Pastoral Care, Guidance and Pupil Support, M.Ed.

University of Aberdeen, College of Arts and Social Sciences

Disciplines:

Education

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Quick facts

Country:	United Kingdom	Duration:	Unknown
City:	Aberdeen	Start Date:	Unknown
Educational Form:	Unknown	Languages:	English

Programme Description

The Programme aims to provide a response to the continuing professional development needs of fully qualified professionals who wish to extend their skills and knowledge into the new areas of pastoral care, guidance and pupil support.
The aims of the programme are to extend the skills, knowledge and understanding of the students in the following ways:
o critical evaluation and application of advanced professional knowledge and understanding;
o commitment to critical self-evaluation and development;
o enhanced and highly effective professional performance;
o personal and professional commitment to an extended professional role and wider professional vision;
o advocacy of change and professional action aimed at the development and improvement of practice;
o development of professional values and knowledge through reflective and evidence-based practice;
o working with others to bring about change and improvement to practice;
o bridging theory and practice and critically applying and challenging research findings.
It is expected that the majority of students will complete their programme with a Pg Dip (at 120 credit points). It will be possible, however, for a minority of students to exit with a Pg Cert (at 60 credit points) as long as they have taken one guidance and one counselling based module from the choices below.
Participants must complete one of the research based modules to qualify for the Pg Dip and progress skills which will be required for work based project (60 credit points) should they decide to complete with an MEd degree (at 180 credit points).

For further information, please contactthe School of Education.

Tel: +44 (0)1224 274673

Email: gpc@abdn.ac.uk

Web: www.abdn.ac.uk/education/pcgps

Contents
Requirements
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The programme is comprised of:
A. Stand alone modules at both 15 and 30 credits.
B. Postgraduate Certificate in Pastoral Care, Guidance and Pupil Support (60 Credit)
Requirements for Certificate
One guidance based module from either
Managing Personal Support in Schools (30 Credit) Blended Learning
Pastoral Care, Guidance Principles and Practices (15 Credit) Face to Face
Pastoral Care, Guidance Principles and Practices (15 Credit) E-learning
One counselling based module from either
Counselling and Mentoring Approaches in Educational Settings (30 Credit) Blended Learning
A Counselling Approach in Educational Settings (15 Credit) Face to Face
A Counselling Approach in Educational Settings (15 Credit) E-learning
The Application of Counselling Skills in Teaching and Learning (15 Credit) Face to Face
Plus a choice from a bank of option modules
C. Postgraduate Diploma in Pastoral Care, Guidance and Pupil Support (120 Credit)
Requirements for Diploma
Requirements as per Postgraduate Certificate plus
One research based module from
Professional Enquiry (30 Credit) Face to Face
Professional Enquiry (30 Credit) E-Learning
Understanding and Using Research (15 Credit) E-Learning
Plus a choice from a bank of option modules
D. MEd in Pastoral Care, Guidance and Pupil Support (180 Credit)
Requirements for MEd Degree
Requirements as per Postgraduate Diploma plus
A Work Based Project/Dissertation (60 Credit)
E. Option Modules
Students may choose from the following option modules drawn from a bank, including:
Option Modules (30 Credit):
Curriculum, Careers Guidance and Education for Enterprise, Blended Learning
Personal and Social Development, Health & Wellbeing, E-Learning
Curriculum Transformation and Change, Blended Learning
Creating an Inclusive Classroom Blended Learning
Introducing Leadership Blended Learning
Exploring Leadership Level 1, Blended Learning
Leading Professional Development, Blended Learning
Leading and Developing People and Teams, Blended Learning
Leading Effective School Improvement
Small-scale Project Leadership, Blended Learning
International Education, Blended Learning
Negotiated Independent Study, Blended Learning
Option Modules (15 Credit:
Curriculum, Careers Guidance and Education for Work, Face to Face
Personal and Social Development, Face to Face
Personal and Social Development, E-learning
Alternatives to Exclusion: creating a climate for learning Face to Face
Alternatives to Exclusion: creating a climate for learning E-learning
Loss and Bereavement in Educational Settings, Face to Face
Primary Pastoral Care in Action, Face to Face
Perspectives in Health Education, Face to Face
Mentoring, E-learning
Changing Knowledge, Blended Learning
Leading, Learning and Teaching, Blended Learning
Education for the Global Society, Blended Learning
Computer Based Learning & Teaching, E-learning
Inter Professional Practice in Children´s Services, Blended Learning

Assessment arrangements are designed to support the principle that assessment is an integral part of the continuing professional development processes that programmes seek to support.
Assessment activities arise naturally from the course-related study and workplace experience of participants. Assessment tasks are designed to ensure they are perceived by participants as supportive of their studies and professional growth and relevant to their day to day work and expanding professional role.
A wide range of assessment instruments are deployed within and across courses to ensure the validity, reliability and vitality of assessment in support of personal growth and professional development.
Formative assessment is an important component of courses and programmes. Formative assessment may involve tutor, peer or self assessment

You are normally required to take an English Proficiency Test if you come from a non-English speaking country.

Most European Universities recognise the IELTS test.

More information

Requirements

Applicants are normally expected to come from an educational background, either secondary, primary or FE and will normally require to be honours graduates or be able to provide evidence that they can work at postgraduate level. It is expected that participants will have had some practical experience to offer and have the opportunity to be involved in aspects of personal support in their workplace setting or other appropriate agency. A reasonable ability in ICT will be necessary to cope with blended or e-learning delivery.
Communication by webcam will be expected. This programme is open to participants from staff in state or private sectors from anywhere in the UK and overseas