Glyndŵr University Postgraduate Courses and Research: Education and Society

8/8/2019 Glyndr University Postgraduate Courses and Research: Education and Society

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welcome

Glyndwr University offers over 150postgraduate courses across a wide range ofsubject areas. Most of these are offered on afull and part-time basis.

Our courses encourage entrepreneurshipand are designed with your employability

in mind. They are directly relevant to thechallenges currently faced by our society,industry and economy.

The education and society courses andresearch opportunities outlined in this bookletshowcase the breadth of expertise we have atour University.

Our new Centre for the Child, Family and

Society will bring together our coursesand research in these areas, and provide aresource where innovations and new practicescan flourish.

Our courses in these areas will enable youto instigate and develop initiatives that willadvance education provision across a widerange of categories and have a positive impacton society.

I look forward to welcoming you to GlyndwrUniversity and to the Graduate School.

Dr Peter Heard

Director of the Graduate School

Other subject booklets are available:

Art & Humanities

Business &Management

Computing &

Media Technologies

Health & Nursing

Science & Technology

Theology

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content

introduction 4

our expertise 6

research 13

student researcher profile 18

courses

counselling 20

education 24

e-learning 34

professional education 36

psychology 38

criminal justice 40

youth work 42

student profiles 44

entry requirements 46

how to apply 49

contact us 50

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introduction to education and society

at Glyndwr University

Glyndwr University has a strong reputation inthe areas of education and society.

Over 60 years of delivering education courseshas seen the subject firmly establishedwithin the University as it gained an excellent

reputation both locally and internationally. As aresult, the area has developed a wide networkof partners who support the extensive rangeof courses.

Our society courses also enjoy stronglinks with public bodies and organisationsand are responsive to changes within thesectors. Our academics expertise isregularly commissioned to lead and assistwith new initiatives.

leading expertise

The University enjoys a wide range ofexpertise in these fields. Our expertise andresearch interests cover education, criminal

justice, youth and community, social work,social inclusion and counselling.

The education team publishes The Journalof Pedagogical Research and Scholarshipand members often undertake collaborativeresearch projects with other educationproviders.

The childhood studies area is stronglyinfluenced by the needs of children, familiesand society today. This has encompassedresearch into workforce development; formal

and informal learning; play; foundation phaseeducation; transitions in childhood; and theoutdoor play environment.

Our criminal justice and social inclusionacademics have undertaken research incriminal justice policy and practice, doorstepcrime; use of Naloxone; alternatives tocustody; homeless youth, perceptions of crimeand attitudes to smoking and alcohol.

Our academics are experienced within theirfields and have previously been employedwithin their related sectors as barristers,probation officers, teachers, youth justiceworkers, womens aid support workers,playworkers, or mentor and drugs workers.

More details of the research interests withinthese fields can be found on pages 13 - 19.

Centre for the Child,

Family and Society

Glyndwr University is investing 2 million inthis new centre, to be opened in 2011.

Based on leading Scandinavian concepts, theCentre will allow those working in the field

of child development to hone their skills inboth an academic and practical manner andprovide an excellent facility for educationalresearch activities. Based on an integratedapproach to child development the Centre willinclude a wide variety of specialisms as theyaffect children including health, nutrition, childpsychology, exercise and education.

The building itself has facilities for babies,toddlers and pre-school children includinginside and outside play areas, sleep rooms,and a sensory room as well as seminar andobservation rooms.

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The Universitys own science discovery centre,TECHNIQUEST Glyndwr, also provides anexcellent facility to gain valuable experienceof working with children and finding new andexciting ways of delivering the curriculum.

Children and Young Peoples

University Cymru

The Children and Young Peoples UniversityCymru is designed to embrace all of thelearning opportunities made available tochildren and young people that take placeoutside of the statutory school curriculum.It provides a range of learning experiences

that can bring all children and young peopleinto contact with their wider communities andengage their interest in learning beyond theschool day.

The Wrexham Children and Young PeoplesUniversity Cymru, a partnership betweenWrexham County Borough Council andGlyndwr University, established the firstChildren and Young Peoples University Cymru

in Wales. Within Wrexham we have designeda system that accredits young people - fromthe age of 5 to 19 - for their engagement inlearning, offering them opportunities to accessa variety of experiences, delivered in a rangeof settings. This model has been instrumentalin the adoption and implementation of similarmodels in a number of local educationauthorities, further education colleges andhigher education establishments within Wales.

Since the launch of the Children and YoungPeoples University Cymru in Wrexham in2002 it has gone from strength to strengthwith more activities, schools and organisationsbecoming involved all the time. Dr Phil Bassett,Dean of Education at Glyndwr University

was instrumental in the establishment of thescheme and many of our education teamare involved in supporting the initiative andundertake research activity which helps toprogress its work and activities.

More details on our facilities and the studentexperience at Glyndwr University can befound in our Guide to the University or on ourwebsite at www.glyndwr.ac.uk

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education & society

Colin Heslop - Academic Leader or Social

and Community; Senior Lecturer in Youth

and Community

In addition to his research work, Colin teaches arange of modules including Reflective Practiceand Inclusive Practice.

Throughout a varied career in the sector,Colin has developed particular areas ofexpertise and focus. Much of his practiceand research involves equality issues and thedevelopment of anti-oppressive practice withinthe education and training of professional youthand community workers.

He holds a Master of Education in Post-Compulsory Education from Sheffield Universityand is working towards a PhD in Education.

I can name the people whove boosted myconfidence and supported me along the way.Hopefully people will think the same about me,he says.

Dr Clive Buckley - Programme Leader or

the Postgraduate Certifcate in E-learning:

Theory and Practice

Clive has a first degree and Doctorate inchemistry and holds Masters degrees in botheducation and in online and distance learning.

In addition to his programme leadership of thePostgraduate Certificate in E-Learning (PGCEL),Clive is heavily involved in staff development in thefield of technology-enhanced learning. He alsoteaches science and general ICT.

These are a flavour of some of the academicsyoull have the opportunity to be taught by andresearch alongside at Glyndwr University.

Proessor Odette Parry - Director o the

Social Inclusion Research Unit

Odette has extensive experience in health andsocial care research. She has led major researchprojects here and overseas. These include aUNICEF funded project with the University of theWest Indies and research into health-related riskbehaviours for the University of Edinburgh.

She joined Glyndwr University in 2003 and herresearch interests combine health and education.Here, she headed the qualitative evaluation of theno-smoking legislation for the Welsh Assembly.

She is interested in expanding on her researcharound this and other risky health behaviours,including alcohol misuse.

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His main research interests involve theuse of technology in teaching and learningand the dynamics of social interaction invirtual environments.

Clive has been at Glyndwr University for 22 years:Im from Wrexham and love it. I came to workhere to give something back to the area.

Proessor Patrick Costello - Proessor o

Primary Education and Lead Researcher in

Pedagogical Research and Scholarship

Inspired by a succession of good teachers, Patrickenjoyed learning and decided at an early age thathe wanted to teach.

His main research area is teaching thinking,

reasoning and argument skills in schools andin higher education. Patrick has undertakenconsultancy work for organisations such as theNational Union of Teachers. For this, he workedwith teachers across Wales to develop researchprojects funded by the General Teaching Councilfor Wales.

He has published nine books on a range ofeducational topics and is a member of several

editorial boards.

Seminar work here is very enjoyable, he says.Together, were working out how to makethings better: essays and research projects,teaching skills and childrens learning If youenjoy learning, teaching is a natural avenue toexplore. The idea is to capture the essence of thatlearning, to try to distill it and to pass it on.

Dr Phil Bassett Dean o Education

Dr Phil Bassett initially started in education as asecondary school teacher but then moved intothe primary sector where he became a deputyheadteacher and then headteacher. He enteredhigher education as a Senior Lecturer with theUniversity of Wales Institute Cardiff and became

a Head of School before leaving to take up hisposition with Glyndwr University.

Throughout his career in higher education, Philhas contributed to many national committeesand education related organisations. He has alsoforged a number of partnerships with agenciesand universities within the UK and abroad.

His research interests have been mainly inschool partnerships but he has also published ontopics associated with assessment and learningin higher education. He is committed to thedevelopment of the Children and Young PeoplesUniversity Cymru, which he started with a seniorcolleague from Wrexhams Education Authorityand to Continuing Professional Development forteachers in all sectors.


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education & society

Dr Sarah Dubberley - Senior Lecturer in

Criminal & Youth Justice

Sarah teaches on the MA Criminology andCriminal Justice programme. Prior to workingat the University her career has been within theyouth justice arena. She was Mentor Co-ordinatorfor Cheshire Youth Offending Team and the YouthFederation, which involved recruiting, training

and supporting volunteers to work with youngoffenders across the county.

Her own MA in Comparative Criminologyand Criminal Justice examined the historicaldevelopment of youth justice and her continuedacademic interest is within the field of youth

justice, mentoring, imprisonment and women inthe criminal justice system. She has recentlycompleted her PhD on the experiences ofincarceration for young offenders. The title of

the PhD is A Qualitative Study of The Duke ofEdinburgh Awards and Young Offenders in theSecure Estate.

Peter Gossman - Senior Lecturer in

Post Compulsory Education & Training

Peter has worked previously, in academicstaff development roles, at Auckland Universityof Technology and Lincoln University inNew Zealand.

He has researched staff engagement with the

scholarship of teaching and learning and haspublished and presented internationally onthe subject. In addition he has researched andpublished about problem-based learning. He holdsan Ed.D which investigated transferable skillstaught within the context of geography.


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Proessor Karen Graham -

Proessor, Early Childhood Studies

Karen has had an extensive and varied career inteaching and early years education. She startedoff her career teaching key stage two, beforeoccupying roles as a deputy head teacher,teaching advisor for curriculum development andthen later special educational needs specialist,visiting schools to provide support for teachers.

She left school education to open a day nursery,eventually operating a series of award-winningday centres across north east Wales includingone at Glyndwr University. As Professor for EarlyChildhood Studies, she is set to lead cutting edgeresearch projects which will be carried out at thenew 2m Centre for the Child, Family and Society.

Her research interests lie in crossing the theory-practice divide and integrating the two for thebenefit of all within the sector. She recentlyundertook some research looking at childcare inAustralia and this led to the development of newoutdoor education provision at one of the daynurseries here in Wrexham.


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Allison OSullivan - Principal Lecturer in

Post Compulsory Education and Training

Allison is the Programme Leader for theProfessional Graduate Certificate in Education.She also manages the Post CompulsoryEducation provision and Education CPDportfolio for the University.

She teaches on the MA in Education, withparticular focus on education leadership. Herexternal memberships include the InternationalProfessional Development Association and theUniversities Council for the Education ofTeachers (UCET). She is also a Fellow of theInstitute for Learning.

Allisons research interests are on the professionaldevelopment of the educational workforce bothwithin schools and post compulsory settings.

Dr Clive Perraton Mountord - Senior

Lecturer in Counselling and Psychotherapy

Clive holds an MA in Counselling as well aspostgraduate diplomas in person-centredcounselling and in focusing and experientialpsychotherapy. His honours degree and PhD arein philosophy. He also holds a postgraduate BEdin early years education.

Clive has taught at a number of higher educationfacilities in British Columbia; Glyndwr Universityis his third appointment in the UK. He is anexperienced counsellor/psychotherapist andcounselling trainer who has published articlesdealing with the practice and theory of therapy,counsellor training, and his own evolvingunderstanding of the relationship betweenexperiential focusing and the more standard viewof person-centred counselling current today.

His overriding passion is the practice ofcounselling and psychotherapy, and experientialfocusing, within a broadly understood person-centred tradition as well as seeking the mosteffective ways to enable others to develop aseffective therapists. He has a small privatepractice, advises and assists the charityMothers4Mothers, and insists that counsellingand psychotherapy cannot (or should not) betaught by anyone who is not engaging with clientsthemselves on a regular and ongoing basis.

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Research strengths and opportunities withinthe areas of childhood, education, criminal

justice, youth and community, social work,social inclusion and counselling at GlyndwrUniversity are vibrant and stimulating.

The research for these areas is applied innature, meaning that it has a high impact on itsenvironment and practices within the sectors,closing the gap between theory and practice.The new Centre for the Child, Family andSociety acts as an example of this researchmodel where staff conduct research in theareas of families, children, and society at local,regional, national and international levels witha particular focus on the development of thechildrens workforce.

In the latest Research Assessment Exercise(RAE 2008), a proportion of all the Universityssubmissions, including those for Social Workand Social Policy and Administration andEducation were judged to be internationallyexcellent.

Our experienced researchers are valuedfor their expert opinion and are regularly

commissioned by organisations and publicbodies to investigate and lead on issues andto offer research training, consultancy andpolicy advice. Our academics actively engage

education and society research

with policy makers, professional practitionersand research users, both nationally andinternationally.

Our academics achieve and succeed inresearch goals at Glyndwr University through

the support of both individual and collobarativework; by developing a sense of researchcommunity and dialogue; through openingnew opportunites for research, supervisionand career advancement in all areas; andby generating the capacity and culture oftransdisciplinary research across the university.

enhancing education

The research work of our childhood andeducation academics focuses on promotingexcellence in teaching throughout a rangeof educational and professional developmentdisciplines.

This work embraces compulsory and post-compulsory education, as well as highereducation, and is informed by differentsubject-specific cultures and contexts.

The education area publishes its own journal,The Journal of Pedagogical Research andScholarship, and members often undertakecollaborative research projects with othereducation providers.

Much of the research is used to enhancecurriculum at the University as well ascontributing to the bank of knowledge that can

be utilised by both the pre-16 education andinformal and continuing education sectors.

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sharing education practice

Our academics regularly participate inconferences. Academics from childhoodand education have recently participatedin the European Early Childhood ResearchAssociation conference presenting researchin areas of play, enjoyment and learning,and thinking skills encouraging internationalresearch networks.

Collaborative research is undertaken with

universities across the world, including Finland,Denmark and the USA. Through VisitingProfessor Richard Morehouse they are seekingto establish formal links with Viterbo University,Wisconsin, USA, including the possibility ofstaff and student exchange visits.

Students are encouraged to participate instudy and research in Europe through theErasmus programme to gain a comparativeinternational perspective.

effective partnerships in education

Dr Phil Bassett undertakes research into theeffectiveness of partnerships with schoolsfor initial teacher education and training.His research interests also include: informaleducation; assessment and feedback guidance

for students in higher education; pedagogicalresearch in higher education.

The development of the partnership withschools model for ITET may be considered inthree distinct phases: the historical context;the theoretical modelling phase; and theimplementation phase, where the providersand schools attempt to operationalise therequirements and develop systems andprocedures to support the trainees. This final

phase has been the subject of his recentresearch (including his doctoral thesis) andpublications.

childhood studies

The newly established, innovative Centrefor the Child, Family and Society enhancesthe opportunities in this area of research.Through a holistic approach to scholarshipand academic study, the Centre aims to createan effective, integrated relationship betweentheory and practice through research with amission to educate future generations of thechildrens workforce in critical attitudes, skills,and best practice to address the overarching

commitment of the Welsh AssemblyGovernment to achieving social justice.

The breadth of activity, increased by linksacross the University, provides opportunitiesfor study and research that is innovative,forward thinking and relevant to the needs ofthe sector.

Areas of research include: workforcedevelopment; formal and informal learning;play; foundation phase education; transitionsin childhood; enjoyment and learning; and theoutdoor play environment.

Paula Hamilton is interested in all issuesrelating to inclusion/equality, childrens healthand well-being. Her current research activityfocuses on the inclusion of migrant workerchildren into primary schools.

Professor Karen Graham specialises in work-based learning. She has undertaken workin the health and social care and childcaresectors with a focus on bridging the theorypractice divide. Recent projects have includedthe development of a Qualification Frameworkfor the Childcare Workforce, a review ofnational minimum standards, Targeted MentalHealth in Schools and a review of the CommonAssessment Framework.

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An interest in qualification development onthe childcare workforce is shared by KarenSouthern and she is currently exploringways of improving practitioner skills throughinnovation in qualification structure and design.

Kate Wagner has an interest in childrensperceptions of enjoyment in their early yearseducation. Her current aim is to identify howyoung children enjoy their education in theearly years, and to develop a qualitative meansof measuring enjoyment for practitioners and

government agencies in the context of therelationship between learning and well-being.

reective practice and engagement

Professor Patrick Costellos publicationsinclude nine books on primary education,the theory and practice of argument, personal,social and moral education, teaching thinkingskills, and action research. His book onEffective Action Research: DevelopingReflective Thinking and Practice will bepublished by Continuum next year.

Dr. Peter Gossman has undertaken research

into staff engagement with the scholarshipof teaching and learning, and has publishedand presented internationally on the subject.In addition he has researched and publishedabout problem-based learning.

The Universitys Centre for the Child, Family and Society, due to open in 2011. The new Centreand its facilities are based on an integrated approach to child development.

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crime and custody

Our criminal justice and social inclusionacademics have won a funding bid to establisha Welsh Centre for Crime and Justice,which will involve working in collaborationwith criminology colleagues from Cardiff,Aberystwyth and Glamorgan Universities toexplore future developments of criminal justice

policy and practice in Wales.

The team are also working collaborativelywith the Hallam Centre for CommunityJustice (Sheffield Hallam University),the Policy Evaluation and Research Unit(Manchester Metropolitan University), andEcotec Research and Consultancy to forma partnership to tender to carry out theprocess evaluations, break-even analysis

and impact evaluation feasibility study forrecently established Intensive Alternatives toCustody Projects across Wales, Merseyside,Yorkshire and Humberside.

observation skills through art

Our youth work team is collaborating on aproject at Tate Liverpool with the Clinical

Psychology department at the University ofLiverpool. The project is using the extensiveexperience of Kathy Edmonds, our ArtEducator, in working with a group of traineedoctors/medical students to explore theresources of the gallery. The rationale for theproject comes from the medical humanitiesposition that art allows insight into the humancondition, and from a pragmatic standpointthat art can help students to develop skillsof observation, analysis, communication andself reflection.

making an impact

Some of the organisations that our socialinclusion area has had research commissionedby include Age Concern North East Wales;the Welsh Assembly Government; the Ministryof Justice; Wales Office of Research andDevelopment for Health and Social Care;North Wales Criminal Justice Board; Duke of

Edinburghs Award and Social Care Institutefor Excellence.

The areas and issues that the team haveinvestigated recently include doorstep crime;use of Naloxone; alternatives to custody;homeless youth, perceptions of crime andattitudes to smoking and alcohol.

reecting and inuencingsociety issues

Dr Iolo Madoc-Jones research expertise andinterests focus primarily upon issues relatingto the Welsh language, and criminal and social

justice. He has substantial input into a widerange of research projects and in 2010 hewas awarded a PhD for a thesis that appliedthe insights of discursive psychology to the

study of criminal justice practice with Welshspeakers in Wales. Since 2006 he has beeninvolved in inspecting probation, youth justiceand prison services as an Associate Inspectorwith Her Majestys Inspectorate of Probation.

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Professor Odette Parry is also publishedwidely. One of her recent collaborativeprojects, with Emily Warren, Professor RosCarnwell and Sally Baker, colleagues atthe University, has been in the qualitativeresearch in connection with the Older PeoplesWellbeing Monitor for Wales, commissionedby the Welsh Assembly Government. Thepublished report entitled Voices of Older

People in Wales looks at the health and well-being among the over 50s in Wales.

therapeutic approaches

The Primary School Counselling PilotEvaluation was undertaken by the academicsat Glyndwr University, commissioned by theWelsh Assembly Government. As part of this

project primary schools explored therapeuticapproaches to enhance the well-being andinvolvement of children and their families.

Other specialist areas within our counsellingarea include person-centred theory; open-centred ecosophy; and therapeutic conditions.

get in touch

We welcome applications for researchdegrees (MPhil, PhD, Professional Doctorate)from anyone interested in the broad fieldsof childhood, education, criminology, social

justice, counselling, addictions, society, socialwork, community inclusion and youth work.This booklet showcases just some of the

research interests of academics within thisarea; if you have a related research proposalthat you would like us to consider please getin touch.

Application forms can be downloaded fromour website and should be sent through [email protected]

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education & society

Jane Bulkeley

Research Student

PhD research student, Jane Bulkeley movedfrom legal practice to a career in education whileraising her children. She graduated from GlyndwrUniversity with a First Class Degree in EarlyChildhood Studies and Education.

Janes research focuses on the relationship

between informal and formal education, and theirlinks to developing citizenship and thinking skills.A case study on the Childrens University is thebasis for her work.

The Childrens University is a national organisationwhose objective is to raise childrens aspirationsby demonstrating how learning opens doors.It provides 5 to 19 year olds with a range ofactivities and experiences outside school hours.

I dont believe measured outcomes are the onlyindicator of what people have to offer, says Jane.So it was a perfect opportunity to be offered theposition of research assistant on this project.

studentresearch prole

Im evaluating the Childrens University againstformal educators such as schools. Nothing hasbeen written about it previously: particularly fromthe perspective that interests me. My researchhas involved talking to children and young people,their parents, and providers.

Jane enjoys Glyndwr Universitys supportive andnurturing environment.

My supervisory team has been excellentthroughout. They leave me alone to get on withthings but are there whenever I need them.My professor has introduced me to researchopportunities I dont think would have beenotherwise available.

Jane has several publications under her belt

and is hoping her research will lead to more.However, she would also like it to lead toacademic progress.


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counselling

MA Counselling and Psychotherapy*

If you want to train as a person-centered counsellor - if youwant to offer the possibilityof an empathic, authenticrelationship and eventuallyprovide an effective therapeuticrelationship - you need toexperience the truth of person-centered claims for yourself.That means you need a courseconsistent with the person-centered viewpoint.

Person-centered educationis at the heart of GlyndwrUniversity. Delivery and contentare grounded in a contemporaryunderstanding of the theoryand practice of the foundersof client-centred theory CarlRogers and his colleague,

philosopher and theoristEugene T. Gendlin:

Empathic acceptance,absence of judgment,and honest, authenticassessment to facilitatehuman potential.These alone can provesufficient for change,healing, and profoundtherapeutic movement.

This course provides an opportunity to earn an MA in person-

centred and experiential counselling and psychotherapy

which will prepare you to work with young people and adults,

within institutions, and through sel-employment.

Therapeutic movement is

more likely and will tendto be more rapid whencareful, friendly attentionis paid by an individual totheir moment-by-momentexperience and the way itis processed.

Equal emphasis is placed uponboth of these aspects of theperson-centred tradition andplay and expressive therapy areexperienced in light of them.Criticisms are also considered.

Attention is paid to currentdevelopments such asthe relationship betweencounselling and spirituality;conceptions of process

and how these relate to themedical model; as well asthe therapeutic importanceof tenderness.

Overall, the course prepares youfor your clinical placements andeventual employment workingwith young people and withadults, either in institutions or inmore entrepreneurial settings.

Course durationPart-time3 years

LocationWrexham

Start monthSeptember

CRB checkBefore you are offered a

place on this course you willbe required to complete aCriminal Records Bureau(CRB) form and pay theappropriate fee, so that acheck can be made on yoursuitability for working withchildren and vulnerable adults(see page 46 for more details).

* subject to validation


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key facts

The course meets all

training requirements forindividual accreditationwith the British Associationfor Counselling andPsychotherapy (BACP)Experiential focusing istaught and encouragedas an aid to your owndeveloping awarenessand something that youmight introduce into yourclinical practice

career opportunities

Counselling and psychotherapyare personally andprofessionally challenging.The National Strategy forSchool-based Counselling

Services in Wales will increasedemand for appropriatelytrained counsellors, and a

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well-trained and effectivetherapist determined toestablish themselves in

private practice will alwaysfind opportunities.

Wherever you see yourself infive years time, if it involvesworking as a counsellor orpsychotherapist, you needa sound training, and it isincreasingly likely that youwill also need a recognisedqualification from a University.

entry requirements

You will need a honoursdegree in counselling ora related subject orequivalent qualification.

Entry to the courses is by

interview and a brief applicationstatement. We look for students

who have the necessarycommitment, maturity, lifeexperience, and academic

competence to benefit fromthis training.

assessment

So far as possible, assessmentfollows a person-centred modelof individual responsibilityand accountability. Rigorousacademic assignments aremonitored for academic qualityand commented upon aspart of the ongoing trainingconversation. They includeessays, transcripts, researchproject and presentations.Successful completion ofclinical placements is anessential part of the course.


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counselling

MA Counselling Studies withChildren and Young People

Counselling gives young

people a secure, confidentialenvironment where they canexpress and understand theirfeelings, thoughts and emotions.

It can provide understanding inperson-centred therapy. Wherethere are behavioural issues, itcan facilitate communication.It can also provide support in afamily conflict situation.

Counsellors working withchildren and young peopleneed excellent listening skills,patience, understanding, and aninterest in children. They mustalso be sensitive to a childsneeds, and to be aware of theirown personal feelings towardsissues that may arise during

their counselling sessions. Insome cases, a counsellor maybe required to take action andinform other professionals as aresult of information disclosedduring a counselling session.

Increased UK-wide interest in the mental wellbeing o

children and young adults makes it an exciting time to study

this particular branch o counselling.

This innovative programme

provides postgraduate initialeducation and training forworking therapeutically in thisbranch of counselling. It willequip you with the specialisedskills and knowledge youll needto work in this area.

key facts

Team members work,

or have worked, ascounsellors, play therapistsand social workers in arange of areasExperiential learning isintegral to the programme.It increases your self-awareness as well asawareness of how youinteract with other people.This is essential, because asa practitioner you will haveto recognise when yourown needs are infringing onthose of a young clientPractice is an essentialelement of both thepart-time and full-timeprogrammesThe course uses an

integrated combination offace-to-face teaching andonline support

Course durationFull-time1 year

Part-time

2 years

LocationWrexham


CRB checkBefore you are offered aplace on this course you willbe required to complete aCriminal Records Bureau(CRB) form and pay theappropriate fee, so that acheck can be made on yoursuitability for working withchildren and vulnerable adults

(see page 46 for more details).


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career opportunitiesWhen you have successfullycompleted your studies, youwill have a comprehensiveunderstanding of the relevantskills needed for practiceand research.

You will be able to:deal with complex

counselling and playtherapy issues, and makeinformed judgments toappropriate parties such asprofessional supervisors;act independently to plan,implement, analyse andevaluate your work; anddemonstrate initiative intackling and resolving

issues in the workplace.

This is an evolving arealeading to new employmentopportunities across a rangeof public, private and voluntarybodies. School will be the mainfocus for developing servicesin the UK, and in Wales inparticular.

Voluntary bodies offercounselling to children whoprefer to be seen outsideschool. Specialist organisations,such as the Samaritans orCRUSE Bereavement Care,look after children withparticular needs. And of coursethere are also opportunities forprivate practice.

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course contentUsing a combination ofexperiential and other learningand teaching methods, thisprogramme will equip you todevelop all of the qualitiesand skills needed to work inthis field.

Youll study a range of

legislative, policy and theoreticalissues involved in counsellingchildren and young people. Thecourse integrates the study ofspecific subjects and skills withexamination of personal valuesand encourages self-awarenessand personal development.

Child & Young Person

Development andCounselling and PlayTherapyContext and Issues withinCounselling and PlayTherapy with Children andYoung PeopleCounselling and PlayTherapy Practicumwith Children and YoungPeople 1Counselling and PlayTherapy Practicumwith Children and YoungPeople 2Counselling and PlayTherapy with Children andYoung People SupervisedPractice Placement(100 hours)Counselling Children

and Young People in theInternational ContextDissertation

entry requirementsIf you work in a caringprofession such as teaching,social work or nursing you willbe suited to this degree. Thisis because you are likely to beemotionally mature and havethe life experience needed totake on the emotional distressof vulnerable children and

young people.

You should have a first degreeor equivalent, or have relevantprofessional experience. We arelooking for people who can:

demonstrate emotionalmaturity;undertake sustained, self-directed study;

clearly express information

and argument in writing;andwork as a member of asmall group.

You must also be willing totake on the challenge ofdeveloping and increasing yourself-awareness.

You will be expected to takeincreasing responsibility foridentifying your own learningneeds and to make use ofavailable resources.


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education

Postgraduate Certicate inProfessional Development in HE

This course is aimed athelping you to enhance the

quality of learning, teaching,assessment and evaluationin higher education. Theprogramme of study is idealfor newly-appointed lecturersand researchers withteaching responsibilities.

The aims of the course areto ensure that you are

promoting a learningenvironment, applying andadapting theoretical conceptualframeworks in response tothe changing context withinthe higher education sectorand that you are able toencourage autonomouslearning within the boundariesof professional practice.

Enhance your understanding o higher education teaching

and assessment to help you convey your enthusiasm or your

subject and inspire others.

Whist undertaking the courseyou will engage in reflective

practice by critically reviewingyour own conceptions oflearning, teaching, assessmentand evaluative procedures andprocesses within HE. You willundertake critical scrutiny andbroaden your understandingof the institutional, nationaland international contextualdevelopments impacting upon

higher education.

key facts

A course for newly-appointed lecturersand researchers withteaching responsibilitiesYou will undertake focusedprofessional development ina multi-disciplinary contextenabling you to betterpromote learning in anHE contextYou will have anidentified mentor inyour subject disciplineThe course will enable youto become a Fellow of theHigher Education Academy

Course durationPart-time1 year

LocationWrexham



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career opportunitiesHaving completed this courseyou will have increased yourability to: apply and evaluatetheoretical/conceptualframeworks to teaching,learning and assessmentpractice in HE. You will be ableto develop and apply effectiveprofessional and academic skills

in areas such as communication,ICT, problem solving, criticalthinking, decision-making andinterpersonal relationships; anddevelop pedagogical research.

course content

Academic practice in HE

Learning and teaching

in Higher Education reflection and developmentAssessment and evaluationin Higher Education reflection and development

entry requirements

You will normally have a mastersdegree in your own disciplineand access to regular teachingin a higher education institution.

assessment

The course is assessedthrough coursework.

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education

MA Education

The course has an attractivemodular framework thatis contemporary in designand encompasses threemain themes: management,curriculum and inclusion, eachtheme having specific modulesthat can be delivered andstudied flexibly and in contextwith your own professional

development needs.You can elect to study for anamed award within a themeor for the generic award bystudying modules across thethemes. You will be challengedto undertake in-depth studyto extend and deepen yourunderstanding and to reflectcritically upon this and how itcould impact on practice.

This course has been designed to provide a range o exible

development opportunities or proessionals working in

education (all sectors), training and all their related felds.

key facts

The course is designedin partnership with LEAs,local further and highereducation and trainingproviders, professionalagencies and leadingconsultantsThe MA provides Continuing

Professional Developmentfor professionals working inschools, further educationand training, highereducation and communityand voluntary sectorsThe course providesprogression opportunitiesfrom undergraduate levelby offering a number ofexit points: single module,postgraduate certificate,postgraduate diploma andMA Education


This course provides a career-enhancing, internationallyrecognised award that is valued

by many professions.

Course durationFull-time1 year

Part-time

2-3 years

LocationWrexham



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course content

Reflective Practice Development and ReviewTransition and TransferThe Dyslexia FriendlyClassroomTeaching Students withAdditional Learning NeedsClassroom ObservationMentoringResearch InformedTeachingA Pedagogical Approach to

E-based LearningReflective Practice and HEPostgraduate Supervision

027

Research MethodsCreative Approaches toStrategic PlanningAcademic LeadershipDissertation

entry requirements

A good honours degree in arelevant subject. Many modulesrequire you to be working in,or have access to, a schoolclassroom environment.

Please refer also to informationabout the IndependentSafeguarding Authority.

assessment

Assessments will reflectthe professional context inwhich you work and reflect anenquiry-led approach to learningthat comprises portfolios,presentations, reports, researchprojects, reports to seminargroups and essays.


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education

Doctor of Education (EdD)MRes Education

The aim of these courses isto find innovative approachesto integrating professionaland academic knowledge.Undertaking a professionaldoctorate will enable you tocontribute and developtheory and practice in yourspecialist field.

An extended piece of research,presented as a thesis, andexamined (viva) by experts inthe chosen field is an integralpart of a professional doctorate.The research should relate toreal and complex issues in yourselected field. In many cases theresearch is carried out withinyour own organisation or is apractical problem relevant tothat profession and field.

The Proessional Doctorate provides opportunities or the

development o proessional practice and competencies

including critical reection, extension o research skills,

leadership and awareness o socio-political contexts relevant

to proessional practice.

Doctorates are awarded or the creation and interpretation oknowledge, which extends the oreront o a discipline, usually

through original research. Holders o doctorates will be able

to conceptualise, design and implement projects or the

generation o signifcant new knowledge and understanding.

Although equivalent in status and challenge to the traditional

PhD, the Proessional Doctorate is more appropriate or those

pursuing proessional rather than academic careers.

The MRes offers acomprehensive programmeof generic and specialisedresearch training culminatingin an in-depth exploration ofresearch by dissertation.

The courses provideopportunities for professionalsin education to progress and

develop their academic andprofessional skills.

key facts

There are opportunitiesfor projects to crossspecialisms whereappropriate and you

will be encouraged toshare learning andindividual development

Course durationFull-timeEdD: 3 yearsMRes: 1 year

Part-time

EdD: 5 yearsMRes: 2 years

LocationWrexham



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You will be allocated a

personal tutor to guide youthrough the course andassist you with your choiceof optional modules andnegotiated learning.The University hasprofessorial posts ineducation and socialinclusionStudy weekends for the

course will be arrangedfor some of the taughtmodules. The cost of theseweek-ends will be paid forby students and will be inaddition to university fees.It is expected that feesfor these weekends willbe no more than 100per weekend


Holders of doctorates willhave the qualities neededfor employment that requiresthe ability to make informed

judgments on complex issues inspecialist fields, and innovationin tackling and solving problems.

course content

Throughout these coursesyou will produce a personaldevelopment plan portfolioof evidence. This portfoliowill form a key learningopportunity for you and is

integrated into each moduleon the course.

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At the doctorate thesis stageyou will be expected to keepa learning journal.

course content

MRes Education

Research Methods 1Research Methods 2Research Methods 3

Negotiated moduleIdeas and questionsDissertation

Doctor o Education (EdD)

Research Methods 1Research Methods 2Research Methods 3Negotiated moduleIdeas and questions

Methodology and Proposal

Research and ReflectivepracticeThesis

entry requirements

To apply for the MRes courseyou must hold one of thefollowing qualifications:

An initial degree awardedby an approved degreeawarding body, whichshall normally be awardedwith first or second classhonours undergraduatedegree or equivalent.A non-graduate qualificationand a minimum of two yearsexperience in a responsible

position which is relevantto the field of study, andwhich together are deemed

by the University to be ofa satisfactory standardfor entry to a Master ofResearch degree.

To apply for the ProfessionalDoctorate you must hold one ofthe following qualifications:

An initial degree awardedby an approved degreeawarding body, normally

awarded with first or secondclass honours.A professional qualificationthat has been deemed byGlyndwr University to beof a satisfactory standardfor entry to a ProfessionalDoctorate programme.

In addition, you must be

working in a professionalcapacity and have a minimumof three years professionalexperience of working at anappropriate level in an arearelevant to the named award.

assessment

Assessment will beportfolio based, and willreflect your journey towardsthe thesis/dissertation.


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education

Graduate Certicate inProfessional Development (Education)

Graduate Diploma in

Professional Development (Education)

The Graduate Certificate inProfessional Development(Education) provides youwith Continuing ProfessionalDevelopment (CPD) whichwill enable you to meet theNQT standards.

The Graduate Diploma inProfessional Development(Education) is designed to provideprofessional development forpractising teachers.

Both courses aim to link theorywith course participants ownpractice so that real benefits willbe felt by both Newly QualifiedTeachers and their schools.

This programme provides accredited exible CPD or

teachers, enabling them to build a structured portolio

o evidence o their practice.

key facts

Glyn dwr Universityworks in partnershipwith employers, relatedorganisations andagencies. It works

closely with schools,FE colleges and localeducation authorities tooffer comprehensive CPDopportunities for teachers.These partnerships arecentral in ensuring thatall programmes are fitfor purpose and providethe highest possibility ofemployment and careerprogressionThis course is designedin partnership with localeducation authorities,professional agenciesand leading consultantsThese courses willenhance your practiceand strengthen yourlink between teaching

and research

Course durationPart-timeGraduate Certificate:1 year to 4 yearsGraduate Diploma:2 to 4 years

LocationWrexhamFlintshireDenbighshire

Start monthOctober/February


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career opportunitiesThe courses offer continuingprofessional development forteachers which will give themthe edge in a competitiveemployment market.

course content

The course is designedto provide professionaldevelopment for practisingteachers and is accreditedby the University of Wales.Participants are required tostudy and achieve 60 creditsin order to gain the GraduateCertificate in ProfessionalDevelopment (Education).

The Graduate Diploma inProfessional Development(Education) is made up of anumber of different moduleswhich may be groupedtogether.

Graduate Certiicate in

Proessional Development

(Education)

The Reflective PractitionerLearning from TeachingPositive BehaviourManagement

031

Graduate Diploma in

Proessional Development

(Education)

Accountability, Evaluationand School ImprovementStrategic andDevelopmental Planning forSchool ImprovementLeading and ManagingStaffClassroom Observation

Mentoring in PracticeAction Research for SchoolImprovementWorking together for SchoolEffectivenessPedagogy for Wales in the21st CenturyDeveloping thinking andassessment for learningTransition

Y Curriculum Cymreig

Inclusion / SENEducation, Citizenship andCritical ThinkingTechniquest Numeracyand Problem SolvingTechniquest The

Development of ThinkingSkillsTechniquest Sustainability,Education for SustainableDevelopment and GlobalCitizenshipPhysical Developmentand Physical Education putting theory into practiceDeveloping Health andEmotional wellbeingWorking in PartnershipAn Introduction toTeaching Basic Skills

Through the Curriculum

Basic Skills in Transition -

NumeracyBasic Skills in Transition -LiteracyAssessment forLearning Strategies

entry requirements

Teachers must hold Qualified

Teacher Status.

assessment

You will undertake practical-based assignments throughoutthe course. The course teamis responsive to creative useof assessment strategies

that facilitate and supportlearners styles of learning.There are variable assessmentmethods including written work,portfolios, and presentations.In particular, the assessmentwill enable theory to informpractice and enable participantsto reflect critically on and, wherepossible, improve the qualityof leadership, management,learning and teaching withintheir schools.


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education

Professional Graduate Certicatein Education

Certicate in Education

These courses have beendeveloped as a result of majorchanges in the requirements forteachers within the learning andskills sector.

These new and exciting courses

offer the prospect of teachingand assessing students across abreadth of curricula and providean online learning capability thatpromotes flexibility through avariety of learning opportunities.Training builds upon yourprevious knowledge andexperience and there is a strongemphasis on active learning.

You will gain a qualificationenabling you to teach studentsin further education, sixth formand tertiary colleges, prisons,adult education and work-basedlearning settings.

These courses aim to provide graduates with the opportunity

to develop proessional knowledge, understanding, skills and

attitudes to become teachers, tutors and/or trainers in the

learning sector and skills sector (post compulsory education

and training).

key facts

Teaching in the post-compulsory sector hasundergone a period ofprofessionalisation in recentyears, and this award is now

the nationally-endorsedqualification for the sectorThe quality of trainingyou will receive isparamount to your effectivecontinued development asprofessionals in the sector,and this is reflected inthe support and guidanceafforded throughout theperiod of training with tutorand mentor guidanceThe University has stronglinks with local furthereducation colleges andtraining institutions in theregion.A Welsh Assembly trainingbursary may be available ifyou are studying via the fulltime route

The programme is taught

through flexible studydepending upon theselected route

Course durationFull-timeProfessional Certificate: 1 year

Part-time

Professional Certificate:2-3 yearsCertificate: 2-3 years

LocationNorthop

The part-time route is alsooffered at Deeside Collegeand Yale College, Wrexham.


CRB checkBefore you are offered aplace on this course you willbe required to complete aCriminal Records Bureau

(CRB) form and pay theappropriate fee, so that acheck can be made on yoursuitability for working withchildren and vulnerable adults(see page 46 for more details).


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Post-compulsory education andtraining is a rapidly developingand expanding area which,through the requirement ofan endorsed professionalteaching qualification, isestablishing clearly definedcareer progression routes withinthe sector and opportunities forfurther advanced study.

course content

The courses are designed intwo phases:

Phase 1 is designed tosupport generic skills forteaching and learning in

relation to the following:Planning lessonsStrategies for teaching andlearningAssessment strategiesResources for learningReflection and evaluation ofteaching and learningSubject specific teachingand learning

Phase 2 considers extendingyour practice through creativeand innovative strategiesfor teaching, learning andassessment and encourageswider reading and scholarlyresearch to inform andunderpin your practice. Thisphase of the programmeexamines the role of a

teacher in the learning andskills sector and the impactof national policies and

033

strategies on subject specific

and organisational processesand practice. The conceptof continuous professionaldevelopment is explored as anongoing process that extendsbeyond the course and intoyour career as a teacher inthe learning and skills sector.

Proessional Graduate

Certiicate in Education

Phase 1 modulesIntroduction to TeachingThe Reflective PractitionerTeaching to EnableLearningSubject SpecialistPedagogy

Phase 2 modules

The Organisation and the

IndividualTeacher as Self DeveloperNegotiated StudyInnovation and the Teacher

Certiicate in Education

Phase 1 modules

Reflective PracticePreparing to Teach in theLifelong Learning SectorLearning and TeachingSubject Specialist TeachingTeaching and theOrganisationSelf Development andthe TeacherNegotiated Study Professional IssuesTeacher as Innovator

Phase 2 modules

Introduction to Teaching

in the Lifelong LearningSector

The Reflective Practitioner

Teaching to Enable

LearningSubject SpecialistPedagogyThe Organisation and theIndividualTeacher as Self-developerNegotiated Study Professional StudiesInnovation and the Teacher

entry requirements

For the Professional GraduateCertificate in Education youwill be expected to hold afirst degree in the subjectyou wish to teach. For entryonto the part-time courseyou will have to secure 150

hours of teaching for theduration of the course, withan appropriate education ortraining institute.

For the Certificate inEducation you will berequired to hold a Level 3qualification in the subjectthat you wish to teach.

assessment

You will undertake practical-based assignments throughoutthe course. The course teamis responsive to creative useof assessment strategies thatfacilitate and support learnersstyles of learning. Tutor mentor

and peer observations areintegral to the programme.


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e-learning

Postgraduate Certicate in E-learning:Theory and Practice

This course is designed forthose in teaching or traininginterested in using new andemerging technologies toenhance their practice. Thisis not a technical course;rather it is one that enablesprofessionals to use technologyto best effect in helping theirlearners learn. It is relevant to

those involved in teaching andtraining in formal or informalsettings whether that is inthe community, in schools,colleges, university or industry.It will also be beneficial tothose considering moving intoteaching or training.

The course provides acontemporary vision of

e-learning and will exploreissues of pedagogy, designand implementation ofnew technologies.

How can technology improve and support the way people

learn? With more ocus than ever on new ways o learning,

are you equipped to embrace new technology?

key facts

The course is deliveredentirely online, immersingparticipants in the verymedium they wish toexplore and is availablethroughout the worldBeing online, the courseprovides a flexible way to

study you choose whenand where you studyDelivered by experts fromboth the UK and Europe,the course will develop yourability to utilise technologyeffectively to help yourstudents achieve more

Course durationPart-time18 months

LocationOnline Delivery; Wrexham



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Successful completion of thiscourse will equip individuals withthe skills and expertise to exploitnew technologies effectivelyin their teaching or trainingcontext. Recent research hasshown that students nowhave sophisticated IT skills

and expect their tutors to usetechnology to facilitate theirlearning; this course will helpyou match these expectations.There is a growing demandacross the educationalenvironment for individualswho have the knowledgeand skills to use technologyeffectively; successfulcompletion of this course willdemonstrate such attributes.

course content

The Postgraduate Certificatein E-learning consists ofthree twenty-credit modules,all of which are deliveredentirely online.

course modules

Pedagogy and Practice

This module explores thenature of learners, how learningstyles might influence themode of delivery and howteaching online may differfrom conventional teaching.

Technology and DesignThis module explores thosetechnologies that can be usedto support their learners.

Implementation

and Management

Examines issues ofimplementing and managingonline programmes.

Whilst each module can bestudied individually, it is stronglyrecommended that these aretaken as a coherent programmeof study.

entry requirements

To study on this course youwill need to demonstrate yourability to study at postgraduatelevel; this normally meansholding an undergraduatedegree or equivalent but wewill consider non-traditionalentry qualifications and

previous experience.

You will require internet access,preferably broadband, and willbe working with, or have accessto, a group of learners.

Some aspects of the coursewill be delivered using audioand/or video online, and youwill require appropriateequipment (headphones /microphone) to participatefully in these activities.


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MSc Professional EducationPostgraduate Diploma in

Professional Education(with the Nursing and Midwifery Council recordable

Teacher qualication for UK registered nurses,

midwives or specialist community public health nurses)

Postgraduate Certicate in

Continuing Professional Developmentin Higher Education

This award allows lecturersboth to qualify as teachers andultimately obtain a postgraduatedegree. Increasingly,practitioners in health and socialcare wishing to oversee thelearning in practice of studentson professional programmesneed to hold a qualificationat this level. This includesfieldwork teachers in socialwork; and mentors, practiceeducators and practice teachersin health care.

Course durationFull-timeMSc: 1 yearPostgraduate Diploma: 2 yearsPostgraduate Certificate:6 months

Part-time

MSc: 2-5 yearsPostgraduate Diploma:2-3 yearsPostgraduate Certificate:1 year

LocationWrexham

Start month

September

CRB checkBefore you are offered aplace on this course you will

be required to complete aCriminal Records Bureau(CRB) form and pay theappropriate fee, so that acheck can be made on yoursuitability for working withchildren and vulnerableadults (see page 46 formore details).

key factsSuccessfully completing themodules of the PostgraduateCertificate in ProfessionalDevelopment in HigherEducation allows you toqualify for membership of theHigher Education AcademyThe course will enhance yourresearch expertise, and isthe ideal platform to developyour skills of evaluation andsynthesis towards originalityin thinking

professional education


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For practitioners registered

with the Nursing andMidwifery Council,successfully completing thePostgraduate Diploma allowsyou to record the qualificationof nursing, midwifery orspecialist community publichealth nursing teacher withthe NMCSuccessfully completing the

modules Learning Teachingand Assessment in HigherEducation and ReflectivePractice in Higher Educationallows a nurse, midwife orspecialist community publichealth nurse to be recognisedas holding a Practice TeacherqualificationThis programme is open

to overseas students whowish to gain a high qualityteaching qualification


Complete the course andyou can start looking foremployment in roles where youneed a recognised teachingqualification in further orhigher education, or in practice.

Nurses and midwivescompleting the postgraduatediploma can record a teachingqualification with the NMCand seek employment inhigher education, or as aneducationalist in practice.

course contentPostgraduate Certifcate

Learning and Teaching inHigher Education Reflectionand DevelopmentAssessment and Evaluation inHigher Education Reflectionand DevelopmentAcademic Practice in HigherEducation

Postgraduate Diploma

Learning and Teaching inHigher Education Reflectionand DevelopmentAssessment and Evaluation inHigher Education Reflectionand DevelopmentAcademic Practice in HigherEducation

Research Methods in Health

and Social CareLeadership and ProfessionalIssuesNegotiated Module inEducation Practice andDevelopment

If you wish to record a teachingqualification with the NMC, youllneed to complete:

Negotiated Module inEducation Practice andDevelopment (NMC Portfolio)

For the Masters degree in

addition to the above:

Dissertation

entry requirements

A professional qualificationin health or social care andan honours degree in a

relevant subject.

assessment

Written work, including adissertation and a portfolio.

037037


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psychology

MSc Teaching of Psychology*

As a teacher of psychologyyou will recognise the everdeveloping nature of both thesubject, and the qualifications/assessments you are delivering.

This course will support yourprofessional developmentthrough an advanced studyof theoretical developmentsand contemporary issues inPsychology, combined with thedevelopment of your teachingand assessment skills.

key facts

The course will bedelivered primarily throughe-learning combined withan optional two-dayresidential workshopon selected modules


This course provides excellentCPD for practising teachersof post-16 Psychology whowish to obtain a Masters levelqualification to maximiseprogression through theteaching profession.

Course durationPart-time3 years

LocationWrexham


* subject to validation

course content

Indicative modules include:Teaching Research Methodsand Statistics in Psychology

Teaching the CorePsychology CurriculumContemporary Issuesin PsychologyLearning and AssessmentReflective PractitionerNegotiated LearningDissertation

This is a new course for 2011.

The latest information willbe posted on the Universitywebsite, glyndwr.ac.uk.Alternatively please contactthe admissions and enquiryteam on 01978 293 439, whowill be happy to help you withyour enquiry.

entry requirements

Both Psychology graduates,and graduates from otherdisciplines may be eligiblefor this programme, with a2:1 and above.

assessment

Written work, including adissertation and a portfolio.


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039


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criminal justice

MA Criminology and Criminal Justice

If youre looking for a career

in the rapidly expandingcriminal/community justicefield, the MA Criminology andCriminal Justice is ideal. Ifyoure currently employed inthe criminal justice systemand looking to extend yourknowledge this course alsohas a lot to offer you andyour development. Youll

be encouraged to examinecritically a range of key themesand issues that dominate thecriminal justice landscape.

Course durationPart-time2-3 years

LocationOnline Delivery; Wrexham


Criminology is an exciting inter-disciplinary subject

that draws on sociology, psychology and law to examine

how crime is defned, why people commit crimes, and how

society responds.

key facts

The first workshop isdelivered over two daysat the beginning of eachyear; the subsequent twoworkshops each year aredelivered over one day each.The first session isdelivered over two daysat the beginning of the

semester, the subsequentsession over one dayThe course uses informationtechnologyto create a virtual learningenvironment for studyand supportStudying online enablesstudents to engage withthe degree from anywherein the world


The course offers excellentopportunities for ContinuingProfessional Development.The course is ideal if youreemployed in probation, thepolice, youth offending

work, prisons, social work orcommunity work.


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041

course content

Crime in the 21st CenturyRisk and DangerousnessTheorising CrimeResearch MethodologyDissertation

Options:two from the following:

Diversity, Prejudice and

Hate CrimeChildren and Young Peopleas Victims and PerpetratorsControlling Drugs andDrug UsersNegotiated Learning

entry requirements

Successful completion of anundergraduate degree to first orsecond class is required.

assessment

Assignments, research andcoursework. Youll need tocomplete a dissertation in orderto be awarded the full MA.


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youth work

MA Youth and Community Studies

Postgraduate Diploma in Youth Studies(Initial Qualifying)

Postgraduate Diploma in Youth and

Community Studies (Post Qualifying)

Issues covered in the coursesinclude analysing deliveryagencies; the effects ofsocial policy responsesand the effectiveness ofmethods available; relatingskills, knowledge andunderstanding required withinyouth and community studiesto intervention strategies;analysing how services foryoung people and adultsare delivered in communitycontexts; and applying the tools

and processes available toyouth workers.

Course durationFull-timeMA: 1.5 yearsPostgraduate Diploma(Initial Qualifiying): 1 yearPostgraduate Diploma(Post Qualifying): 1 year

Part-time

MA: 2-3 yearsPostgraduate Diploma(Initial Qualifiying): 2-3 yearsPostgraduate Diploma(Post Qualifying): 2-3 years

LocationWrexham

Start month

September

CRB checkBefore you are offered a

place on this course you willbe required to complete aCriminal Records Bureau(CRB) form and pay theappropriate fee, so that acheck can be made on yoursuitability for working withchildren and vulnerable adults(see page 46 for more details).

These courses help you to become an independent,

autonomous practitioner with skills in critical analysis and

the ability to bring about innovation in practice. You will be

equipped with the skills to analyse and evaluate critical keyactors in the provision o learning within communities.

The programme of studyconsists of two postgraduatediplomas. The Initial Qualifyingroute is designed to providea route to professionalqualification if you already holda related degree and havesubstantial previous experienceof informal education or youthwork. The Post-Qualifyingroute offers a professionaldevelopment opportunity ifyou are already professionallyqualified in youth & community

work. Successful completionof either route will enable youto progress on to the fullMasters course.


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key facts

This course is one of only

three masters programmesfor youth and communityworkers offered in WalesThe course relates to UKpolicy agendas, focusing onWales but with Europe-wideplacement opportunitiesPlacements and workplacelearning can be undertakenwithin Welsh speaking

organisations andcommunities if requestedAfter completing the YouthStudies Initial Qualifyingprogramme you will becomea JNC recognised youthwork professionalThe course involvesflexibility throughself-directed learning,

negotiated learningor placements


Those awarded an initialqualifying postgraduate diplomaare able to take up employmentwith local authorities, voluntaryand community organisationsand with education providers.With the post-qualifying diplomaor the MA, you will be able toseek advanced roles withinyour profession. A postgraduatequalification also opens uppossibilities for a role withinfurther or higher education.

course content

Postgraduate Diploma

in Youth Studies

(Initial Qualiying)

Methods in Social ResearchCommunity Education &DevelopmentYouth & Community Workin WalesTheorising Youth WorkContextual PlacementProfessional Placement

Options choice of one fromthe following:

SupervisionSocial TheoryManagement ofOrganisations

Postgraduate Diploma in

Youth and Community

Studies (Post Qualiying)Methods in Social ResearchNegotiated LearningLifelong LearningManagement ofOrganisationsYouth & Community Workin WalesTheorising CommunityDevelopment WorkTheorising Youth Work

Options choice of one fromthe following:

SupervisionSocial Theory

MA

Dissertation

entry requirements

If you wish to join thePostgraduate Diploma in YouthStudies (Initial Qualifying) youare required to hold a degreein a related subject (e.g. socialscience), as well as experienceof youth and community workequivalent to 300 hours of face-to-face and supervised practice.

If you wish to join the

Postgraduate Diploma inYouth and Community Studies(Post Qualifying) you arerequired to hold a degree inyouth and community work(or equivalent) as well asexperience in this field.

If you pass one of thesepostgraduate diplomas you

will be invited to progress tothe MA dissertation stage.

assessment

A variety of methods areused that are in tune withprofessional practice andacademic conventions.These range from assessedsupervised practice toessays, reports, individualand group presentations.


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Dennis Wilson

Postgraduate Certificate in E-Learning student

Dennis Wilson had been employed in theeducation sector for two years when he joined thePostgraduate Certificate in E-Learning course atGlyndwr University.

He wanted to explore new ways of supporting thevocational learners he was training and assessing,recognising the importance of e-learning in theworkplace this despite being a self-confessedinternet novice, with his experience of the world

wide web previously limited to a few nervouskeystrokes followed by hitting the cancel button.

A course where all of the content is carriedand completed online was something I was alittle incredulous of when starting the course,said Dennis.

But its been an experience of enlightenment.The course has opened many doors, and allowedme to confidently navigate my way through the

web, explore new areas of information, andparticipate in collaborative discussion forums withmy group.

The tutors invited other interesting guests to theinteractive sessions providing a valuable insightinto just how big e-learning is and the exponentialgrowth currently being observed in the sector.

The online exclusivity has provided Dennis with

the opportunity to study flexibly, fitting studyaround his work and family commitments.

student prole

Ive not spent any time physically in the Universityduring the course, he says. But that does notmean I have not had a sense of belonging toGlyndwr. The encouragement and support from

the tutors and others in our group has beenreadily available and given at any time, includingweekends and evenings. The tutors patience andconsideration delivering such a challenging coursehas been much appreciated by all participants.

The course resources have been interesting andinformative, encouraging research and discussionin the forums. The pedagogy and practice moduleprovided opportunities for the more experienced

educationalists in the group to expand on thecourse materials and provide insights which haveproved invaluable to those of us less experiencedin the education sector.

The Technology and Design module took many ofus outside our comfort zones, but by then we werea well established group and the discomfort wassoon gone. I really enjoyed this part of the coursewhich is giving me some interesting apps to use inmy ideas for providing e-support to my learners.

Dennis now hopes to use his new skill set todevelop blended learning environments to supportthe delivery of apprentice programmes and toprovide support for his vocational learners at hiscollege in Shropshire, England.

The Postgraduate Certificate in E-Learningprovides a solid foundation that must be builtupon; e-learning is constantly evolving and you

always need to keep up to speed with newdevelopments. The real benefit of the coursecomes from the skills that its provided.

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Its allowed me to experiment with new ideasfor supporting learners, as well as providing anopportunity to listen to what others are doingand join with other groups in what is a fast-

moving field.

Im also exploring how e-learning practice cansupport vocational learners by encouragingthe establishment of communities within socialnetworking sites and other e-learning platformssuch as Moodle.

Ffon Thomas

Professional Graduate Certificate in Education

Having completed my degree in art and design, Idecided that I really wanted to teach, and enrolledon the PGCE/Cert Ed course atGlyndwr University.

The training has allowed me to develop

teaching skills, both generic and specific tomy own occupation, and has provided me withopportunities to share good practice with bothcolleagues and staff.

There is a great team spirit within the groupand I have been well supported by both staff andpeers. In recent months I have enjoyed workingmore autonomously and I am enthusiastic aboutthe challenge and flexibility proposed by the

Innovations module. In essence I am very excitedabout my future prospects in my chosen areaof study.

Helen Coleman

Professional Graduate Certificate in Education

Helen is currently a second year student on thepart-time PGCE course at Glyndwr University, avisiting lecturer at the University of Chester and avolunteer tutor of Adult Numeracy and Literacy ata local charity for the homeless.

I came to a crossroads in my life and I couldntdecide how I was going to move forward. I knewthat teaching or lecturing was my dream but I hadalways found the idea of becoming a teacher or

lecturer quite daunting. It had always seemed tobe an unattainable goal.

That was until I met with the tutors of the PGCEcourse at Glyndwr University. They inspired me topursue my dreams and believe in myself (probablyone of the biggest challenges!). So, I took theplunge and, with the support of my tutors andmagnificent family, here I am!

The course has been a steep learning curve

for me about teaching, past, present and future.It has taught me the value of diversity and theimportance of encouragement, support, reliabilityand integrity in education.

The past academic year has been one whichhas inspired me and challenged me, however, Ican honestly say that it has been one of the mostenjoyable years I have had and I have met such afantastically amazing, varied, supportive group of

fabulous characters who I hope I can call friendsfor a very long time.

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education & society

taught courses

The entry requirement for taught postgraduatecourses is normally a recognised honoursdegree in a relevant subject. This usually meansequivalence to at least second-class honoursdegree standard. Entry to a professional coursedepends on the level of the award offered. Please

see the course listing for your chosen course fordetails of any specific requirements.

All applicants are considered on an individualbasis and motivation and commitment areconsidered alongside academic requirements. Allapplicants should be able to show their ability tocomplete their chosen programme successfully.

accreditation of prior learningand experience

If you are able to demonstrate appropriateknowledge and experience in your chosensubject, you may be eligible for exemption fromparts of your course.

criminal records bureau checks andindependent safeguarding authority

Some of the courses may involve regular andunsupervised contact with children or vulnerableadults. Where this is the case, a Criminal RecordsBureau (CRB) check is required for which youwill be required to complete a form and pay theappropriate fee.

Having a criminal record will not necessarilyexclude you from studying with us. A decisionas to whether to offer you a place will dependon the nature of the programme and thecircumstances and background of any offences.

If you are accepted for a course which involvescontact with children or vulnerable adults and areadmitted to this course, in addition to needinga satisfactory CRB disclosure you will alsobe required to register with the IndependentSafeguarding Authority or to inform the Universityif you are already registered. You will receivefurther information about this when you apply.

The Vetting and Barring Scheme for Wales,England and Northern Ireland has beenintroduced to help prevent unsuitable peoplefrom working with children and vulnerable adults.The Independent Safeguarding Authority hasbeen set up to oversee the operation of thisscheme and will work in partnership with theCriminal Records Bureau. The fee for registrationwith the Independent Safeguarding Authority

is 28, in addition to the fee of 36 for CRBdisclosure, a total fee of 64 (as at the time ofbeing published).

international students

For international students applying to studyat Glyndwr University, please send copies ofyour transcripts and certificates (translated into

English), along with the completed applicationform, to the Glyndwr University InternationalOffice. They will be happy to advise you onwhether you meet the entry requirements. TheBritish Council in your own country will also offeradvice if needed.

entry requirements


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research degrees

To register for an MPhil, with or without thepossibility of transfer to PhD, you will beexpected to possess a good UK honoursdegree, normally with at least upper secondclass honours, or an academic or professionalqualification which the Research Degrees

Committee deems to be equivalent.

You will also need to be able to demonstratecompetence in the use of the English orWelsh language to the satisfaction of theResearch Degrees Committee. Students whohave studied in the UK for three years withinthe previous six years or have a UK bachelorsor Masters degree shall be deemed to havedemonstrated such competence.

In addition at least two references arerequired, concerning your academic abilityand fitness to conduct research.

Exceptionally, you may be considered foradmission directly as a candidate for PhD,

if you possess, in addition to therequirements above, a UK Masters degreein a relevant subject, which includeda substantial research element, or anacademic qualification which the ResearchDegrees Committee deems to be equivalent.


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how to apply

taught courses

To apply for any of our taught postgraduatecourses, contact our enquiries and admissionsteam on 01978 293439or [email protected]. We will then provide youwith an application form. Alternatively, you candownload an application form from our websitewww.glyndwr.ac.uk

Once you have submitted your application form toGlyndwr University, we will arrange for the relevantcourse leader to assess your suitability for thecourse you have chosen. You may be required toattend for an interview with the admissions tutor.

If you are successful you will be sent a formalletter offering you a place which you can thensign and return to Glyndwr University to confirmyou wish to start the course.

research degrees

To undertake a research degree you will need toidentify a suitable topic/project which will be anappropriate intellectual challenge and has notpreviously been researched.

Support will be provided by the University to

give you a contact person who will discuss yourtopic/project with you and help you make anymodifications to your outline proposal.

In some circumstances a subject area may alreadyhave a sponsored topic/project which they arelooking for a research student to pursue.

You must initially complete a research programmeapplication form and submit it to the Graduate

School. You can download a research applicationform from our website www.glyndwr.ac.uk.

This should then be returned as an e-mailattachment to [email protected]

If the necessary expertise for supervisionis available, applicants for research degreeprogrammes shall normally be interviewed byat least two members of academic staff asconsistent with Glyndwr Universitys Code ofPractice for Research Degree Programmes,and the QAA Code of Practice for PostgraduateResearch Programmes (2004).

The application will be considered in terms ofits academic merit and its viability within theresources available.

international students

If you believe that you are an internationalstudent for fees purposes, or are unsure, pleasecontact the Glyndwr University InternationalOffice admissions hotline on0044 1978293390(outside of the UK) or 01978 293390(from within the UK). Alternatively, pleaseemail [email protected]. For furtherinformation about studying at Glyndwr Universityas an international student please visitwww.glyndwr.ac.uk and click on theInternational students link on the homepage.

*subject to validation

In our publications, an asterisk (*) next to a coursetitle indicates that this is a new or revised course,and that at the time of going to print, the detailsof the course e.g. module topics and titles, aresubject to, and in the process of being approvedby, appropriate validation processes. Please visit

www.glyndwr.ac.uk for the latest information oneach course.

Glyndŵr University Postgraduate Courses and Research: Education and Society

Documents

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