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Part-time/Short Course
Full or part-time Full or part-time
Part-time
Part-time
Part-time
Full-time Part-time
Click on the courses for more information
Part-time/Short Course
Post Compulsory Education and TrainingProgrammES and
ProgrESSionThere are a variety of entry points and progression
routes available dependent upon your existing qualifications and
needs.
Public ServicesWe can tailor our courses to suit individual
needs as well as work with other academic departments at the
University to offer specialist training.
More details: [email protected]
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in-SErViCE TEaCHing aWardS - introductory award in Education and
Training
This course prepares students to teach in the further education
and skills sector. The aim of this course is to develop the
knowledge, skills and understanding of teachers in the further
education and skills sector which includes those who teach in
Further Education Colleges (FE), Adult and Community Learning
(ACL), 14-19 units in Schools/Academies, Public Services (eg Police
Trainers and Private Training Organisations). It is delivered via
FE and ACL providers in the South East and London in partnership
with Canterbury Christ Church University.
Who is this course suitable for?New and unqualified teachers who
want to teach in the further education and skills sector who need
to gain an initial teacher training qualification to start or
continue their teaching career.
The course is primarily for pre-service teachers and trainees
who may not have access to teaching hours. It is an introductory,
knowledge-based teaching qualification and has no minimum teaching
practice requirement; therefore it can be studied by individuals
who are not in a teaching role. There is, however, a minimum
requirement to take part in a microteaching activity.
Public ServiceFor Public Services the department can tailor to
individual needs i.e. times, sessions and direct provision. The
department is able to accredit Police and Fire Services training
programmes with University credits. We also provide expert academic
input to the Police National Firearms Instructor Course (NFIC). We
work with other academic departments across the University to offer
specialist training. For more information contact us:
Email [email protected] | Phone 01227 863459
What will I study?20 credits, 200 guided learning hours
For the Introductory Award in Education and Training route you
can choose to study one of the following pathways:
Generic pathway | HE Level 4This pathway aims to provide
thorough preparation for teachers and trainers in terms of their
knowledge, skills and professional attributes. The course will
focus on competent delivery in a range of learning environments,
emphasising the facilitation of learning and the generic skills
which have been identified as appropriate for the sector. This
course will encourage you to explore the nature and diversity of
learners and concentrate on the key principles of planning and
organisation for the effective delivery and facilitation of
learning.
English pathway | HE Level 5The aims of this course are to
provide you with several of the key analytical tools needed for the
analysis of language as a background to the development of
effective and informed subject pedagogy in ESOL and Literacy
teaching. The course will also seek to explore and develop a
critical understanding of the relationship between language,
literacy and social processes. Finally, the course will explore
both the linguistic and social factors that contribute to the
development of literacy and language skills.
Maths pathway | HE Level 5This pathway aims to provide you with
an understanding of key issues relating to numeracy and numeracy
learners. You will consider the links between popular perceptions
of mathematics and their roles within numeracy learning. Through
your studies you will consider how numeracy skills can impact on
different contexts and subjects and explain how to liaise with
others to promote the inclusion of numeracy skills in learning
programmes. You will also look at formative assessment processes
that enable you to identify common errors and misconceptions in
mathematics and consider possible reasons why they occur.
Teachers of Disabled Learners pathway | HE Level 5The aims of
this course are to prepare you for a teaching role by developing
your knowledge, skills and professional attributes related to the
needs of disabled learners. The course will focus on competent
planning, delivery and assessment techniques, emphasising the
facilitation of inclusive learning and understanding of specific
impairments and the related support needs of disabled learners.
Approaches to communication and language development and planning
for personalised learning are key aims of this short course.
Entry requirementsYou should possess at least a minimum Level 3
qualification in your specialist subject, a good level of literacy
and numeracy skills. At the interview, you must demonstrate your
ability to benefit from the course.
In addition, if you choose the English pathway you must be able
to evidence Level 3 English language processing skills which will
be assessed prior to entry. Likewise, if you choose the Maths
pathway, you must be able to evidence Level 3 Maths processing
skills.
Introductory Award in Education and Training
durationVariable to suit partner colleges but usually over 1
term
Start dateDates available throughout the year
LocationRange of venues across Kent and Medway,Bexhill and many
colleges in the Londonarea
assessmentCompletion of a progress log, practical teaching task
and written assignment
FeesVisit www.canterbury.ac.uk/tuitionfees for up-to-date
information on fees.
Find out more
onlinewww.canterbury.ac.uk/courses/award-cert-dip
Contact details | applyEmail:
[email protected]: 01227 863459
ProgrESSion oPPorTuniTiES
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in-SErViCE TEaCHing aWardS - university Certificate in Education
and Training
This course focuses on the key skills and attributes required to
be an effective teacher as well as identifying the roles of a
practitioner.
Who is this course suitable for?New and unqualified teachers in
the further education and skills sector who need to gain an initial
teacher training qualification to start or continue their teaching
career. To join the course you will need to be in a teaching role
with either individual learners 1-1 or groups of learners aged
14+.
The Generic pathway is primarily for pre-service teachers and
trainers who may not have access to many teaching hours whereas the
English and Maths pathways are aimed at in-service teachers and
trainers.
Public ServiceFor Public Services the department can tailor to
individual needs i.e. times, sessions and direct provision. The
department is able to accredit Police and Fire Services training
programmes with University credits. We also provide expert academic
input to the Police National Firearms Instructor Course (NFIC). We
work with other academic departments across the University to offer
specialist training. For more information contact us: Email
[email protected] | Phone 01227 863459
What will I study?40 credits, 400 guided learning hours
This qualification develops practical teaching skills and,
through the optional units, prepares teachers to work in a wide
range of contexts. For the University Certificate in Education and
Training route you can choose to study one of the following
pathways:
Generic pathway | HE Level 4This pathway focuses on competent
delivery in a range of learning environments, emphasising the
facilitation of learning and the generic skills which have been
identified as appropriate for the sector. The course will encourage
you to explore the nature and diversity of learners and concentrate
on the key principles of planning and organisation for the
effective delivery and facilitation of learning. It aims to develop
an awareness of some of the main assessment methods and strategies
that can be employed flexibly to support individual students.
Implications for funding and management of learning through
evidencing, recording and reporting of assessment data, will also
be a central theme.
English pathway | HE Level 5The aims of this course are to
provide you with several of the key analytical tools needed for the
analysis of language as a background to the development of
effective and informed subject pedagogy in ESOL and Literacy
teaching. You will develop a critical understanding of the
relationship between language, literacy and social processes and
explore the linguistic and social factors that contribute to the
development of literacy and language skills. Some key theories of
first and second language acquisition will be studied and you will
draw critical conclusions as to the differences between acquisition
and learning. The course also aims to give you an in depth
understanding of linguistics features of texts. Through this
understanding, you will be able to plan and teach lessons that
develop their learners reading, listening, speaking and writing
skills and critically evaluate the effectiveness of their
activities.
Maths pathway | HE Level 5This course aims to provide you with
an understanding of key issues relating to numeracy and numeracy
learners. You will consider the links between popular perceptions
of mathematics and their roles within numeracy learning. You will
consider how numeracy skills can impact different contexts and
subjects and explain how to liaise with others to promote the
inclusion of numeracy skills in learning programmes. You will
consider formative assessment processes that enable you to identify
common errors and misconceptions in mathematics and consider
possible reasons why they occur. The course aims to enable you to
improve your teaching, considering how the origins and status of
mathematics impact on numeracy teaching.
Entry requirementsYou should possess at least a minimum Level 3
qualification in your specialist subject, a good level of literacy
and numeracy skills and sufficient teaching hours at least 1-1 to
complete the course. At the interview, you must demonstrate your
ability to benefit from the course and we will discuss the teaching
requirements with you.
In addition, if you choose the English pathway you must be able
to evidence Level 3 English language processing skills which will
be assessed prior to entry. Likewise, if you choose the Maths
pathway, you must be able to evidence Level 3 Maths processing
skills.
University Certificate in Education and Training
durationVariable but generally between 2 and 3 terms
Start dateDates available throughout the year
LocationRange of venues across Kent and Medway,Bexhill and many
colleges in the Londonarea
assessmentCompletion of a progress log, teaching practice,
written assignments and reflections
FeesVisit www.canterbury.ac.uk/tuitionfees for up-to-date
information on fees.
Find out more
onlinewww.canterbury.ac.uk/courses/award-cert-dip
Contact details | applyEmail:
[email protected]: 01227 863459
ProgrESSion oPPorTuniTiES
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in-SErViCE TEaCHing aWardS - diploma in Education and
Training
The Diploma in Education and Training has specialist pathways
for ESOL, Literacy, Maths and Teachers of Disabled Learners. The
course will qualify you to teach in the Further Education (FE) and
Skills Sector.
The course aims to develop the knowledge, skills and
understanding of teachers in Colleges (FE), Adult and Community
Learning (ACL), 14-19 units in Schools/Academies, Public Services
(eg Police Trainers and Private Training Organisations). It is
delivered via FE and ACL providers in the South East and London in
partnership with Canterbury Christ Church University.
The course will enable you to become an effective critical
professional teacher and trainer for the lifelong learning/FE and
Skills sector, whilst providing you with a broad understanding of
teaching and learning with a strong emphasis on professional
reflection for individual development.
Teaching awards that meet the needs of new and existing
professionals for initial teacher training and continuing
professional development are incorporated in this course.
Who is this course suitable for?New and unqualified teachers in
the further education and skills sector who need to gain an initial
teacher training qualification to start or continue their teaching
career. To join the course you will need to be in a teaching role
with groups of learners aged 14+.
Public ServiceFor Public Services the department can tailor to
individual needs i.e. times, sessions and direct provision. The
department is able to accredit Police and Fire Services training
programmes with University credits. We also provide expert academic
input to the Police National Firearms Instructor Course (NFIC). We
work with other academic departments across the University to offer
specialist training. For more information contact us: Email
[email protected] | Phone 01227 863459
What will I study?All students will study the following modules:
Assessment Applying Theory to Practice Reflecting on Practice
Policy and Professional Practice.
There are two other modules to make up the Diploma which will be
dependent on the pathway you choose to follow:
Generic pathway Introduction to Teaching and Learning
Curriculum
Maths specialist pathway Numeracy and the Learners Mathematics:
Improving Numeracy Knowledge, Understanding and Practice
Teaching Disabled Learners specialist pathway Introduction to
Teaching Disabled Learners Developing Practice in Teaching Disabled
Learners
English specialist pathway ESOL, Literacy and the Learners ESOL
or Literacy Theories and Frameworks
The English (ESOL and Literacy) Integrated pathway fully
integrates the subject knowledge with specialist pedagogy. This
integrated pathway is currently offered at Kensington and Chelsea
College and Lambeth College.
The modules for this pathway are:
ESOL, Literacy and the learners Assessment for ESOL and Literacy
Theory and Practice for ESOL and Literacy Reflecting on ESOL and
Literacy Practice ESOL or Literacy Theories and Frameworks Wider
Professional Practice for ESOL and Literacy.
Entry requirementsYou should possess at least a minimum Level 3
qualification in your specialist subject, a good level of literacy
and numeracy skills and sufficient teaching hours to complete the
course (as a guide this is usually a minimum of 40 hours in year 1
and 60 hours in year 2). At the interview, you must demonstrate
your ability to benefit from the course and meet the requirements
for 100 hours teaching across the duration of the course. Guidance
on DBS checks, ICT, literacy and numeracy skills requirements is
available on request. For the PGCE route you will need to provide
evidence of achievement at degree standard.
Diploma in Education and Training
duration1 year full/part-time or 2 years part-time
Start dateUsually September but other dates may be available
throughout the year
LocationRange of venues across Kent and Medway,Bexhill and many
colleges in the Londonarea
assessmentRange of written assignments and practical teaching
observations linked to professional standards and Ofsteds criteria
for trainee teachers
FeesVisit www.canterbury.ac.uk/tuitionfees for up-to-date
information on fees.
Find out more
onlinewww.canterbury.ac.uk/courses/award-cert-dip
Contact details | applyEmail:
[email protected]: 01227 863459
ProgrESSion oPPorTuniTiES
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Foundation degree in Education and Training
This Foundation Degree programme aims to enable you to become
effective, critical and thoughtful members of the wider workforce
across the learning and skills sector. The programme offers 240
credits: 120 at level 4 and 120 at level 5. Successful completion
of the course can lead to progression to the BA Lifelong
Learning/BA Education Professional Learning and Community
Engagement
Who is the course for?The course is open to those who work with
learners in the Lifelong Learning Sector, for example teachers,
trainers, learning support assistants, personal and pastoral
tutors, managers, advice and guidance staff who want to engage in a
higher level of study to gain a broader and deeper perspective on
their work and their learners.
What will I gain? On this programme, you will develop: An
awareness of professional issues and the creative thinking and
critical awareness to
analyse and address these The range of professional attributes
and theoretical perspectives, necessary to provide
an effective learning environment for learners in the lifelong
learning sector Knowledge and understanding of a range of social,
political, pedagogical, economic
and curriculum issues affecting lifelong learning in the
learning and skills sector The ability to develop and evaluate
professional initiatives relating to lifelong learning
in the learning and skills sector The academic and key,
transferable skills necessary to successfully complete a
programme of HE level study Knowledge and understanding of
specialist areas of professional expertise in the
learning and skills sector Competence and confidence in the
application of appropriate strategies in specialist
areas in order to enhance the learning experience for students
in the learning and skills sector.
What will I study? You will study the following modules:
YEar 1 Compulsory module: Study Skills for HE (20 level 4
credits)
You will also study five more Work Based Learning modules (20
credit level 4) from the following list: Working with 14-19
learners Innovation in learning, teaching and assessment: inclusion
and widening participation Centre devised module eg: LSA best
practice Supporting learners: guidance and tutoring Embedding
Functional Skills: Maths Embedding Functional Skills: English
YEar 2 Compulsory module: Research Methods for HE (20 level 5
credits)
Plus five more Work Based Learning modules (20 credit level 5)
from the following list: Introduction to working with SEND Subject
specialist development for STEM subjects Using ICT in the Classroom
Mentoring and coaching in the Lifelong Learning sector Behaviour
for Learning Centre devised module 2 CPD short course route towards
a Foundation Degree
You may opt to take a number of Foundation Degree modules as CPD
short courses where you can earn 20 credits at level 4 or 5
depending on which modules you select.
Entry requirements Applicants will normally hold a level 3
qualification and have an involvement in Lifelong Learning sector
work. APEL is available for suitably qualified candidates up to 50%
of the programmes credit. Guidance on DBS checks, ICT, literacy and
numeracy skills requirements is available on request.
Foundation Degree in Education and Training
duration2 years part-time or optional modular route
Start dateUsually September but other dates may be available
throughout the year
LocationContact us for details.
assessmentRange of written assignments and practical teaching
observations linked to professional standards and Ofsteds criteria
for trainee teachers.
FeesVisit www.canterbury.ac.uk/tuitionfees for up-to-date
information on fees.
Find out more
onlinewww.canterbury.ac.uk/prospectus/fd-education-training
Contact details | applyEmail:
[email protected]: 01227 863459
ProgrESSion oPPorTuniTiES
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Post Compulsory
The PGCE Post Compulsory is a professional course that will
qualify you to teach in the lifelong learning sector. This sector
offers you a wide range of potential employment routes in Further
Education colleges, sixth form colleges, adult and community
learning, work-based learning and prison education.
Subject areasThe PGCE accommodates all subject specialisms.
However an on offer of a place on the course is subject to CCCU
securing a placement for you in your subject specialism area within
one of our Partnership Colleges.
What will I study? The modules you will cover in your studies
are designed to complement your professional practice and the
academic study you undertake will inform and be informed by your
practice. You will study the following 6 modules: Introduction to
teaching and learning Planning, teaching, learning and assessment
Wider professional development Professional sector skills
Curriculum design for inclusive practice Enhanced studies.
You will develop the generic skills required for teaching and
learning, as well as honing your subject specific teaching skills.
In addition, you will develop your knowledge and understanding of
the functional skills of literacy, numeracy and ICT and will be
able to integrate these into your teaching.
Masters level creditsDuring the course you will be given the
opportunity to obtain Masters level credits. You will be given the
option to study three of the modules at level 7, obtaining 120
credits towards out Masters in Professional Learning and Education
(MaPLE).
Professional placementsFull-time students will spend the first 4
weeks of the course at University (Canterbury Campus) to develop
the generic skills required for teaching and learning. Following
this, you will spend 4 days a week on placement focussing on the
practical elements of teaching, developing your skills in the
delivery of your subject specialism as well as being thoroughly
prepared for employment in the sector. The remaining 1 day a week
is spent at University allowing full integration of theory and
practice, and an opportunity to reflect and debate upon the diverse
range of experiences with which you have engaged.
Whilst on placement you will be supported by a curriculum mentor
as well as a personal tutor from the University. The placement is
fully supported by the placement institution and the University you
will be offered guidance, advice and tips to support your
professional development and practice. For further information
regarding the part-time route, please contact us.
Entry requirementsYou should have a good honours degree and
demonstrate competence regarding communication, literacy and
numeracy. In your personal statement you will need to indicate
sound reasons for wanting to teach in post compulsory education and
have a clear awareness and experience of the sector. You should
also have academic and/or industrial and commercial experience to
demonstrate involvement with young people or adults in the
community. Offers of a place are made after an interview and in
order to be selected for interview you should meet the entry
requirements mentioned.
PGCE
duration1 year full-time or 2 years part-time
Start dateSeptember
LocationCanterbury Campus: Full-timeLocation TBC: Part-time
assessmentWritten assignments and work-related assessment tasks
including supervised teaching observations during the course.
FeesUniversity tuition fees apply. For up-to-date information on
tuition fees, go to: www.canterbury.ac.uk/PGCEfinance
Find out more
onlinewww.canterbury.ac.uk/courses/pgce-postcompulsory
Contact details | applyEmail:
[email protected]: 01227 863458
ProgrESSion oPPorTuniTiES
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This is a full BA course for people working in the lifelong
learning sector. This degree will allow you to develop your ability
to evaluate and investigate the ideas and practices of lifelong
learning. Towards the end of the course you will be able to choose
which particular aspects of lifelong learning to examine in greater
depth.
Who is this course suitable for?This course has been designed
for professionals working in lifelong learning in a range of
contexts who want to explore and understand the history, the
present and the possible futures of lifelong learning at degree
level. Students on this course a given significant levels of
support.
Entry pointsYou can begin this course at the correct point
depending on the qualifications you already possess or are
embarking on. You may enter the BA already in possession of the
DTLLS, Foundation Degree, or other equivalent qualification.
What will I study?The following selection of course titles
provides an indication of the areas you will cover: Lifelong
learning: a critical opening Really useful knowledge: 1850 present
Learning from experience Lifelong learning: widening views Learning
and sustainable development The reflective practitioner Orientation
and research Approaches to research and professional development
individual study.Note: depending on your entry point, not all of
these courses will be applicable or available.
Entry requirementsIn order to be selected for interview, you
will need to demonstrate that you are able to cope with the
academic demands of the course and be in a position to evaluate and
explore lifelong learning first hand (teaching or supporting
learning). In addition you should have the suitable qualifications
to gain entry to a teaching qualification, or have already obtained
an initial teaching qualification (eg Cert.Ed, Diploma in Education
& Training (DET), Foundation Degree or other equivalent
qualification).
Lifelong LearningBA (Hons)
durationVariable, depending on entry point.
Start dateSeptember (attendance required 3 hours one evening per
week)
LocationCanterbury Campus (other locations also available)
assessmentWritten essay assignments at regular intervals
throughout the course. You will receive strong tutorial
support.
FeesUniversity tuition fees apply. For up-to-date information on
tuition fees, go to: www.canterbury.ac.uk/tuitionfees
Find out more
onlinewww.canterbury.ac.uk/courses/lifelonglearning
Contact details | applyEmail:
[email protected]: 01227 863458
ProgrESSion oPPorTuniTiES
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This one year part-time course is for teachers of
literacy/ESOL/functional skills working in the Lifelong Learning
Sector (Further Education, Adult and Community Education, Prison
Education, Workplace Based Training).
It has been designed to cover the statutory teaching
qualification requirements for literacy and ESOL teachers.
What will I study?You will study the following modules:
ESOL, literacy and the learners Literacy and ESOL theories and
frameworks Literacy and ESOL teaching and learning.The course will
cover both theoretical and practical aspects of teaching literacy
and ESOL.
Entry requirementsYou will need to have an initial teaching
qualification (eg PGCE, CERT Ed, DTLLS) or be working towards one.
You should have good personal literacy skills. There will be an
initial assessment of literacy skills at interview.
You must have an existing teaching placement or the possibility
of arranging at least 50 hours of literacy or ESOL teaching at two
curriculum levels in an appropriate context
Find out more online
www.canterbury.ac.uk/courses/dip-english
Teaching English (Literacy/ESoL) Teaching mathematics
(numeracy)
This one year part-time course is for teachers of
numeracy/functional skills working in the Lifelong Learning Sector
(Further Education, Adult and Community Education, Prison
Education, Workplace Based Training).
It has been designed to cover the statutory teaching
qualification requirements for numeracy teachers.
What will I study?You will study the following modules:
Numeracy and the learners Developing numeracy knowledge and
understanding Numeracy teaching and learning.The course will cover
both theoretical and practical aspects of teaching numeracy.
Entry requirementsYou will need to have an initial teaching
qualification (eg PGCE, CERT Ed, DTLLS) or be working towards one.
You should have good personal numeracy and literacy skills. There
will be an initial assessment of numeracy and literacy skills at
interview.
You must have an existing teaching placement or the possibility
of arranging at least 50 hours of numeracy teaching at two
curriculum levels in an appropriate context.
Find out more
onlinewww.canterbury.ac.uk/courses/dip-numeracy
Diploma
duration1 year part-time
Start dateOctober (attendance required 3 hours one evening per
week)
LocationCanterbury Campus and some London colleges
assessmentWritten tasks and observed teaching in the
workplace.
FeesContact us for current fee information.
Contact details | applyEmail:
[email protected]: 01227 863459
ProgrESSion oPPorTuniTiES
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This exciting programme gives you to opportunity to explore your
role at Masters level with like-minded professionals across the
sector. Specifically the course aims to be: flexible, innovative
and challenging; informative, inspiring and stimulating. It aims to
encourage you to become autonomous, a critical thinker and creative
practitioner; create an inclusive community in which research
interests are encouraged to develop and flourish, and which fosters
a commitment to participation in genuine professional learning and
education.
Who is this course suitable for?This MA is for you if you are
interested in developing your understanding of the impact that
current educational and political agendas are having on your
professional and personal development within the wider educational
arena.
If you are working in the field of Lifelong Learning, including
health, community and adult learning, this course will enable you
to broaden your knowledge and awareness of some of the ideological
and structural underpinnings to your daily professional
practice.
What will I study?There are 3 stages to completion of the MA.
Each stage is worth 60 credits and has an exit point:
Stage 1 | Postgraduate Certificate (PgCert)
Stage 2 | Postgraduate Diploma (PgDip)
Stage 3 | MA
The course comprises 6 modules covering areas such as: Research
Culture and policies Critical pedagogy Narrative and
auto/biographical perspectives.After successfully completing the
modules you will progress to the dissertation which concludes the
course.
Entry requirementsYou will need to have a relevant good first
degree or significant experience, and a genuine interest in the
subject of lifelong education. The interview and selection will be
based on your willingness and ability to engage at Masters level in
rigorous and critical reflection in order to work towards reviewing
the relationship between research, theory and professional
practice
Professional Learning and EducationMA / PgDip / PgCert
duration3 years part-time
Start dateSeptember
LocationCanterbury Campus (and extensive online blended learning
materials).
assessmentWritten assignments and a final dissertation.
FeesUniversity tuition fees apply. For up-to-date information on
tuition fees, go to: www.canterbury.ac.uk/tuitionfees
Find out more onlinewww.canterbury.ac.uk/courses/maple
Contact details | applyEmail:
[email protected]: 01227 863458
ProgrESSion oPPorTuniTiES
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This interdisciplinary Masters programme draws on studies in
psychology, anthropology, theology, esoteric philosophy, a range of
wisdom traditions and the arts. It offers a discerning
investigation into seemingly non-rational modes of knowing,
exploring the cosmological sense of the sacred, the widespread
practices of symbol-interpretation and the cultural role of the
creative imagination.
Who is the programme suitable for?The programme will appeal to
all those seeking to enrich their lives through the study of the
history, philosophy and rituals of Western sacred and esoteric
traditions, and will be of particular interest to teachers,
practitioners and therapists in the fields of contemporary
spirituality and well-being who would like to engage more deeply
with the foundations of their work.
What will I study?The four taught modules, comprising seminars,
Learning Journal groups and workshops take place at alternate
weekends, in term time, from January to June, with two supervised
research modules in the second half of the year. Weekends will
include an open lecture by a visiting speaker. Full-time students
will also attend one extra morning per week.
The four taught modules will address the following topics:
Theories and Methods Methodological and holistic approaches The
nature of mythopoeic thought: symbol and metaphor Ways of knowing
from reason to revelation The sacred in post-Enlightenment
discourse
Symbol and Imagination What is imagination? Platonic and
Hermetic perspectives on the soul Renaissance art and theurgic
magic Jung, Corbin and Hillman on active imagination
Oracular and Divinatory Traditions Divination in the ancient
world Classical and Medieval cosmology The Pagan/Christian debate
Contemporary divinatory practices
Spirit and Psyche What is a deity? Mystery rituals in the
ancient world The return to the gods in transpersonal psychology
Subliminal mind and the unconscious
Entry requirementsYou will need a relevant good first degree or
equivalent - subject to programme directors discretion. Applicants
without a first degree will be expected to submit a piece of
written work.
maSTErS - myth, Cosmology and the SacredMA
duration1 year full-time or 2 years part-time
Start dateOctober
LocationCanterbury Campus
assessmentWritten assignments and a final dissertation
FeesUniversity tuition fees apply. For up-to-date information on
tuition fees, go to: www.canterbury.ac.uk/tuitionfees
Find out more onlinewww.canterbury.ac.uk/courses/ma-myth
Contact details | applyEmail:
[email protected]: 01227 863458
ProgrESSion oPPorTuniTiES
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a flexible and bespoke offerWe are able to offer the opportunity
to create a flexible learning programme which may be tailored to a
particular learner group or work context. The courses that follow
are merely samples of the types of courses we can provide. Venues
and dates are therefore not specified in the following listing as
we will respond appropriately to your requirements.Contact us to
discuss your individual needs and interests.
accreditationSome of these courses offer optional non-accredited
or accredited opportunities within the same course. You can select
if you wish to be assessed and gain credits. Many professionals may
be happy to engage in on-going CPD with a high level of commitment
but may choose not to do the assessments due to time/need for
further credit, whilst others may enjoy the challenge/need further
qualifications. We therefore aim to meet the needs of a diverse
learner group. There is a mix of HE level courses that offer
progression routes and stimulating learning opportunities for
all.
Continuing Professional development
1 day courses
Practitioner research workshopThis course will enable you to
identify some basic principles involved in practitioner research
and gain advice and guidance for starting a research project.
The course will provide an introduction to the terminology,
methodologies and methods for beginner researchers. You will
explore examples of research approaches used in educational
research, such as Action Research. You will have the opportunity to
share your ideas in a supportive environment and work towards a
basic research plan.
resources workshopThis course is your opportunity to develop
skills in producing good quality basic resources.
You will engage in practical workshops with equipment such as
flip video cameras, digital cameras, IWB, PowerPoint, scanners and
laminators. There will be discussions on design ideas, quality,
quantity, cost, time, production, common errors and success
stories. The intention is to share best practice so please bring
along your examples for others to see and pick up new ideas from
others.
return to study in higher education (HE): preparation and
supportAttend this course to find out how to identify and use some
of the principles of effective study skills in preparation for
studying at levels 4, 5 or 6 (i.e. Diploma, Degree or Masters
level).
You will gain study skills support for getting started on essay
writing at level 4; develop your referencing skills and learn IT
shortcuts to help manage your work. By analysing assessment
guidelines, you will gain tips on how to reach that pass standard
and beyond.
Optional progression: accredited study skills module (20 credits
at level 4).
Also available: workshops for level 5 and 6 (differentiated to
suit the level and type of study).
Equality and diversity: in practiceThis course will provide you
with an increased awareness of how equality and diversity may
impact on your teaching practice. You will discuss what is meant by
equality and diversity; consider whose values we are talking about
and how we might change our current teaching practices to embrace
all of our learners.
You will take away practical suggestions to support you in the
lifelong learning sector. This course promises not to be a policy
review but a thought provoking, creative course and an opportunity
to come and share your ideas.
We offer a suite of courses for professionals in the Lifelong
Learning sector, including Further Education (FE), Adult and
Community Learning (ACL), 14-19 units in schools and academies,
public services and private training providers.
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3 day courses
aspiring to be a teacher educator?If you are aspiring to be a
teacher educator, this non-accredited, three day course will
prepare you for a role in teacher training. This course provides
good preparation for the Associate Tutor programme which is also
delivered by Canterbury Christ Church University.
You will look at the qualities and skills of effective teacher
educators, identify models of best practice and consider what makes
an effective communicator. Assessment is a key role so you will
explore how to grade practical teaching and written assignments,
consider assessment standards and levels of competence. You will
also explore how to manage effective feedback, moderation,
standardisation and working with external examiners/verifiers.
Bridging the gap: 14-19 vocational and applied learning in
schools and FE colleges This is an ideal opportunity to develop
your own skills and work towards enhancing the relationships you
have with learners and colleagues. You will identify with the needs
of 14-19 learners, focusing on managing individual needs and
differentiation.
On this course you will have the opportunity to consider your
role and responsibilities, liaison with other staff, effective
learning and teaching strategies, behaviour management, group
dynamics, building self-confidence/self-esteem, effective
communication, appropriate assessment and evaluation strategies.
This course provides good preparation for the Teaching the 14-19
Curriculum 20 credit module.
observer trainingThis course provides an opportunity to prepare
for a role in observing teaching and learning in the Lifelong
Learning Sector (there is also a 5 day option with 20 credits
available). This course will be of use if you are a programme
manager, mentor or teacher educator who may need to undertake
observations of teaching and learning in FE colleges, adult and
community learning or private/public training organisations for
quality assurance/improvement purposes or teacher development.
You will consider a range of observation models and critically
evaluate their effect on the quality of teaching and learning.
Also, review current practice and observation processes for making
evidence based judgements, recording judgements, grading (where
appropriate) and proving feedback that impacts positively on
teaching and learning.
introduction to topics from the ma in Professional Learning and
EducationThis course provides the opportunity for academically
stimulating CPD discussions that may lead towards Masters study in
the future or purely for interest and personal development.
You will engage in professional discussion, research and
developments that form an introduction to three key topics from the
Masters programme:
Research and teacher education Education management for Further
Education Higher Education in Further EducationProgression
opportunity: MA in Professional Learning and Education (20 credit
modules at level 7).
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innovation in learning, teaching and assessment: inclusion and
widening participation The focus throughout this course will be on
ensuring that you effectively provide for a wide and diverse range
of learners in your practice. Come and explore your current
learning, teaching and assessment strategies and identify ways to
enhance the learner experience to promote inclusive learning.
You will: take a critical look at new developments in learning,
teaching and assessment in lifelong learning; review Government
strategies of inclusive learning and widening participation;
research the various ways in which lifelong learning providers have
sought to rise to the challenges set by these agendas.
mentoring in the Lifelong Learning SectorThe overall aim is to
develop participants mentoring skills and practice by introducing
mentoring concepts and a range of mentoring practices and
strategies used within the lifelong learning contexts. The course
supports mentoring skills acquisition in the workplace and enables
participants to evaluate and to develop the effectiveness of their
current practice.
Learning and teaching key and functioning skills This course
focuses on the skills and attributes necessary to become effective
as a lifelong learning teacher of any one, or more, of the
key/functional skills. Take a look at the background and history of
the development of key/functional skills and the various ways in
which lifelong learning providers currently deliver their
provisions.
You will compare and contrast current developments in the field
and identify effective strategies for embedding learning, teaching
and assessment of key/functional skills into your own practice.
Study skills for Higher Education This course will prepare you
for further study by developing a range of skills required to work
effectively at Higher Education (HE) levels. The focus is mainly on
the skills required to work at levels 1 and 2 (i.e. year 2 of
Diploma in Teaching in the Lifelong Learning Sector, DTLLS, or year
1 and 2 of degree level study).
You will engage in exercises in building confidence in
self-supported study as well as developing the necessary critical
academic skills. Exercises will centre on helping you to produce
reflective and analytical assignments as well as conforming to
academic conventions.
Learning from experience 1 - Biographical reflections This
course focuses on the sense you can make of your educational
experiences; what has/does learning and lifelong learning mean to
you? It introduces the notion of educational biography as a means
of pursuing this and aims to ground students within a sound
appreciation of their personal educational experience. The idea
that we need to understand, or at least appreciate critically, the
factors affecting our own learning biography is fundamental to
developing as informed and reflective practitioners.
really useful knowledge: 1850-present This course examines the
historical, political and social context in which lifelong learning
has developed seeking to provide you with a firm analytical basis
on which to build your understanding of the past, current and
planned educational initiatives.
Starting with an exploration of the concept of really useful
knowledge you will examine how education, the economy and the
notion of citizenship have been interlinked. You will then look at
how policies and practices over the last fifty years have
developed, taking in 60s idealism, the great debate, Britains
economic decline, the changing organisation of work and the
increased emphasis of vocational training. The course concludes by
exploring the impact of current neo-liberal agendas, particularly
the moves towards enhanced management and increasing privatisation
within the educational arena.
5 day courses (with optional 20 HE level 4 credits)
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5 day courses (with optional 20 HE level 5 credits)
additional educational needs This course focuses on the skills
and attributes necessary to become effective as a lifelong learning
teacher of learners with additional needs. You will take a critical
look at the ways in which lifelong learning has developed provision
aimed at students identified as having special needs and the ways
in which language and practice has changed and developed.
The focus will be on building the necessary teaching, learning
and assessment skills and attributes in lifelong learning
practitioners who wish to spend more of their time working with
students with special educational needs.
mentoring and Coaching in the Lifelong Learning SectorThe broad
aim of this short course is to develop an understanding of a range
of mentoring and/or coaching theories and models in order to
develop participants practice. Participants will gain knowledge of
the range of mentoring and/or coaching strategies within lifelong
learning and an understanding of how they might be appropriately
used in their own practice.
Behaviour for learning As a lifelong learning teacher you will
identify some problem solving strategies for dealing with
difficult/unwanted behaviour. The focus throughout this course is
on developing strategies to help you deal effectively with
difficult and unwanted behaviour.
You will: look critically at the notion of difficult behaviour
and discuss the types of behaviour that normally concern lifelong
learning practitioners; consider the differences between difficult
and unwanted behaviour, and the extent to which both forms of
behaviour are social constructs; identify ways in which teachers
might contain or exacerbate these forms of behaviour.
Leadership and management in the lifelong learning sector This
course provides a historical and current overview of the Further
Education sector within the UK, taking into account the
socio-economic and political aspects that impact upon it. There
will be a broad introduction to organisational theory, culture,
strategic and operational management and their application to the
FE environment.
You will explore the key challenges and the implications for FE
leaders, managers and their organisations. The course also covers
an introduction to leadership styles and communication with an
embedded self-assessment process.
You have the opportunity to link this course with other modules
which constitute the Diploma in Leadership and Management in the
Lifelong Learning Sector, or simply study for self-development.
Learning from experience 2 The reflective
PractitionerPractitioners in the lifelong learning sector are more
effective if they are able to understand the broader curricular
contexts in which they work. Drawing on the work of Schon, Dewey
and Brookfield, this course will explore what it means to be a
professional within the lifelong learning sector against and
ever-changing backdrop of new initiatives, policy interventions and
increasing anxieties about our roles and purposes.
You will be encouraged to reflect upon, examine and define your
own base in relation to the broader discourses which inform your
professional life.
14-19 developing active research skills This course will enable
you to develop active research skills to conduct a small scale
action research project. You will: examine active research methods
as tools for developing and evaluating the effectiveness of
teaching and learning; develop a research topic chosen from
selected topics relating to 14-19 curriculum development; gain an
understanding of research methodology and of how research
conclusions may be presented; evaluate the potential impact of the
research both in a wider context and in your own practice.
You have the opportunity to link this course with other 14-19
modules for a flexible learning package or simply study for
self-development.
Higher Education Teaching in Further Education Students will
firstly examine background policies which have led to HE provision
in FE and its potential development. The sessions will then
introduce issues of values, culture(s) and identity (ies) and
debate similarities and differences in ethos and teaching practice
attached to both sectors. The module will also study HE in FE
students profiles and discuss various pedagogical approaches to
meeting the learning needs of this specific cohort. Finally
students will consider a range of strategies to enhance their own
HE in FE professional development. Throughout the module, students
will be encouraged to refer to their own professional background,
experience and practice. The founding principles and latest
research in this area will be presented to support concepts,
practices and current debates concerning this crucial area of
education.
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5 day courses (with optional 40 HE level 6 credits)
approaches to research and professional development This course
aims to provide a set of concepts and approaches about research and
development into professional practice in the lifelong learning
sector. It begins with an overview underpinning research concepts,
including an introduction to the problematic nature of research
within different contexts in the lifelong learning sector.
You will develop new knowledge and critical understanding about
your practice through a process of research, investigation and
sound data analysis. You can choose to be assessed by undertaking
further contact and assessment or simply study for
self-development.
5 day courses (with optional 20 HE level 6 credits)
Leadership and management: project planning and action This
course provides an introduction to project planning strategies and
tools with some specialist input on specific areas of interest. You
will be able to identify key issues in your own context which will
lead to an individual project.
You will be given on-going support through learning sets and
tutorials. At the end of the project, you will reflect on the
process you have undertaken and present the key aspects of your
learning to the group.
You have the opportunity to link this course with other modules
which constitute the Diploma in Leadership and Management in the
Lifelong Learning Sector, or simply study for self-development.
introduction to teaching 14-19 This course focuses on the
historical, political, social and economic background and contexts
for teaching 14-19. You will consider the current and future impact
of 14-19 qualifications within the learning and employment
environments, and examine the challenges faced by organisations,
teachers and learners, as well as the opportunities they
present.
Specifications and structures will be considered as well as the
breadth, depth, specialised resources and teaching approaches
required by the most recent 14-19 qualifications. In the context of
your own developing practice, you will also explore: curriculum
planning; personalised learning; the role of relevant aspects of
assessment; initial advice and guidance.
You have the opportunity to link this course with other 14-19
modules for a flexible learning package or simply study for
self-development.
managing performance and achieving high standards On this
course, you will focus on the concepts and skills that are
essential for effective leaders and managers with regards to
developing people (staff) and the development of learners and their
courses of study.
You will identify topical themes and issues which are of concern
across the sector, including: motivating people in times of great
change and uncertainty; engaging learners and other key
stakeholders; building systems to track the progress and
performance of learners; measuring the effectiveness of
organisations; managing change; shifting cultures; promoting
innovation.
You have the opportunity to link this course with other modules
which constitute the Diploma in Leadership and Management in the
Lifelong Learning Sector, or simply study for self-development.
5 day courses (with optional 20 HE level 7 credits)
research and teacher education During this course, you will use
a theoretical framework to evaluate teacher training models and
processes. Perceptions of teacher knowledge will be analysed using
a framework of knowledge theory with specific reference to
communities of practice and the teachers development from novice to
expert.
You will consider existing models of teacher education to
critically examine issues such as the skills/knowledge dichotomy
and the concept of theorising practice as opposed to theory into
practice.
You can be assessed at Masters level (20 credits) or simply
study for self-development.
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Discover | Learn | Enjoy
Community Arts & Education
Adult Education Courses
20132014
Autumn
toSummer
adult Education Courses
In conjunction with other departments in the University, the
Department of Post Compulsory Education and Training delivers a
growing range of Community, Arts and Education programmes which
have been developed for you to discover, learn and enjoy.Courses
range from day schools and short courses through to residential
programmes. Our day schools are usually run on Saturdays for up to
6 hours. The short courses are run during the week on a weekly
basis, at two hours per week, for between 5-10 weeks. These courses
are non-accredited and are to be enjoyed for their own sake.We are
proud of the collaborative and inclusive nature of our programmes,
and our friendly and expert tutors will help you to make the most
of the course you have selected. For full details and to book your
place online, go
to:www.canterbury.ac.uk/community-arts-education
adult Education Courses
Discover | Learn | Enjoy
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