of
Education Faculty
Teacher Training
The University of Buckingham’s teacher training courses are amongst the most established and successful in the country
Back in 2002 Professor Sir Chris Woodhead and Professor Anthony O’Hear led the first teacher training course to be offered at The University of Buckingham. There were just 12 teachers. Now, with over 1,300 teachers and school leaders studying with us, we have become one of the country’s leading providers of teacher training and professional development. Our primary aim in all of our courses is to improve teaching and leadership in schools. The frameworks and assessments for each course weave into your day-to-day school lives so that study and practice are relevant to your role and aspirations.
Why Buckingham?
1. High quality courses that don’t take much time away from school.
All of our trainees have a job in a school, so our courses are copatible with a fulltime job. Classes are delivered in short bursts, and further learning and support is offered by mentors/tutors over the course of the programmes.
2. One of the largest teacher trainers in the UK.
3. The calibre of the academic staff involved in the development and delivery of the courses.
4. Years of experience in delivering programmes internationally
5. Sequence of courses that students can progress through, from initial teacher training to doctorate.
6. Our prices are lower than most of our competitors.
“The residential was very clear and a lot of thought had been put into finding a good range of speakers to interest people from all backgrounds. I’ve returned back to school today full of ideas. It was also really nice to meet the other PGCE students finally and our subject day was very well thought out too.”
Semele, PGCE
Professor Barnaby Lenon Dean of Education
Barnaby Lenon was brought up in south London and educated at Eltham College and Oxford University.
He won the Cambridge University prize for Education, and taught at Eton (12 years); was deputy head of Highgate School; Head Master of Trinity School, Croydon and Head Master of Harrow (12 years). Barnaby then helped set up a state school in east London, the London Academy of Excellence, and was Chair of Governors for nine years. He is currently a trustee of the two independent and 11 state schools in the King Edward’s Birmingham Foundation.
Barnaby is Professor of Education at The University of Buckingham, Chairman of the Independent Schools Council and a trustee of the Yellow Submarine charity.
He has published two books, Much Promise: Successful Schools in England and Other People’s Children: What happens to those in the bottom 50% academically?
As one of the most widely quoted educationalists in the media, he was awarded a CBE for services to education in 2019.
What we believe
Good teachers are what matters most in a school system. They are more significant than the way schools are organised.
Good teacher training focuses on the practice of classroom management and understanding what good research and experience tell us works best.
Much professional development does not work. What does work is deliberate practicefocussing on doing things the teacher cannot yet do well enough, ideally with feedback. This is why at Buckingham we believe in classroombased teacher training.
Good subject knowledge is a principal characteristic of the best teachers.
Different school subjects are different and need specific teaching methods.
We believe in the value of some learning being hands-on - Science practicals and Geography fieldwork, for example.
There is no one teaching style but some methods are more effective than others. Direct instruction works well.
Many children can do better at school than they are.
All children need to be able to read well before they leave Primary school. Phonics is the best way to do this.
Little can be achieved, especially in Secondary schools, without good discipline.
All children, but especially disadvantaged children, need a body of knowledge to build on if they are to make a success of school. You cannot think deeply about a subject unless you
have knowledge. Teaching so-called ‘facts’ is often a prerequisite for independent work and thought.
Disadvantaged children need access to the knowledge known as cultural capital, including vocabulary, if they are to compete.
Repeated testing (retrieval practice) is essential if pupils are to retain knowledge and understanding. Education is in part about placing knowledge securely in the long-term memory.
Both teachers and pupils need to believe that ability is not fixed but can be developed with effort.
Reducing gaps in achievement between subgroups (based on gender, ethnicity, social class, special needs) is worth doing but is less important than getting all sub-groups up to a good level.
School is not only about exam results. Good mental and physical health, soft skills, worthwhile habits and the discovery of new interests such as art, music and drama are also important. HANDS-ON LEARNING
Technology should be used where there is good evidence it is better than direct instruction by a teacher alone. Good textbooks can be as important as computers.
Pupils need to develop strong spoken skills in the context of every school subject.
Find your course, apply online
YOU WANT TO BE A TEACHER/ ARE A NEW TEACHER
• PGCE for International Trainees (p.22)
• International Qualified Status (iQTS) (p.24)
YOU HOLD A PGCE BUT WANT QTS
• Assessment Only (AO) Route to Qualified Teacher Status (Primary and Secondary) (p.42)
YOU ARE A TEACHING ASSISTANT WITHOUT A DEGREE
YOU ARE A TEACHER WITH SOME EXPERIENCE/ YOU WORK IN EDUCATION AND WANT TO DO FURTHER RESEARCH
• BA (Hons) Primary Education (p.18)
• BA (Hons) Secondary Education (Maths and SEND) (p.20)
• MEd Educational Leadership and Management (p.28)
• MA Education (p.30)
• MA Education (Evidence-based Practice) (p.34)
• MA Residential Education (fully online) (p.36)
• MA Education (Leading Sport in Schools) (fully online) (p.38)
• Professional Doctorate in Education (EdD) (p.40)
• Assessment Only (AO) Route to Qualified Teacher Status (Primary and Secondary) (p.42)
YOU ARE A BOARDING SCHOOL TEACHER
YOU DO/WANT TO WORK WITH SPECIAL NEEDS
YOU ARE NOT A PE TEACHER BUT WILL TEACH SOME SPORT
• MA Residential Education (p.36)
YOU MENTOR NEWTO-ROLE TEACHERS
• Postgraduate Certificate in Inclusive Educational Leadership (p.32)
• Postgraduate Diploma in Inclusive Educational Leadership (p.32)
• MA Inclusive Educational Leadership (p.32)
• Teaching Physical Education and Games (p.14)
YOU WORK IN AN INTERNATIONAL SCHOOL
• Postgraduate Certificate in Mentoring (fully online) (p.26)
• Postgraduate Diploma in Mentoring (fully online) (p.26)
• MA Education (Mentoring) (fully online) (p.26)
• International Qualified Status (iQTS) (p.24)
• PGCE for International Trainees (p.22)
• Assessment Only (AO) Route to Qualified Teacher Status (Primary and Secondary) (p.42)
• Online MA courses (p.28 to 36)
Occasional courses
Refine your skills by attending a one-day course.
INTRODUCTION TO TEACHING
The Introduction to Teaching course is best described as ‘pre-season training’, and is recommended for PGCE and QTS trainees who have not taught before. The course inducts teachers into the profession and provides a toolkit for their first six weeks in post.
TEACHING PHYSICAL EDUCATION AND GAMES (ONLINE)
This offers a virtual insight into the teaching of PE and games in all settings. Aimed at teachers who are teaching or assisting with PE and games and have little or no formal training in PE. It is not for those taking our PGCE in PE.
The two hour course provides teachers with a toolkit of how to teach the majority of sports and activities.
Our Courses
Explore our wide range of courses from undergraduate level through to doctorate.
“You learn far more being put in front of a class then you ever could in a lecture theatre.”
Sam, PGCE
BA (Hons) Primary Education
Starting in June, this three-year course is designed for those working as teaching assistants in schools, who wish to become Primary school teachers. To become a qualified teacher, you have to have a degree.
Our degree has many significant advantages:
1. It is designed to enable you to work in a paid job while taking the course.
2. The course is online and this enables you do the work and complete tasks at times you can manage. The course has been running in 2023 – so we know it works. The course materials are written by academics and leading primary school head teachers in England.
3. The course is excellent value. Every student will need to find out whether their employer is happy to pay, or whether they will take a student loan.
4. You will have your own University of Buckingham tutor who will support you throughout the course.
5. The degree course is integrated with your work because much of the study is based on you reflecting on your school and what happens there.
6. For students living in England, the BA can be followed by the 12-month Qualified Teacher Status course at The University of Buckingham which is free of charge (at the time of writing) because it is paid, through your employer, by the apprenticeship levy. QTS is needed to teach in many schools in England.
7. A typical teacher training course is only 10 months long, so adding a three-year education degree to that will ensure you have a much higher level of knowledge. Teaching assistants should not embark on this course unless they are determined and can find a good amount of time each week to do the necessary reading and writing. Part-time teaching assistants are welcome.
COURSE STRUCTURE
There are 10 modules of 30 credits each, and a final 60 credit enquiry module:
• Child development and the purpose of education
• School organisation and regulation, and successful Primary schools
• The science of learning and successful Primary pupils
• The role of play and creativity in Primary education
• Child development: barriers to learning, classroom culture and managing behaviour
• Early Years learning and an introduction to oracy and phonics
• Literacy and numeracy
• Foundation subjects and statutory RE
• Teaching Primary science and assessment in Primary schools
• Enquiry module
You will study one module every 12 weeks. You will be sent readings and at the end you will take a computer marked test and write an essay and/or reflection on experiences in your school.
ENTRY REQUIREMENTS
• You must be in employment in a school and your Head Teacher will need to supply a reference supporting your application
• You cannot have a university degree already
• You should have passed two A-levels, or equivalent. Sixth formers who are taking A-levels may apply now. If you have not got two A-levels, you will be required to pass our 14 week Introduction to Writing course before starting the BA. Read more below.
• You must pass an interview
• You must be determined and organised
• To teach in a Primary school you need to have passed GCSE English, Maths and Science before undertaking the QTS course
• Overseas candidates may apply, but this degree is about teaching Primary-age pupils in England.
APPLY NOW
INTRODUCTION TO WRITING
Those who wish to apply for the BA Primary but who do not have two A-levels, or who wish to improve their academic writing skill, should take the 14-week academic writing course we offer, starting in January 2026.
Those who do not have two A-levels will be assessed at the end of the course and will either be permitted to apply for the BA or not. To register for this course you must apply though our partner, Anspear anspear.com/uob-writing. For application deadlines, view the ‘Key Dates’ section on Anspear’s website.
BA (Hons) Secondary Education (Maths and SEND)
Starting in June, this three-year degree course is aimed at those without a degree working in schools who want to become maths teachers, including teaching assistants, lab and IT technicians, and sixth formers who have been offered a teaching assistant job after A-levels.
This course has been designed to reduce the volume of pupils failing GCSE maths nationally and the shortage of good maths teachers in secondary schools, especially in key stages 3 and 4.
This degree has many significant advantages:
• It is designed to enable you to work in a paid job while taking the course.
• This is an online course which enables you to do the work and complete tasks at times you can manage, so you can continue to work full-time.
• The course materials are written by academics and leading maths teachers in England.
• You will have your own University of Buckingham tutor, who will support you throughout the course.
• You will have a maths tutor with good knowledge of teaching maths to pupils with special needs.
• The degree course is integrated with your work because much of the study is based on you reflecting on your school and what happens there.
• For students living in England, the BA can be followed by the 12-month Qualified Teacher Status course at The University of Buckingham which is free of charge (at the time of writing) because it is paid, through your employer, by the apprenticeship levy. QTS is needed to teach in many schools in England.
In addition to your contracted hours of work, you need to be able to commit approximately 10 to 12 hours per week to the necessary reading and writing for this course.
Part-time teaching assistants are welcome.
COURSE CONTENT
You will study four modules per year, using the online learning platform. You will access a range of learning materials to work through and you will be assessed based
on three assignments per module. These assignments will be based on your study and require you to link this to your in-school observations and experiences. The final Enquiry module is assessed will involve a longer, research-based assignment on an area of your choice from the programme. It will involve a literature review of 2,000 words and a research project of 6,000 words, written over two terms.
There are 10 modules of 30 credits each, and a final 60 credit Enquiry module. The syllabus includes:
• Child development
• The purposes of education
• Approaches to learning
• The science of learning
• Special Educational Needs
• Mathematics teaching at Key
ENTRY REQUIREMENTS
Stage 2, 3 and 4
• Behaviour management
• Barriers to learning
• Being an effective teacher
• A research-based assignment
• You must be in employment in a secondary school. Your school will need to write a letter supporting your application.
• You cannot have a university degree already.
• Two A-levels or equivalents (overseas qualifications must be checked through UK ENIC to show they are the same standard as British A-levels).
• GCSE maths minimum grade 6/B.
• Complete a successful interview with a member of the Faculty of Education.
• It is not a requirement for the BA but to apply for a place on a QTS course you must have a pass in GCSE English (C grade/grade 4 or above) or level 2
Functional Skills.
• Overseas applicants must have a good standard of written English and have an IELTS score of 6.5 or above or have completed some of their education in English. This degree is about teaching Secondary-age pupils in England.
• Sixth formers who are taking A-Levels may apply. Any offer made will be conditional.
Those who wish to apply for the BA but who do not have two A-levels, or who wish to improve their academic writing skill, should take the 14-week academic writing course we offer (more information on page 19). It will cost £480 including VAT. Those who do not have two A-levels will be assessed at the end of the course and will either be permitted to apply for the BA or not. To register for this you must apply though our partner, Anspear.
If you have any questions you can contact The Faculty of Education by email basec-EDU@buckingham.ac.uk or by calling +44 (0)1280 820222.
PGCE for International Trainees
Online with tutor visits
The Postgraduate Certificate in Education for International Trainees offers teachers based in primary and secondary schools outside the UK, who have not undergone a period of formal training, the opportunity to participate in a structured programme of professional development.
COURSE CONTENT
Starting every September, the International PGCE is a 37-week school-based course available to teachers who already have a job in a school, during which trainee teachers work under the guidance of a mentor (appointed by the school in which they work) and receive weekly tutorials to review progress and set targets. The course is available in most subjects and age levels.
All international trainees are assigned a University of Buckingham tutor, who will meet online with the trainee and mentor throughout the course to assess their progress, guide their development and support the mentor. For example, the tutor will attend one mentor meeting per term and discuss a lesson plan with the trainee termly.
For a full list of training days please see our website.
For secondary school teachers your university tutor will be a subject specialist. Our subject specialisms this year include Art, Music, Design Technology, Food Technology, Business Studies and Economics, Biology, Chemistry, Physics, Maths, Computer Science, English, Drama, Classics, Modern Languages, Arabic, Geography, History, Religious Studies, Psychology, and Physical Education.
There will also be some content specifically about working in international schools. Trainees are assessed in several ways:
• You will have a mentor in your school who will arrange for your lessons to be observed and assessed so that you can improve week by week.
• You will record evidence of your teaching on an online form.
• Trainees are assigned a tutor from The University of Buckingham who will be in touch regularly. You will have termly calls to assess your progress and guide your development.
• You will write three academic essays.
For the additional QTS qualification (needed to teach in some state schools in
England), it is possible for a teacher who has been teaching for two or more years to apply for the Assessment Only Route to Qualified Teacher Status. A trainee may begin the application process in the term following the one-year International PGCE.
If you wish to do this course taught in Arabic please email: mayamin.altae@ buckingham.ac.uk
ENTRY REQUIREMENTS
You will be expected to have the following qualifications:
• GCSE grade C/4 or above in English Language or Literature or equivalent
• UK degree or equivalent
For equivalent qualifications, contact education@buckingham.ac.uk to confirm that your qualification meets the University entry requirements.
You must be employed as a teacher in an international school abroad that teaches English National Curriculum or the International Baccalaureate (IB) and be in sole charge of a full-size class for a minimum of 10 hours a week. In addition, you must obtain a commitment from your school to provide a suitable mentor.
The employing school must be able to fully support a candidate through the course, enabling them to demonstrate all of the English Teachers’ Standards.
APPLY NOW
International Qualified Teacher Status (iQTS)
Online with tutor visits
The iQTS programme is a 37-week school-based course offering teachers based in primary and secondary schools outside the UK the opportunity to participate in a structured programme of professional development leading to a teaching qualification. Trainees will be supported by the guidance of a mentor (appointed by the school in which they work) and a university tutor.
The iQTS will automatically be converted into the standard QTS by the UK Government.
THE COURSE
There is a weekly programme of readings and reflective tasks that the trainee engages in. Trainees, are allocated a University of Buckingham tutor who will meet with them every month online to track progress and support where necessary.
The course is available in most subjects and age levels.
You will participate in regular live online lectures and seminars and you will be expected to attend these as a condition of the course. Please see our website for a full list of dates and times.
For those in secondary schools, our subject specialists this year include: Art, Music, Design Technology, Food Technology, Business Studies and Economics, Biology, Chemistry, Physics, Maths, Computer Science, English, Drama, Classics, Modern Languages, Geography, History, Religious Studies, Psychology, Physical Education and Personal, Social and Health Education (PSHE).
There will also be some content specifically about working in international schools.
ENTRY REQUIREMENTS
• You must have a university bachelor’s degree from a UK university or equivalent; ENIC provides advice on comparability or contact education@buckingham.ac.uk. We will need to see your original degree certificate and a statement of comparability from ENIC.
• You must have the equivalent of a UK GCSE grade 4 in mathematics and the same in science if you are teaching pupils aged 5 to 11.
• You must have good written and spoken English. This means you completed some of your education in English or you achieve an IELTS score 6.5 (your IELTS certificate can not be more than two years old).
• You must pass child protection, safeguarding and criminal record checks
• You must have the health and physical capacity to teach
• You must pass an online interview with staff from The University of Buckingham
• You must have access to a reliable computer
• You must be teaching within one of the following age phases (you do not have to teach children of all ages within any phase):
• Ages 5 to 11 = primary
• Ages 7 to 14 = middle route
• Ages 11 to 19 = secondary route
• You will need to show you have experience of a minimum of three weeks in a different school to your main school or prove that you have worked in a different school previously.
• You must be employed in a school as a teacher and be able to provide evidence of your professional standing as a teacher. You must be in school for a minimum of 120 days in the year.
• That school must be happy to support you doing the iQTS course and must be happy to recommend you.
• Your school must be able to provide an experienced member of staff in the school to act as your mentor, observing your lessons, providing feedback and discussing the weekly tasks set by The University of Buckingham. This will take two to three hours a week.
• Your school should be able to provide written confirmation that they have carried out safeguarding and child protection checks and that you have been deemed suitable to work with children.
• This QTS qualification is the main qualification required of teachers in England
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Postgraduate Studies in Mentoring
All schools are required to have trained mentors to monitor teacher trainees in schools. Those who are already mentors need to be able to apply the Early Careers’ Framework (ECF) process to their newly trained teachers. These processes require good mentors.
Whilst ITT and ECF mentoring will be covered, this course delves much more deeply into the thought processes and critical thinking needed to make an excellent mentor. We offer three levels of course, all fully online:
POSTGRADUATE CERTIFICATE IN MENTORING (6 MONTHS, 60 CREDITS)
Engage with mentoring research and explore issues which go beyond the ECF mentoring requirements and Mentor Standards. You will evaluate and critique a range of academic mentoring research, leadership skills and behaviours, integrating research with practice throughout.
POSTGRADUATE DIPLOMA MENTORING (12 MONTHS, 120 CREDITS)
This course is for you if you would like to engage with the material that constitutes the Postgraduate Certificate in mentoring and explore leadership, mentoring in different contexts and engage more deeply with research.
MA EDUCATION (MENTORING) (18 MONTHS, 180 CREDITS)
This course covers all aspects of the mentoring, examining Mentoring Standards combined with rigorous academic study at Master’s level. Students will be able to critically analyse, engage in and reflect on mentoring and evaluate the implications for their own educational setting. They will be expected to develop their ability to explore what it means to be a critically reflective practitioner in their work as a mentor.
All trainees start at the same time but stop at different points (as shown above). All three are useful for those mentoring in schools. If you start on a lower-level course (e.g. the Certificate) but then decide you want to continue up onto the Diploma (or progress from the Diploma onto the Master’s) you can do. Fees will have a 50% reduction if you are already a mentor on one of our ITT courses.
COURSE CONTENT
Each week you will participate in an online activity including lectures, workshops, videos and guided activities, where you will discuss and analyse examples of best practices in mentoring. These activities, alongside the written assignments, will support your development, enabling you to utilise these skills with your mentees. Your written reflections will also be an important part of the learning process and will form part of your assessment.
Your course leader will be available to you throughout the programme for guidance and support.
Assessment is carried out through written assignments and evidence-based practice in mentoring.
Modules:
• Module one: Introduction to mentoring theory
• Module two: A research-based approach to mentoring
• Module three: Critical reflections on mentoring (Diploma and MA only)
• Module four: The wider context of mentoring (Diploma and MA only)
• Module five: Research methodology and a dissertation (MA only)
These programmes aim to:
• Provide an in-depth analysis of the Mentor Standards
• Enhance your personal qualities, teaching, professionalism, self-development and how you work in partnership
• Combine practice with relevant research and evidence-based practice in academic study at master’s level
• Enable participants to reflect upon and improve their support of mentees
ENTRY REQUIREMENTS
You will be expected to have the following qualifications:
• UK degree or equivalent
• Be working as a mentor in an educational context
For equivalent qualifications, contact education@buckingham.ac.uk to confirm that your qualification meets the University entry requirements.
MEd Educational Leadership and Management
Fully online
This 17-month master’s programme is available online with support from your univesity tutor, including live online study days. It is for those seeking to gain a Level 7 qualification (this programme carries a credit value of 180 at Level 7) and wish to either progress or pursue a career in leadership within an education setting.
COURSE CONTENT
The course is distance learning with the expectation that you will attend online study days (two in September, two in January, two in April and two in November) and these will be followed by an online discussion as well as an essay. Throughout the programme, each student will be assigned a supervisor who will support them through the assignments and with the final dissertation. The course contains the following modules:
Module one: The leadership landscape: role, responsibilities and relationships
This module sets the MEd in the broader context of the range of theory that currently exists relating to educational leadership and management. We will consider how this is reflected in different forms of leadership within schools. We will look at what it means to want to be a leader and how leadership is often portrayed as being in conflict with management. The course will also look at your role as a reflective practitioner and how this can enhance your understanding of the course.
Module two: Leadership in action - making changes
This module introduces the concept of change management and its place within educational leadership. This is linked to the challenges facing schools today and how the educational landscape has changed over the last 50 years. This module looks at the different ways in which leaders can bring about change in their institutions and how this links a Master’s in Educational Leadership and Management (MEd) to the different kinds of contexts that you can find in modern schools. An understanding of these processes includes practical applications to modern leadership challenges, for example, finance and funding concerns.
Module three: Developing strategy
This module begins with a focus on different styles of leadership and the effect that these have on decision-making in schools. This is then linked to a unit on managing people, whether this is working with staff or with the parental community. The module looks at managing underperformance and connects this back to work on change management. Strategic thinking is looked at and how this links to organisational structures and whether there are alternative ways of this being organised. The module links all of this to teaching and learning issues and how leadership is linked to pedagogy. The research project is introduced in more detail at this point.
Module four: Researching leadership and management
The focus of this module is the development of the research project in relation to each student’s educational context. This looks at research topics such as finding your critical voice, exploring research paradigms and methodologies, how data can be analysed and confidence in relation to ethics and validity. The project is set in the context of the educational leadership academic community and the implications for the immediate and wider settings. These issues are linked to educational research and the organisations that look at these topics.
Module five: Dissertation
This is the culmination of the programme - the production of a 12,000-15,000-word dissertation. The students will work independently on this whilst also being supported by their supervisor and with the option of attending online webinars.
ENTRY REQUIREMENTS
To enrol on the course, you should be an experienced graduate teacher who is either currently aspiring to leadership or is already in a leadership role.
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MA Education Fully online
Our MA Education is a 12-month, part-time course for teachers and school leaders to develop expertise in the field of education through critical evaluation of research and scholarship.
This course gives students the opportunity to follow their interests while being given clear guidance about the requirements of a Level 7 academic qualification. You will complete several modules enabling you to develop your understanding of the research process, as well as your topic of interest. The culmination of the MA is a 12,000 to 15,000-word dissertation. You will develop your ability to critically engage with research literature, and you will learn about different research methods. You will be expected to read widely about your subject area.
COURSE CONTENT
The course includes:
• Establishing your research focus
• Engaging critically with relevant literature and how to write a literature review
• What is expected of Level 7 academic writing?
• How to navigate the topic of research methodology
• Planning your dissertation
• Ethical considerations when researching
Every master’s student is allocated a supervisor. You will regularly communicate via Teams, Zoom, email or another online platform with your supervisor at times that are suitable for you both, to support each module. You will also have access to regular online study sessions throughout the course.
There is an induction session early on to introduce you to how the course will run, and then there are twilight sessions (UK time) during the year, to support you with each module and to aid with the completion of the dissertation. The majority of these are optional in terms of attendance as we know that many people struggle to be available at certain times. However, all sessions are recorded and can be watched after the live event. This means that as you progress through the course you end up having access to a library of videos that you can revisit, to support you in a successful outcome. It is important to understand that you, as a master’s student, will be expected to work independently and to use the guidance provided to complete the required modules.
By undertaking this programme, you will:
• Acquire a new set of skills
• Find a fresh challenge to stop you from becoming stale
• Undertake research which gives you an authoritative voice
• Connect with people outside your comfort zone
• Make an investment in yourself
• Study something you are genuinely interested in
ENTRY REQUIREMENTS
You will be expected to have the following qualifications:
• UK degree or equivalent
• Be working in a school/educational environment
• Have completed a PGCE at Level 6 or 7
In addition the candidate must have either:
• Route 1 – PGCE with 60 master’s credits at level 7 from The University of Buckingham or another university (if completed within ten years of the proposed start date of the course) or,
• Route 2 – PGCE at level 6 – an additional module (a bridging unit) of study will be provided
For equivalent qualifications, contact education@buckingham.ac.uk to confirm that your qualification meets the University entry requirements.
If you do not meet the entry criteria for this programme, please take a look at the MA Education (Evidence-based Practice).
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Qualifications in Inclusive Educational Leadership (special needs)
There are three courses in special needs provision which lead on one to the other – Postgraduate Certificate, Postgraduate Diploma and MA.
The three separate courses can either be done one by one or together. So you have three options:
• Postgraduate Certificate - two terms, £3,000
• Postgraduate Diploma - two terms, £6,000 (£3,000 if you have done the Certificate already)
• MA – three-years or one-year if you have done modules one and two, £8,000. (£5,000 if you have done the Certificate already, £2,000 if you have done the Diploma already)
The course is 100% online. At every stage students have their own supervisor
The programme aims to enable teachers to develop their leadership competency through critical evaluation of research and scholarship and to integrate this with their own practice. Students will be able to analyse, engage in and reflect on these educational issues and on the implications for their own educational setting.
The course is accredited by The University of Buckingham and all students are members of the University from the start of the course. Delivery is by some of the leading leadership and SEND experts in the UK.
TEACHING AND ASSESSMENT
Module one: The role of the SENCO in Schools – PGCert (60 credits) One year
This module is split into three units:
1. Developing the Context for Inclusive Education
2. The SENCO as an Inclusive Leader
3. The Critical Professional SENCO
This module enables the leader for Special Education Needs to understand their responsibilities, the knowledge needed and the theoretical context to be an effective SENCO.
Module two: Inclusive Educational Leadership PG Dip (60 credits) One year
This module builds upon the material covered in module one, to develop further still the role as a key educational leader.
1. Developing Leadership expertise
This unit provides further delivery on the role of SENCO has an educational leader with practical input relating to key aspects such as resource planning and financial management, coping with conflict, working with parents, training and monitoring staff development and implementing change within your department.
2. Improving the Practice of the SEND Department
This module looks at ways of increasing knowledge of needs and appropriate teaching strategies that can be used throughout the department. It also looks at ways in which inclusion can be increased across the educational setting and the contribution that can be made to improving outcomes. These aspects would also be linked to practical examples of implementing change.
Module three: Education Research Dissertation leading to the MA (60 credits) One year
All master’s students will be able to develop an in-depth knowledge and understanding of a particular area of interest in the context of educational research. Through completing this module students gain knowledge of the research process itself and how to evaluate other research projects in a specific field. Once this has been undertaken then students devise and carry out their own small-scale research project with guidance from the university. Students engage with research methodology and through this process develop their own critical skills as reflective practitioners. This module introduces students to some of the complexities and challenges of engaging in educational research.
ENTRY REQUIREMENTS
To be eligible for this programme, applicants must:
• Have a degree 2.2 or above
• Be employed in a school
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MA Education (Evidence-based Practice)
Fully online
This 18-month course enables students to complete a master’s dissertation and to critically evaluate the way in which evidence-based practice has been integrated into education.
The course consists of a number of modules, including one which centres on the legitimacy of an evidence-based practice approach.
In addition to this, students will critically engage with literature to explore an educational issue with a view to improving the student’s own professional practice or that of others.
The study culminates in a dissertation involving the student’s own project in their school or research in a wider field of education. The focus of this dissertation will examine the research linked to an area of the student’s own interest.
COURSE CONTENT
The course includes:
• Establishing your research focus
• Engaging critically with relevant literature and how to write a literature review
• What is expected of Level 7 academic writing?
• How to navigate the topic of research methodology
• Planning your dissertation
• Ethical considerations when researching
Every master’s student is allocated a supervisor. You will regularly communicate via Teams, Zoom, email or another online meeting platform with your supervisor at times that are suitable for you both, to support each module. You will also have access to regular online study sessions throughout the course.
There is an induction session early on to introduce you to how the course will run, and then there are twilight sessions (UK time) during the year, to support you with each module and to aid with the completion of the dissertation. The majority of these are optional in terms of attendance as we know that many people struggle to be available at certain times. However, all sessions are recorded and can be watched after the live
event. This means that as you progress through the course you end up having access to a library of videos that you can revisit, to support you in a successful outcome.
It is important to understand that you, as a master’s student, will be expected to work independently and to use the guidance provided to complete the required modules.
By undertaking this programme you will:
• Acquire a new set of skills
• Find a fresh challenge to stop you from becoming stale
• Undertake research which gives you an authoritative voice
• Connect with people outside your comfort zone
• Make an investment in yourself
• Study something you are genuinely interested in
ENTRY REQUIREMENTS
You will be expected to have the following qualifications:
• UK degree or equivalent
• Be working in a school/ educational environment
For equivalent qualifications, contact education@buckingham.ac.uk to confirm that your qualification meets the University entry requirements. This programme is eligible for a Postgraduate Master’s Loan (www.gov. uk/masters-loan) for those living in the UK.
MA Residential Education
Fully online
The MA Residential Education is a school-based online course for those working in or with an interest in boarding schools. It is offered in partnership with the Boarding Schools’ Association. We have students based all over the world undertaking this programme.
This course allows those with experience in boarding school settings, who are keen to get involved with and develop skills in research, to write about a topic of significance to them. The culmination of the MA is a 12,000 to 15,000-word dissertation. You will also critically engage with relevant research, and you will learn about different research methods. You will be expected to read widely about the subject of residential education.
Applicants may be from either state or independent boarding schools in the UK or abroad.
COURSE CONTENT
The course includes:
• Establishing your research focus
• Engaging critically with relevant literature and how to write a literature review
• What is expected of Level 7 academic writing?
• How to navigate the topic of research methodology
• Planning your dissertation
• Ethical considerations when researching
Every master’s student is allocated a supervisor. You will regularly communicate via Teams, Zoom, email or another online meeting platform with your supervisor at times that are suitable for you both, to support each module. You will also have access to regular online study sessions throughout the course.
There is an induction session early on to introduce you to how the course will run, and then there are twilight sessions (UK time) during the year, to support you with each module and to aid with the completion of the dissertation. The majority of these are optional in terms of attendance as we know that many people struggle to be available at certain times. However, all sessions are recorded and can be watched after the live event. This means that as you progress through the course you end up having access
to a library of videos that you can revisit, to support you in a successful outcome. It is important to understand that you, as a master’s student, will be expected to work independently and to use the guidance provided to complete the required modules. By undertaking this programme you will:
• Acquire a new set of skills
• Find a fresh challenge to stop you from becoming stale
• Undertake research which gives you an authoritative voice
• Connect with people outside your comfort zone
• Make an investment in yourself
• Study something you are genuinely interested in
ENTRY REQUIREMENTS
You will be expected to have the following qualifications:
• UK degree or equivalent
• Be working in a school/educational environment
For equivalent qualifications, contact education@buckingham.ac.uk to confirm that your qualification meets the University entry requirements. In addition, the candidate must have either:
• Route 1* – PGCE with 60 master’s credits at Level 7 from The University of Buckingham or another university (if completed within ten years of the proposed start date of the course) OR
• Route 2* – PGCE at Level 6 or BSA Diploma (which is a helpful route into master’s study). An additional module of study will be provided. For candidates without a PGCE or BSA Diploma, alternative entry requirements exist. Please contact education@buckingham.ac.ukk to discuss this further.
*For candidates on route 1, the course duration is one year. For candidates on route 2, the course duration is 15 months.
MA Education (Leading Sport in Schools)
Fully online
This two-year online course is offered in conjunction with the Professional Association of Directors of Sport in Independent Schools (PADSIS) and carries 180 credits at Level 7.
COURSE CONTENT
This MA is an online programme that is made up of four taught modules and culminates in the awarding of a master’s degree following the successful completion of a fifth module, which is a dissertation. The essence of the course is the development of a broad understanding of the context of school sport and physical activity, current sector issues and the role of the leader in determining a positive sports culture and programme success in schools.
The course consists of the following modules:
• Module one: The historical context of sport and physical activity in schools (25 credits)
• Module two: Contemporary issues in school sport and exercise (25 credits)
• Module three: Leadership and management in school sport (30 Credits)
• Module four: Building a positive culture of sport and physical activity (40 credits)
• Module five: Education research dissertation (60 credits)
Every student is allocated a supervisor. You will meet via Teams, Zoom or another online meeting platform with your supervisor at times that are suitable for you both, to support every module.
Materials will be made available for each of the modules so that students can access recorded lectures, online discussion seminars, reading lists and guided study materials from wherever they are in the world.
The course encourages students to examine current and historical practices within their own, and other schools, and to research examples of good practices elsewhere. A range of case studies will be presented for analysis and various practical projects will provide students with the opportunity to apply newly-discovered research
materials to their own school-based context.
The final dissertation will be 12,000 – 15,000 words.
ENTRY REQUIREMENTS
You will be expected to have the following qualifications:
• UK degree or equivalent
• Be working in a school/educational environment
For equivalent qualifications, contact education@buckingham.ac.uk to confirm that your qualification meets the University entry requirements.
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Professional Doctorate in Education (EdD)
The EdD programme at The University of Buckingham brings together an exciting international community to study and research together. Our Professional Doctorate in Education promotes and endorses the highest level of knowledge, skills and experiences of leaders in schools and education.
An EdD is of the same standard as a PhD and can be completed in 3.5 to 6 years. Like a PhD, the EdD requires students to make a unique contribution to knowledge. A distinguishing element of an EdD is to ensure your study results in a tangible impact on practice. This is because the EdD is a practitioner/professional Doctorate, which means that it is designed for professionals working in education and that the focus of study should be on the nature of educational practice.
COURSE CONTENT
The University of Buckingham EdD is appropriate for experienced practitioners and postgraduate students who already hold an MA or equivalent. The programme aims to enable those working in education to develop expertise through critical evaluation of research and scholarship in their chosen field of interest.
Students will develop skills that allow them to critically analyse, engage in and reflect on educational issues. Whilst the intensity of the Doctorate might seem daunting, the programme is designed for students to be able to complete their study alongside their work in education. Students will contribute to a wider debate on education and reflect on the implications of their study for educators and learners.
The expectation is that on average you will spend 15 hours a week studying. This takes into account time spent with your supervisor and study days as well as your independent research, reading and study. Students are supported by webinars and by two study days in November and another two study days in April. The online support guides you through some of the key elements of completing a Doctorate, for example, research methodology, and engaging with literature and philosophical frameworks.
We offer two routes to achieving the EdD at The University of Buckingham - a traditional thesis or a portfolio route. The choice of route will be decided in discussion with your supervisors.
Students are expected to attend two study days in November and two study days in April for the first three years of the course.
Many people will be familiar with the structure of the Doctoral thesis; it is a pathway that encompasses a review of the literature followed by the pursuit of a research project. As the EdD is a professional thesis, this would also include an evaluation of the implications for practice that the work would have within a particular educational context. A thesis consists of a continuous narrative, divided up into chapters that form a whole. Each chapter contributes to the main idea and builds a logical sustained argument cumulatively from start to end.
By comparison, a Doctorate by submission of a professional portfolio reflects on a particular area of focus and interest through the production of a collection of different papers that together form a whole. If you have already published articles and documents of different kinds, then the portfolio may be suitable for you. It is important to recognise that both require the same level of academic rigour. A thesis is an extended piece of research that presents an argument supported by evidence and reference to relevant research. For the portfolio, it is the overriding argument that binds the varied contents of the portfolio together through the use of linking documents. Both pathways also require an ability to be critical both in terms of one’s position and also in the further development of your critical voice when encountering a range of alternative views. Both pathways will also contribute something unique and original to your existing knowledge.
ENTRY REQUIREMENTS
You will be expected to have the following qualifications:
• A BA honours degree or equivalent and a master’s degree
• At least three years’ experience as a practitioner in education
Assessment Only (AO) Route to Qualified Teacher Status (Primary and Secondary)
The Assessment Only (AO) Route is for experienced teachers to gain Qualified Teacher Status (with a 12-week assessment period). QTS is the main teaching qualification in England and is aimed at teachers with two or more years of teaching experience or those who have completed the International or Independent PGCE with The University of Buckingham.
COURSE CONTENT
The AO route consists of three assessment processes. The first is an assessment of the candidate’s application, which will include a request to supply additional information. Once a candidate is accepted onto the route, they will undergo two assessment days in their school. The initial assessment day will judge whether the candidate is likely to meet all the QTS Teachers’ Standards within a maximum 12-week period without any further training. The final assessment day will take place within 12 weeks from the initial assessment and will determine whether the candidate meets all the Teachers’ Standards.
During the inital assessment day, the tutor will interview the candidate, hold meetings with the candidate’s line manager, mentor and the school’s professional tutor, conduct at least three lesson observations and will scrutinise the candidate’s planning, marking, report writing and professional development. The candidate will also be required to produce a Teaching and Learning File.
You can apply at different stages of the school year, but the process has to be completed within the school year. The assessment period start date will be determined on completion of all paperwork.
ENTRY REQUIREMENTS
You will be expected to have the following qualifications:
• GCSEs in English and Maths at grade C/4 or above
• GCSE in Science at grade C/4 or above (Primary applicants only)
• UK degree
• You must be employed in a school
For equivalent qualifications, contact education@buckingham.ac.uk to confirm that your qualification(s) meet the University entry requirements. In addition, you must:
• Have two years’ teaching experience in at least two contrasting schools, one of which may be your current school. (For candidates who have taught in only one school, a minimum three-week teaching placement in another school will be required prior to the start of the course)
• Demonstrate that you meet all of the Teachers’ Standards across the age range of assessment, as stipulated by the Department for Education
• You must have experience of four consecutive year groups
• For the General Primary option, be teaching core subjects (English, Maths and Science) to full classes for at least 50% (approximately 13 to 15 hours per week) of a full school timetable in the assessed age range
• For the Primary specialism option (Art, Drama, Music, PE or MFL), be teaching the core subjects (English, Maths and Science) for approximately six hours per week, and your subject specialism for the remaining eight hours, in the assessed age range
• For the Secondary option, be teaching your subject to full classes for at least 50% (approximately 13 hours per week) of a full school timetable in the assessed age range
• Pass the literacy test and numeracy tests
• Have the health and physical capacity to teach
• Satisfy criteria based on suitability and aptitude for teaching - this includes DBS
Fees and finance 2025
Applicants for courses which are longer than one day must also pay a £300 nonrefundable registration fee.
Fees are invoiced at the beginning of the course. Installments can be arranged directly with the Finance department.
If you need financial assistance for a course, please contact our Faculty Registrar at: pgce-support@buckingham.ac.uk. You will be asked to fill in a means-test form.
Master’s programmes consisting of 180 credits may be eligible for financial support from the government. Find out more on their website: gov.uk/masters-loan.
One-day courses
Teaching Physical Education and Games
QTS
Assessment Only (AO) Route to Qualified Teacher Status (Primary and Secondary)
Undergraduate courses
BA (Hons) Primary Education (three-years)
BA Hons Secondary Education (Maths and SEND) (three-years)
Introduction to Writing (14 weeks)
Postgraduate courses
MA Education (Evidence-based Practice) (fully online)
MA Education (fully online)
MA Education (Leading Sport in Schools) (fully online) (twoyears)
Qualifications in Mentoring*
MA Residential Education (fully online)
Qualifications in Inclusive Educational Leadership
MEd in Educational Leadership and Management (fully online)
Professional Doctorate in Education (EdD)
International courses
International Qualified Teacher Status (iQTS)
PGCE for International Trainees
£60 online
£4,000
£15,000 (£5,000 per year)
£18,000 (£6,000 per year)
£480
£5,000
£4,000
£6,500
Certificate £2,000 Diploma +£1,000 (£3,000)
MA +£2,200 (£5,200)
£5,000
Certificate £3,000 Diploma +£3,000 (£6,000)
MA +£2,000 (£8,000)
£6,000
£16,800 (£5,600 per year)
£8,000 Optional PGCE +£1,000
£4,500
*Fees will have a 50% reduction if you are a mentor on one of our ITT courses.