge and experience of working in the post-compulsory education and training sector. Applicants who are employed in teaching roles are normally expected to have a foundation of knowledge about learning and teaching gained through participation in an ITT course, and education -related degree or equivalent. You need to able to undertake activities in your work-context that support your learning and assessed work, such as gathering information from students or work colleagues, and implementing and evaluating new approaches to your own practices.

MSC Leadership and Management
You need to have knowledge and experience of working in or preparing for a leadership role. You need to able to undertake activities in your work-context that support your learning and assessed work, such as gathering information from students or work colleagues, and implementing and evaluating new approaches to your own practices.

MA Early Childhood Studies
You need to have knowledge and experience of working in the early year's sector in a practitioner, teaching, advisory or leadership role. You need to able to undertake activities in your work-context that support your learning and assessed work, such as observing children, gathering information from work colleagues, and implementing and evaluating new approaches to your own practices.

MA Inclusion
You need to have current knowledge and experience as a practitioner or carer with responsibility for inclusion. You need to be able to undertake activities in your work or caring context that supports your learning and assessed work, such as gathering information from those you care for, learners, other care providers or work colleagues, and implementing and evaluating new approaches to your own practices.

MA Autism
You need to have an interest in autism and in issues affecting the disabled community. You need to able to undertake activities in your work or home-context that support your learning and assessed work, such as gathering information from students or work colleagues, and implementing and evaluating new approaches to your own practices.