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Gain a global perspective in Education
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Register NowDiscovering Online Learning Webinar
During this hour-long webinar, we’ll take you through the basic principles of how online learning works and what you can expect as an online learner with the University of Derby Online Learning.
Andy Bloor - Programme leader
Andy Bloor is a Senior Lecturer in Initial Teacher Education (ITE) and Special Educational Needs and Disabilities (SEND) and Programme Lead for iPGCE. His field of interest is around social, emotional, and mental health difficulties in children, particularly those with Attachment Disorder and neuro-atypical children.
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Entry requirements
- An undergraduate degree (at least a 2:2) with Honours or equivalent
- You must be an established educator who is currently employed in educational/classroom context
If English is not your first language, or you have not successfully completed your highest level of qualification in English, you will need an English language qualification. For this course you will need at least one of the following:
- IELTS (International English Language Testing System) 6.0* – also accepting IELTS Indicator (where available)
- TOEFL (including TOEFL online) 550 (paper based) 213 (computer based) or 80 (internet based)
- Pearson Test of Academic English: 51
- Cambridge Advanced Certificate: Pass
- London Tests of English: we accept level 4 for undergraduate courses
- International GCE O-level English Language: Grade C
- International GCSE English/English as a Second Language: Grade C*
Teacher Reviews
Course Modules
Curriculum Design and Development (Core)
This module provides a basis for understanding pedagogy in relation to the curriculum, theoretical approaches and classroom practice. The module provides the knowledge, skills and understanding for teachers to recognise and respond to the needs of learners, schools and other stakeholders in the design and development of an effective curriculum. You will explore a range of educational theories and research which they will critically analyse and evaluate in relation to pedagogic principles and practice. You will be expected to engage in the active synthesis of theory and practice.
Research-Informed Practice (Core)
Through this research-based module, you will be challenged to engage critically with appropriate academic reading and research findings and synthesise their studies with a negotiated area of education related to their setting. You will be encouraged to develop an analytical approach to understanding the nature of research methods and approaches, and to assess their relevance to professional practice. Assessment will be provided through formative online tasks such as a written proposal relating to the subject of your enquiry.
Inclusive Practice (Optional)
This module focuses on critical debate and discussion exploring inclusion from a range of perspectives including attitudes, policy and practice in order to best serve the needs of all learners in classrooms today. Ensuring all learners achieve good outcomes is complex. This module offers a range of opportunities to explore the concept of ‘inclusive practice’, relating to areas such as Special Educational Needs and Disabilities, second language learners, children from a range of socio-economic backgrounds and the associated educational interventions designed to support learners with any exceptionality. Consideration of strategies to reduce potential barriers to success, whilst promoting participation in the classroom, affords the opportunity for discourse around learning in diverse educational settings.
Innovative 21st Century Teaching (Optional)
The use of information technology is growing rapidly in education institutions locally, nationally and globally through a wealth of innovative tools and services that engage learners and educators in the learning process.