do you have to write a dissertation for a pgce

How To Prepare For Your PGCE Effectively and Hit the Ground Running

So you’ve secured a place on a PGCE course, sorted your professional skills tests and feel ready to delve into the world of teaching. Firstly, congratulate yourself for your achievement; you’re now well on your way to becoming a teacher! Initial teacher training courses in England rose by 23 per cent last year, so you’ve picked the perfect time to start your teaching career.

While you may be months away from your first day at your new school, it’s worth considering how you can start preparing for your PGCE school training year. A bit of pre-planning can make all the difference to your PGCE experience, and these tips will help you make it as enjoyable and productive as possible.

Conduct some pre-reading for your course

You’ll probably now have a fairly large chunk of time between accepting your place and starting your training programme. By dedicating a portion of your free time to pre-reading, you can get a head start on your course and hit the ground running. Check with your course provider to see if they have a suggested reading list, or any pre-programme activities to complete before you begin.

As well as course texts, there is a plethora of teaching guides available to support your learning and provide tips for your teaching career.

Brush up on your subject knowledge

Many prospective teachers feel anxious before embarking on their careers about their subject knowledge. This is a common issue and even teachers with years of experience will still have moments where they simply don’t know the answer.

This is why revising the key topics in your subject knowledge until you know them inside-out will be incredibly beneficial, especially in areas you know you are weaker. The national curriculum will have changed dramatically since you were at school, so spend some time conducting some valuable research on the current topics of study and anything related to them.

Buy all your equipment beforehand

You need to have the correct equipment on hand to run a successful lesson. If you haven’t procured it all before your course start, you might struggle to stay organised and on top of your work. Although the school may provide you with some of the equipment that you will need, that can’t always be assumed, so be prepared to buy your own in advance.

Laptops are an important purchase and with the amount of lesson plans , worksheets and student material that you are likely to need throughout your year, an external hard drive will make up one of your more expensive outlays. Some other essentials include:

A large backpack/work bag

Whiteboard markers

Post-it notes

Colour highlighters

It sounds obvious, but good organisation is the key to good teaching. You will grapple with deadlines for everything from homework marking to internal school reports, and your organisation will make all the difference when it comes to staying on top of your tasks!

Buy yourself a teacher’s planner or diary and build a habit of writing down tasks or to-do lists for the day. Before you start your pre-reading for the day, write down everything you want to achieve from your revision and list any documents you need to create. By getting into the swing of being organised and task-driven, your transition into teacher training will be much smoother.

With all of this in mind, the most important tip that we can give is to enjoy yourself. Staying calm and savouring every moment is the best way for you to tackle a PGCE, and leave fully prepared for your NQT year .

Get all your latest teaching tips and news from Teaching Personnel

Now you know exactly what you need to do to make the most of your PGCE course, it is time to decide your next step. We would recommend finding out more about our NQT Pool , our programme that gives NQTs access to thousands of schools across England and Wales. We also have a wealth of tips and advice on teaching and the wider education sector that you can apply to your PGCE course.

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• FindAMasters
• The Postgraduate Certificate in Education (PGCE) – A Guide

Written by Ben Taylor

A Postgraduate Certificate in Education (PGCE) is one of the main qualifications that allows you to become a teacher. Offered in England, Wales and Northern Ireland, most PGCEs give you Qualified Teacher Status (QTS) and make you eligible to teach in countries across the world. A PGCE is not a Masters, but modules taken during a PGCE can count towards a full Masters degree.

There are many PGCEs available, each designed to prepare you for life as a different kind of teacher. We’ve put together a guide to some of the PGCEs on offer, and what you need to know before you apply.

If you’ve already decided that you want to apply for a PGCE, you can begin the search for your perfect course with us. Alternatively, you can read our guide to the different types of PGCE funding .

What does PGCE stand for?

PGCE stands for Postgraduate Certificate in Education . It is a postgraduate qualification designed for prospective primary and secondary teachers. You'll usually graduate with Qualified Teacher Status (QTS), which is a requirement to teach in most English schools. PGCEs give you substantial teaching experience through school placements, along with a grounding in important educational theory .

There are PGCEs aimed at different subjects and each stage of the school system, so you can pick a qualification that’s tailored to the learners you want to teach:

• Lower Primary Education, ages 3-7 – The youngest learners are the focus of this qualification.
• Primary Education, ages 5-11 – These courses generally concentrate on the core primary curriculum, although some programmes allow you to specialise in a particular subject.
• Secondary Education, ages 11-16 – Secondary Education PGCEs are centred on specific subjects.
• Post-16 and Further Education – Completing one of these PGCEs means you can apply for Qualified Teacher Learning and Skills (QLTS) status, a separate classification to the QTS you need to be able to teach in primary and secondary schools.

Is a PGCE a Masters?

PGCEs award up to 60 postgraduate credits at Masters level. This does not mean you'll graduate with a full Masters (which is worth 180 credits), but you'll often have the option to transfer your credits to a full Masters in Education once you've completed your PGCE.

Read more about the difference between a PGCE and a Masters in Education .

Types of PGCE courses

As well as these options, you’ll also have to decide whether you want to take a university-led or a school-led course.

As you might have guessed, university-led teacher training courses are based at a university, but offer plenty of practical teaching experience. You can expect to:

• Spend a minimum of 24 weeks on placement at schools
• Receive QTS and a postgraduate qualification (usually a PGCE)
• Learn about pedagogy (the theory of teaching)

Meanwhile, school-led teacher training courses, delivered by school-centred initial teacher training ( SCITT ) providers, differ in a number of ways and won’t always offer a PGCE (although many do). With these programmes, you can expect to:

• Gain the QTS you need to teach in England and Wales
• Get first-hand experience from day one of your course , working with and learning from colleagues at your placement school

If you already have three years of work experience (not necessarily in education), you could also be eligible for a salary while training with School Direct .

Both university-led and school-led programmes come with the possibility of generous Government funding .

How much does a PGCE cost?

Most PGCEs have tuition fees of £9,250, but there are lots of funding options available in the form of bursaries, scholarships and loans, as well as paid salaries. We’ve covered the different funding routes you can take.

PGDE vs PGCE

A Postgraduate Diploma in Education is a completely different qualification to the Scottish Professional Graduate Diploma in Education, even though both are referred to as a PGDE, somewhat confusingly!

The main difference between a Postgraduate Diploma in Education (PGDE) and a Postgraduate Certificate in Education (PGCE) is the fact that the Postgraduate Diploma in Education gives you the opportunity to gain 120 CATS credits – twice as many as a PGCE. This means that if you want to convert your PGDE into a 180-credit Masters, you have fewer additional credits to complete than if you’d done a 60-credit PGCE.

A Postgraduate Diploma in Education (PGDE) is an ideal option if you plan on putting your credits towards a Masters qualification. Most PGDEs take one year of full-time study to complete – the same as a PGCE – but with the additional CATS credits you’ll be earning, you can expect to spend a bigger proportion of your time on academic rather than teaching work.

Scottish PGDE vs PGCE

A Professional Graduate Diploma in Education (PGDE) is effectively the Scottish equivalent of the PGCE .

PGCE entry requirements

You’ll usually need at least a 2:2 degree in the subject you want to teach. In some cases, it may be possible to apply with a joint honours degree, provided 50% of your time at university was spent on your PGCE subject.

Similar requirements apply if your degree subject (and experience) is broadly related to the area you wish to teach in.

For example, if you’ve studied a maths-heavy degree like engineering, you will normally be eligible to begin a PGCE in Secondary Maths. Or, if you studied German at A-level but French for your degree, you should be eligible for a PGCE in Modern Languages. These requirements differ from university to university and course to course, however, so always make sure you read the application guidelines carefully.

You’ll also need to have achieved the following to begin teacher training:

• GCSE grade C / grade 4 in English (or equivalent)
• GCSE grade C / grade 4 in Maths (or equivalent)

Finally, some courses will require you to observe teaching in a classroom before you apply. Even if this isn’t a stated requirement, it’s worth doing. Read some tips for arranging school experience .

What is the PGCE application process?

Once we’ve helped you find the right PGCE for you , you should begin the application process through UCAS . You’ll need to write a personal statement, find suitable referees and pass professional skills tests in literacy and numeracy.

If your application is successful in the initial around, you’ll be invited for an interview , before finding out if you’ve been offered a place on the PGCE course.

What’s it like to study a PGCE?

The variety of PGCEs on offer means that no two courses are the same. If you’re studying a university-led PGCE , you’ll spend around two-thirds of your time on at least two school placements. You’ll gradually take on more responsibility, working closely with an experienced teaching mentor before giving your own lessons.

These placements will offer you a window into different learning environments, allowing you to broaden your educational horizons.

Back at university, you’ll take modules covering topics like the pedagogy of teaching and curriculum studies, learning from academics and attending lectures and seminars with your coursemates.

If you choose a school-led PGCE , you’ll benefit from being placed in a school right from the start of the programme. This might sound like a worrying prospect – being dropped in at the deep end, so to speak – but you’ll be eased into classroom life gradually. Significantly, many PGCE trainee teachers are offered a job by the network of schools in which they complete their qualification.

School-Centred Initial Teacher Training (SCITT)

Interested in school-led teacher training? Take a look at our guide to SCITT courses .

What can I teach with a PGCE?

If you want to teach a subject that you don’t have a degree in, you may have the option of completing a subject knowledge enhancement (SKE) course to top up or improve your understanding of a certain area. These courses are fully funded and aimed at people who:

• Have a degree in a subject that is closely related to the one that they want to teach
• Hold an A-level in the chosen subject
• Want to refresh their knowledge of the subject
• Know how to use their professional experience in the classroom

SKEs are excellent if you want to teach a subject that is eligible for a bursary, but don’t have the particular degree needed to do so. Find out more about these bursaries, along with other funding options for PGCEs .

Where can I teach with a PGCE?

A big advantage of having a PGCE is that it will widen your opportunities for a career overseas. A PGCE is an internationally recognised qualification , so you'll be able to seek work in countries such as America, Canada and Australia – to name just a few. A PGCE is not strictly required to teach in England and Wales (a QTS alone will technically qualify you for this) but if you want to teach outside the UK – or even in Scotland – you'll probably need one.

What are the other advantages of studying a PGCE?

Although PGCEs aren’t the only way to become a teacher , there are some benefits that set them apart from other options.

As we've already covered, having a PGCE allows you to seek work abroad. It can also be the ideal springboard for those seeking to complete further postgraduate study. Many PGCEs allow you to gain up to 60 credits at Masters level , which can then count towards a full Masters qualification once you’ve finished. You could put these credits towards a Masters in Education, for example.

Other ways to become a qualified teacher

A PGCE isn't the only route to Qualified Teacher Status (QTS). You can read about other options in our guide to postgraduate teacher training courses .

PGCE Funding

Funding for PGCEs works a little differently to other postgraduate courses. You won’t be able to use a Masters loan for a PGCE, but you can benefit from various bursaries and scholarships specifically intended for postgraduate teacher training.

PGCE bursaries

The UK Government offers tax-free bursaries to graduates looking to teach certain, in-demand subjects. Trainee teachers in these areas could receive bursaries of up to £22,000.

This kind of support is currently available in:

Students with a sufficiently high degree classification (and / or a Masters or PhD in their subject) may also be eligible for additional funding. This can offer between £7,000 and £10,000 in the following subjects:

PGCE scholarships

Scholarships are another funding option for gifted candidates. Offered in place of a bursary, scholarships are supported by professional subject associations and give additional benefits such as access to extra resources and networking opportunities through your training. Scholarships of up to £26,000 are available in the following areas:

If you train on a School Direct (salaried) programme , most of which offer a PGCE, then you can earn a salary as an unqualified teacher.

Student loans for PGCEs

Even if you receive a bursary or scholarship, you can still apply for a tuition fee loan or maintenance loan through Student Finance England. The tuition fee portion isn’t income-based, but the maintenance loan part is.

This is part of the same student finance scheme run for undergraduate degrees, not the postgraduate loans we’ve covered in detail elsewhere on FindAMasters.com. For more information on these student loans, please visit the Government’s student finance page .

There are many PGCEs listed on FindAMasters.com

Find the one for you – start your search now .

Our postgrad newsletter shares courses, funding news, stories and advice

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Professional Certificate in Education (PGCE) for Post Compulsory Education and Training (PCET) (Postgraduate & PGCE)

The PCET programme offers the opportunity to study a highly valued qualification that enables graduates to teach in a range of post-compulsory education settings.

Offered both full and part-time, we have a range of entry options to suit recent graduates, those already in employment, as well as those returning to study following a break.

University-based taught elements focusing on best practice in supporting and developing learning combined with practical teaching experience support you in applying theory to practice and help develop your skills as an aspiring teaching professional.

Course details

• Using your device
• X (formerly Twitter)
• September 2024

Postgraduate Fees

Why choose this course?

What you will learn.

This course offers you the unique opportunity to develop your skills and confidence in using the Welsh language within your teaching as part of the programme, a key skill for the post-compulsory sector in Wales today.

Studying for a postgraduate or professional qualification is an investment in your career. We aim to equip you with the tools to enable you to transform your life and provide you with an education that makes you both confident and competent to embrace your chosen career path.

(20 credits)

(10 credits)

Ratings and Rankings

Our people.

You will be taught and supported by a wide range of professional staff and teams here to help you get the university experience you are looking for. Our teaching staff were ranked 2nd in Wales for assessments and feedback (NSS 2023) meaning the comments you get back from your work will help you learn. Our commitment to your learning has seen our students place us as Top 10 in the UK for Lecturers and Teaching Quality. Find out more about our academic staff who teach across our courses. 

Accommodation

Swansea Accommodation

Swansea has a huge student population, and the variety of accommodation available will leave you feeling spoilt for choice. Various purpose-built student accommodation providers provide accommodation in Swansea, and the accommodation team can guide you through your options. It will offer ongoing support throughout your time as a UWTSD student.

Further information

Entry requirements.

• For the Professional Graduate Certificate in Education (PCET) applicants will require an undergraduate degree at grade 2.2 or higher.
• For the Professional Certificate in Education (PCET) a relevant level three qualification plus teaching and/or training experience is required.
• The Postgraduate Certificate in Education (PCET) is not an enrollable award and students are able to transfer to this from the Professional Graduate Certificate (PCET) in part two if they meet the criteria.

We offer a number of pathway options dependent on your qualifications on entry as follows:

• Professional Certificate in Education and Training  – suitable for those applying who do not hold an undergraduate degree but have extensive experience within their profession and may already be engaging in some teaching and/or training as part of this.
• Professional Graduate Certificate in Education and Training  – suitable for those applying who already hold an undergraduate degree and wish to obtain a teaching qualification for the post-16 sector.
• Please note that the  Postgraduate Certificate  is not an enrollable award. Eligible students wishing to undertake it may be able to transfer to this programme following completion of the part 1 modules; this is subject to programme manager agreement.

Assessment Methods

Assessment for the programme is built on the principles of reflective practice and includes a variety of methods such as portfolios, written reflections, reports, blogs, formal observations of professional practice, and posters.

Additional Costs

DBS enhanced checks are mandatory as part of the programme entry requirements and applicants are responsible for the additional costs of this.

Travelling to professional teaching experience placement settings may incur costs for the student and can vary depending on the location of the setting. Where placements are arranged on behalf of the student, every effort will be made to meet individual requirements (including location preferences) but cannot be guaranteed.

Bursary / Scholarship Information

You may be eligible for funding to help support your study. To find out about scholarships, bursaries and other funding opportunities that are available, please visit our Bursaries and Scholarships section.

Career opportunities

Graduates from the programme are highly employable in a range of teaching and training sectors across a varied range of professions.

More Teaching and PGCE courses

Doctorate in education (full-time) (edd), doctorate in education (part-time) (edd), education studies (ma), education studies (distance learning) (ma), education studies (distance learning) (part-time) (ma), education studies (full-time) (ba hons), education studies (part-time) (ma), education studies (part-time) (ba hons), education studies: additional learning needs & inclusion (full-time) (ba hons), education studies: additional learning needs & inclusion (part-time) (ba hons), education studies: primary (full-time) (ba hons), education studies: primary (part-time) (ba hons), english language education and english literature (full-time) (profdoc), english language education and english literature (part-time) (profdoc), ma education (wales) (part-time) (ma), pgce primary with qts (full-time) (pgce), pgce secondary art & design with qts (full-time) (pgce), pgce secondary biology with qts (full-time) (pgce), pgce secondary business with qts (full-time) (pgce), pgce secondary chemistry with qts (full-time) (pgce), pgce secondary computing and ict with qts (full-time) (pgce), pgce secondary design and technology with qts (full-time) (pgce), pgce secondary drama with qts (full-time) (pgce), pgce secondary english with qts (full-time) (pgce), pgce secondary geography with qts (full-time) (pgce), pgce secondary history with qts (full-time) (pgce), pgce secondary mathematics with qts (full-time) (pgce), pgce secondary modern foreign languages with qts (full-time) (pgce), pgce secondary music with qts (full-time) (pgce), pgce secondary physics with qts (full-time) (pgce), pgce secondary religious education with qts (full-time) (pgce), pgce secondary welsh with qts (full-time) (pgce), physical education, sport and physical literacy (part-time) (ma), physical education, sport and physical literacy (part-time) (pgcert), physical education, sport and physical literacy (part-time) (pgdip), postgraduate certificate in education (pcet) with welsh (postgraduate & pgce), postgraduate certificate in education (pgce) for post compulsory education and training (pcet) (postgraduate & pgce), primary education with qts (full-time) (ba hons), professional certificate in education (pcet) with welsh (postgraduate & pgce), professional certificate in education (pgce) for post compulsory education and training (pcet) (part-time) (postgraduate & pgce), professional graduate certificate in education (pcet) with welsh (postgraduate & pgce), professional graduate certificate in education (pgce) for post compulsory education and training (pcet) (postgraduate & pgce), professional graduate certificate in education (pgce) for post compulsory education and training (pcet) (part-time) (postgraduate & pgce), teaching english to speakers of other languages (tesol) (full-time) (ma), teaching english to speakers of other languages (tesol) (full-time) (pgcert), teaching english to speakers of other languages (tesol) (full-time) (pgdip), teaching english to speakers of other languages (tesol) (part-time) (ma), teaching english to speakers of other languages (tesol) (part-time) (pgdip), teaching english to speakers of other languages (tesol) (part-time) (pgcert).

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How to apply for a PGCE

A step-by-step guide to your PGCE application

• The first steps
• How to prepare
• Write a good personal statement
• What’s next?

Work out where you want to study, find the courses that you’re interested in and where you might want to apply. Find out more about our PGCE courses .

Prepare your application early as they open in October for entry the following September. Places can fill quickly so it’s a good idea to apply as soon as you can to get the best chance of a place on your chosen course. 

Research what financial help is out there to support you while you study. There is more information about funding and fees, including what you may be eligible for, on the Get into Teaching  website.

Make sure you have the right qualifications for your chosen course (your GCSEs, A-levels and your degree).

Have details of any relevant work experience in schools or other learning environments to hand when filling out your application too, as these can really make a difference.

Prepare your references. They’ll need to provide a written account of your character and teaching potential. Your references are not requested until you have been made an offer but it’s a good idea to have them ready in advance if you can. Find out more about what your references will need on the  Get into Teaching website .

You’ll need a strong personal statement so it’s a good idea to prepare this in advance. This will explain why you want to teach and why you’re suited to your chosen course (read on for more support about personal statements).

Your personal statement is the best chance to make your application stand out. 

It should be around 1000 words, in two parts: 

600 words on why you want to be a teacher 

400 words on why you’re suited to your chosen subject and age group, this should include subject knowledge for secondary applications 

Include any relevant work experience in schools or other education institutions. We strongly recommend undertaking school experience before applying ; it proves you’re knowledgeable, enthusiastic and committed.

Your personal statement is a vital part of your application, so it is important to take your time when you are writing it, making sure it represents you in the best way possible.

Submit your application via the Department for Education (DfE) Apply portal . And make sure you have your course and preferred provider’s details to hand when you do.

If your application is accepted, you’ll be invited for an interview. Interviews will take place online.  

Once you accept an offer, you’ll be asked to complete conditions such as a Disclosure and Barring Service (DBS) check and a health questionnaire to make sure you’re fit for the training ahead.

If your current qualifications aren’t sufficient, you may be asked to complete an equivalence test or take a subject knowledge enhancement (SKE) course before starting your course.

There’s a lot to think about when you’re applying for your PGCE.

It’s hard to know where to begin, or what you need to prepare to give yourself the best chance of success. To help, we’ve broken down the process so you can see what you need to do, and what help you can get, every step of the way.

Explore More

Getting teaching experience

Find out more about how to make the most of school experience, helping to make your PGCE application stand out.

Find out more about what placements may look like while you are training to teach and how they support your learning.

Fund your postgraduate course

Find out how you could pay for your masters degree or other postgraduate course.

WHY PGCE AT MANCHESTER MET

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Writing a pgce personal statement.

If you’re applying to train as a teacher you’ll be required to write a personal statement as part of your application.

Take your time writing your personal statement. It’s your first chance to make a good impression so it's well worth investing time to develop a clear structure and style of writing.

It’s a good idea to proofread your statement thoroughly and get others to read through and check for typos, grammatical errors, style, and tone.

What's the personal statement for? 

The personal statement is crucial to your PGCE application; it is used primarily to decide whether to invite you for an interview. A poorly written personal statement could end your teaching career before it has started!

This is your chance to demonstrate what you have to offer as a teacher. You should also explain why you want to teach a particular subject or age range, and how your skills and experience will help you become a great teacher. It’s your chance to show your motivation, commitment and teaching potential and an opportunity to show your enthusiasm for teaching a particular subject or age group.

Remember, you only get one opportunity to write a personal statement for both cycles of applications, so it’s important to keep in mind that you should avoid creating tailored personal statements for each university.

How to write and structure your personal statement

The personal statement is split into two sections totalling a maximum of 1,000 words. It’s important to make sure you do not repeat yourself and to take time to ensure that each section is organised coherently. Divide your writing into paragraphs, each dealing with a particular aspect of the question.

Section 1: Why do you want to teach?

(Up to 600 words).

This is the place to talk about why you think you would make a great teacher. You can include:  

• what has led you to choose teacher training
• your understanding of the demands and rewards of the PGCE course and of the teaching profession
• the personal qualities that will make you a valuable asset to a school
• details of any paid or unpaid experience you have of working with young people and what you learnt
• details of any other experiences which you can bring to the teaching profession. Think about any ‘transferable skills’ or qualities which you have developed which may be relevant to teaching.
• If you are a career-changer, what have you been doing and what are your reasons for the switch to teaching?
• your thoughts on children’s wellbeing and the education system

Your personal statement should tell us why you want to teach, your skills and about any experience you might have of working with young people or in the education sector. If you are taking any exams or additional study before starting the course, particularly if this relates to your eligibility to join the course, we want to hear about it.

It should also show that you understand the education system, what challenges teachers face and that you’re engaged with issues around education.

If you’ve not taught before, think about any other things you’ve done that might demonstrate the skills you’ll need to be a teacher (your transferable skills).

Although it’s a good place to expand on your skills and experience, this shouldn’t be the main focus of your personal statement as the rest of the application will showcase this.

Section 2: Why are you suited to teach your subjects or age group?

Up to 400 words.

Remember to not repeat anything you have already said in section 1!

If you’re writing a personal statement for secondary teacher training, use this section to describe your knowledge and experience of the subjects you’ve chosen. Any work experience in the field will be of interest.

What universities are looking for

Universities want to see your passion for teaching and understand why you think teaching this subject or age group is the right career for you.

Your personal statement should be original and honest. Try and avoid clichés or writing what you think we want to hear. All we really want to hear are the real reasons you’re applying to study a PGCE and become a teacher.

If you’re writing a personal statement for primary teacher training, say why you’d like to teach this age group. If you are particularly interested in certain primary subjects or have relevant experience in them, you can talk about that here too.  

You could talk about:

• any relevant work or unpaid experience
• your degree and degree modules
• your other relevant qualifications, such as A levels
• any relevant skills, interests or achievements
• your understanding of the national curriculum

Questions your personal statement should answer

• Why do you want to be a teacher? 
• Why do you want to teach a particular subject, Key Stage or age group? 
• What are your strengths? 
• What experience do you have and how has this influenced your desire to teach? 
• What skills do you have that would be useful for teaching

The finer details

Your personal statement should be:

• no more than 1000 words
• written in the first-person 
• grammatically correct - we suggest writing in a document before adding to your application
• your own work, don’t copy from anywhere online 
• structured correctly with a clear introduction, evidenced paragraphs and a conclusion 
• proof-read before being submitted

And finally, be prepared to answer questions about what you’ve written in your personal statement at the interview stage!

Find out more about how to get into teaching .  

Find out more about how to get into teaching . 

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Study a PGCE at London Met

PGCE Primary (3-7) - PGCE

Study this PGCE Primary course and become a qualified teacher of three to seven-year-olds.

PGCE Primary (5-11) - PGCE

Train to teach five to 11-year-olds on this PGCE course that leads to Qualified Teacher Status (QTS).

PGCE Secondary Computer Science with ICT - PGCE

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PGCE Secondary English with Drama - PGCE

This course will train you to teach English and Drama to 11 to 16-year-olds and, by arrangement, 16 to 18-year-olds.

PGCE Secondary English with Media - PGCE

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Centre for Teacher Education

Ma in professional education.

Course code

Part-time: X3AS

Qualification MA Professional Education

Duration 20 Months

Start Date January 2024

Department of Study Centre for Teacher Education

Location of Study Distance Learning

Join Warwick Centre for Teacher Education in our aim to empower teachers to pursue quality research-led practice. This course gives you the freedom to explore in-depth an educational question of your choosing.

We value teacher expertise and that is why half of the credits for the MA will come from your own prior school-based learning as classroom teacher or leader, either from a PGCE (or iQTS) within the last five years, or via our Postgraduate Certificate in Professional Education Link opens in a new window . The other half will be gained during the course from our Research in Professional Practice and Ethics Portfolio modules and Dissertation.

Register your interest Link opens in a new window  

• Course details
• Entry requirements
• Core modules
• Fees and funding
• Apply and visit

Course overview

The MA Professional Education offers you the opportunity to research a chosen area of practice in education, as part of a community of teaching professionals. Your three modules will take you step-by-step through designing, preparing for and carrying out a research project in your professional context.

• Research in Professional Practice module (20 credits) - helps you write your research proposal
• Ethics Portfolio module (10 credits) - helps you get ethical approval for your research
• Dissertation (60 credits) - you will start sharing your results with the wider education community

This is your chance to reflect on what matters to you, and design a study that benefits pupils, colleagues and the wider profession. You will be supported by expert supervisors from the Centre for Teacher Education throughout your course. You can tailor the course to your own career aspirations and use it as a springboard to promotion or further research in school, or as part of a PhD.

Because you can focus your dissertation research on a topic of your choice, it can help prepare you for current or future roles, such as SEND and Leadership. You might also focus on general classroom practice or subject-specific pedagogy.

You will develop a stronger understanding of education policy and practice, helping you in the classroom, and equipping you to influence your career. The course can help you to develop further school-based research as well as informing pedagogic, pastoral and leadership roles.

Find out more now including course duration, contact hours, and what we offer you:

Information for students

Flexible study around your needs.

We understand that teachers and school leaders are busy, and that impactful study and research takes time. Our course is designed to provide you with the skills and space needed to complete meaningful research.

You have the freedom to conduct your dissertation research study at any time in the school year, or tracking a whole academic year if appropriate; so you don't just have to squeeze research into one term.

Course duration

The course takes approximately 20 months. You will start in January and finish in August the following year. This gives you space to decide when in the academic year it is most appropriate for you to complete your research and write up your dissertation thesis.

What does the course offer you?

Your choice of dissertation topic

You can study anything related to education. Recent topics include:

• 'A study in resilience and access to education for looked-after children'
• 'What strategies are effective in promoting mathematical reasoning skills for EAL pupils?'
• 'A critical evaluation of the ways in which the recent GCSE and A Level reforms in England are impacting on the role and identity of middle leaders.'
• 'Why me? An autoethnographic study into how the backgrounds of female students gave them the confidence to study physics.'
• 'What insights does a participatory drama project provide regarding the masculinities experienced in an all boys private school?'

High-quality resources

You can access the University of Warwick library, both on campus and online. You will have support for academic research and writing. And you will access a high-quality virtual learning platform, full of carefully selected resources tailored to school-based research.

Expert advice and support

We will help you to develop detailed research proposals and give you constructive feedback about your chosen research design. We will guide you through the rigorous ethics process in research. We will offer advice and support on sharing your research through teacher networks, conferences and academic networks.

Flexibility and understanding

Our programme is usually flexible enough to adapt to changes in professional roles or personal circumstances during the course. Sometimes students need to have extensions or temporarily withdraw. We understand the difficulties of working and juggling the demands of home life, so we are always sympathetic to the challenges you face and will be here to support you.

Online study

All of our teaching sessions are online allowing you to access the course wherever you are in the world.

• You will benefit from 2 induction days in early January and early March. These induction days will explore topics in your Research in Professional Practice module.
• You will cover topics like generating research design ideas and aims, and identifying and assessing relevant research and literature in a chosen field.
• You will participate in 4 further Saturdays during the course, helping you to develop research expertise and hear from teachers who are already researching effectively in their school contexts.
• You will enjoy online tutorials spread throughout the duration of your course. These will be with a Warwick research supervisor who has expertise and interest in a relevant field.

Contact and supervision

• Six Saturday sessions (remote)
• Supplementary bespoke online resources
• Regular one-to-one contact with your supervisor  

All our research supervisors have masters or doctorates in Education themselves. Many of our staff are currently undertaking doctoral study, and this is a really good time to supervise Masters students.

We are active in regional, national and international networks that keep us at the forefront of developments in education. Our MA staff have all been teachers themselves, working in a range of contexts and positions. They are active members of a range of organisations, such as: The APPG, CCoT, BELMAS, IPDA, BERA, #WomenEd, ResearchEd, and CollaborativeEd. The dissemination of information from these organisations, and the opportunity to attend Conferences, helps to develop your academic skill set.

Contact hours

Your contact hours will vary across the 20 months.

In addition to the six Saturday online teaching days, you will have one-to-one supervision sessions with your supervisor each half term.

Class sizes

Taught sessions canbe up to groups of 15 depending on the nature of the session.

Information for employers

The Centre for Teacher Education assessment process rewards sustained, innovative and deep investigation and requires those submitting research to adhere to the highest standards of research, ethics, and academic writing. The University of Warwick quality assurance process means that you can be confident in the research your teachers complete with us. An MA Professional Education from Warwick is something in which you and your staff can take pride.

What does the course offer my school?

This degree offers a way to facilitate research-led teaching and leadership in your school. It gives your staff a space to reflect on what matters within your current educational context. And it's a CPD opportunity that empowers your staff to actively create new knowledge, benefitting themselves, your school and the wider profession.

How can I support my staff to take part?

You can encourage staff who are experienced but completed their PGCE more than five years ago to take part in our Postgraduate Certificate in Professional Education.

You could also:

Pay all or some of the Postgraduate Certificate in Professional Education stage fee and/or all or some of the MA stage fee. See our Fees & funding tab for more details.

Offer a reduced timetable for the duration of the course.

Arrange for PPA time to fall in one block to utilise extra time to study.

Exempt teachers from attendance at specific teacher training days.

Offer a block of study leave in the summer term.

Pay travel expenses to taught sessions if appropriate.

You could also give your staff time at management meetings, governor meetings and staff meetings to share their research ideas both during and after the research is completed. You can support your staff in disseminating their completed research amongst your MAT, through publication, or through attending a conference to share what your school has learnt as a result of their research.

The Programme Leader: Jen Rowan-Lancaster j dot rowan-lancaster at warwick dot ac dot uk

Enrolment questions: ma dot cte at warwick dot ac dot uk

General entry requirements

Minimum requirements.

• PGCE with QTS (or iQTS) from the last 5 years OR recent participant in our Postgraduate Certificate in Professional Education. Link opens in a new window
• Bachelors degree with Honours at 2:2 or above, or equivalent level.
• You do not need to be a teacher. We have students who have moved into social work and Higher Education or are taking career breaks.

Your PGCE with QTS (or iQTS) if you qualified within the last 5 years is worth 90 CATS (half a Masters) if you start your study within the five-years of finishing your PGCE . If you completed your PGCE more than 5 years ago, you can still join the course . You will first need to complete additional modules through our   Postgraduate Certificate in Professional Education . The Postgraduate Certificate enables you to exchange your teaching and leadership experience for Master's credits

English requirements

Your spoken and written English must be of an adequate standard for postgraduate study. If English is not your first language, you will need a minimum score of 7.0 ( with min. component scores of two at 6.0/6.5 and the rest at 7. 0 + ) under the International English Language Testing System (IELTS Academic) .

Find out more about English requirements at Warwick .

Core Modules

Research in professional practice module (20 credits).

This module helps you generate ideas for your Dissertation research project and get your research focus just right . It supports you in designing a study that uses appropriate methods for your context, so that when you carry out the research in your Dissertation study, you can be confident that it will be worthwhile .

Assignment: 5,000 word research proposal with personal reflection.

Ethics Portfolio (10 credits)

This module aims to give you a thorough understanding of the ethical requirements for carrying out research in school contexts. It takes you step-by-step through the Ethics Application process for your Dissertation Research. This ensures that every phase of your research is conducted to the highest ethical standards .

Assignment: Submission of ethics application form and supporting documentation.

Dissertation (60 credits)

Your Dissertation research builds on your Research in Professional Practice Proposal and Ethics Portfolio, to carry out a substantial research project into an area of relevant practice . The module runs from August (Year 1) through to August (Year 2), so that you can choose when in the academic year is most appropriate for you to complete your research.

Assignment: 20,000 word thesis about your Research Project

Your dissertation timetable

In January of your first year, you will begin the Research in Professional Practice module . This module will take you through the steps required to write a research proposal. It will help you to plan out exactly what you want to do, and how you want to do it. You will submit your 6,000 word research proposal at the beginning of May.

By the end of June in your first year, you will have written and submitted your Ethics Portfolio (worth 10 credits). This work will help you to make sure that your research is considered safe and ethical. The portfolio is approved by the department Ethics Committee.

You will get the go-ahead to pursue your research.

The following 12 months

Over the course of the next twelve months, you will write a 20,000 word Dissertation (worth 60 credits). We recommend that you do this in stages. A suggested timeline is as follows:

August: This is a good time to plan and start reading for your literature review.

October - July: You will undertake research in your school during these months at a time chosen by you. You may want to limit your research to finish by the end of May, to help you organise and collate your findings.

December: Complete a draft of the 'Literature review' section of your dissertation. (Approximately 5,000 words).

April: Complete a draft of your 'Methodology' section of your dissertation. (Approximately 5,000 words).

May: Organise and analyse your data, such as transcribing and coding interviews. (Depending on your research design.

June: This is a good time to write a draft of the 'Discussion of findings' section of your dissertation. (Approximately 5,000 words).

July: Review your draft sections and add your introduction and concluding sections.

August: You will submit your final dissertation by the end of August in your second year.

Fees and Funding

There are three modules, which you will need to pay for separately.

Research in Professional Practice (20 credits)

£1,155.00* Commences, 16 January 2023 £1,213.00 commencing 15 January 2024

100% due at enrolment.

£585.00* May - June 2023 £614.00 May - June 2024

100% due on enrolment to this module.

£3,649.00 August 2023 - August 2024 £TBC August 2024 - August 2025 50% due upon enrolment for second year (August), the remaining 50% is due in following March.

*23/24 fees stated. The modules you will need to take for this course will fall across two academic years. The tuition fee for the course is charged per module and the fee payable for each module is dependent on the academic year in which the module is taken. The dissertation module is taken in the second academic year of the course and the fee for this (or any modules normally taken in the first year that are deferred until later) will increase annually by the relevant inflation (5-6%). Fees will be invoiced in advance of the presentation of the module each year. Given the interval between the publication of courses and enrolment, some of the information may change. It is important to check our website before you apply. Please read our terms and conditions to find out more.

As this is a modular-based course, fees for each module are due at the start of each module (within 21 days). Exact payment due dates can be checked by logging into your Student Finance account on the Student Records System , once you have enrolled).

Please note this course is not eligible for a postgraduate loan and is exempt from the 10% Alumni Discount , however you will pay for each module separately , as detailed above . Should a sponsor, such as your school, be paying your fees, you would need to complete the sponsorship form at enrolment.

For up-to-date information concerning fees for Home/EU and Overseas students please visit Warwick's Finance pages Link opens in a new window . These include the published Centre for Teacher Education fees Link opens in a new window .

Your career

Our graduates go on to work in a variety of roles within education, as classroom specialists, mentors, middle and senior leaders, and in pastoral positions. Our teachers also move into related roles outside of school-based education, into Higher Education, social work and alternative education provision for example. Our teachers work across the state, independent and international school sectors.

They have pursued further research through PhD and EdD study and have shared their research widely at conferences and through publication.

What do our students say?

I want to become a key name in educational research, especially in teacher wellbeing. I hope to change and influence key policies on teacher retention and wellbeing. The first research module of my MA, shaped my interest in teacher wellbeing. The initial study focused on factors contributing to teacher burnout and the stories and experiences I heard were a key motivator for me to continue research in this area. Teaching is a very stressful and difficult profession and the teachers I had throughout my MA were very strong and inspiring, they are the drivers to my passion.” Tayeba Education Supply Teacher PGCE Alumna, Graduated 2016 MA Alumna, Graduated 2020

I hope that my MA will enable me to take a fuller and more extensive role in ITT and NQT training within my school and the training consortia with which it is a part. I have found enjoyment and shown some ability in mentoring new teachers within my department and feel that as a highly experienced teacher I have a great deal of expertise and “know-how” to pass on. The MA’s focus on wider issues beyond my subject specialism – particularly the leadership elements have given me a much more comprehensive knowledge and understanding of education practice and policy.” Andrea Teacher of Drama with English MA Student

Current PGCE Student at Warwick

If you are currently studying for your PGCE at the University of Warwick and wish to continue your studies in the next academic year you should contact the Admissions and Enrolment team ma dot cte at warwick dot ac dot uk before Monday 25 November 2024. You will not be required to apply via the Postgraduate Application form, as we can arrange for your student record to be updated.

Completed your PGCE QTS (or PGDip) within the last 5 years

If you are a recent PGCE graduate, you will need to apply directly via the Postgraduate Application form Link opens in a new window before Monday 25 November 2024. There is no application fee for this course. You will also be required to provide your PGCE transcript. QTS certificate and your PGCE Reference from your Provider. This will allow for an application for recognition of your prior learning to be submitted on your behalf to allow the transfer of 90 credits from your PGCE (or PGDip) towards the MA programme.

Completed your PGCE over 5 years ago

If you have completed your PGCE over 5 years ago, you will need to have applied for and completed the Postgraduate Certificate in Professional Education Link opens in a new window prior to applying for the MA in Professional Education. Candidates completing the CTE Postgraduate Certificate in Professional Education will be able to apply for admission on to the MA in Professional Education which will allow the transfer of these 90 credits toward the MA. Applications for this route in to the MA should be made directly via the Postgraduate Application form Link opens in a new window before Monday 25 November 2024. There is no application fee for this course. You will also be required to provide confirmation of your completion of the CTE Postgraduate Certificate in Professional Education Link opens in a new window .

The PGCE interview process

After you submit your PGCE application, you'll be notified by one of our team if you've made it to the interview stage. Once you’ve heard back from all your choices, you have 10 working days to let us know if you'd like to attend an interview. If you're successful at the interview, we'll send you an offer.

Preparing for your interview

Once you receive your interview invitation, please remember to email us at [email protected] to confirm you can attend the interview day.

To get the fullest picture of you, we'll discuss your application form and your academic reference, your experience in schools, your subject awareness and your performance in the tasks and sessions during the day.

We'll assess whether you possess the appropriate personal and intellectual qualities to be a teacher, and your capability to meet the Teachers’ Standards by the end of your training. 

Our interview process is fully compliant with the requirements of the National College for Teaching and Leadership. How we assess you and the criteria for selection can be found below.

Selection criteria

School experience.

Throughout our selection procedure, we'll assess your capability to meet the Teachers’ Standards by the end of your training. We'll also assess whether you possess the appropriate personal and intellectual qualities to be a teacher.

We'd like to hear about any teaching experience or observations you've had, and why you're interested in the PGCE you're applying for. We want to assure ourselves you're aware of the demands of teaching and have some idea about the English school system, including current curriculum developments.

Subject audit form

If you are going to study PGCE Mathematics or PGCE Science, one of the standards you must meet to gain Qualified Teacher Status is knowledge and understanding of your subject. This requires you to be confident and authoritative in the subject, specifically in relation to the programmes of study for the Key Stages you're training in.

We'll send you a subject audit form ahead of your interview. The form helps us make an initial assessment of your subject knowledge. We'll use it to shape the questions we ask you at the interview. If we offer you a place, the form will also help us tailor your pre-course reading list and preparatory work so you're prepared to start in September.

If you have gaps in your subject knowledge, we may still offer you a place. We'll make an assessment of your ability to meet all the Teachers’ Standards — subject knowledge is only one of them.

How you'll be assessed

Microteaching.

You're required to prepare a short teaching session (no longer than 10 minutes) on a topic of your choice. This could be subject specific although you can also pick a skill, interest or hobby to teach to other applicants on the day. You will be teaching to a small group (approximately 4 or 5 others) who will not necessarily be specialists in your subject area.

You should think about how to make your session accessible and model good teaching practice. Your session should have:

• A clear learning objective that sets out the aims of the micro-teach
• A short section of teacher explanation/instruction where you impart new knowledge
• A task that enables participants to develop an understanding of what you are teaching
• A means of assessing what participants have learnt

The group will take turns giving you feedback on your session and you'll also take a turn as the evaluator.

You must bring everything with you that you need. You won't have access to any additional teaching resources such as PowerPoint, OHP, whiteboard or flipchart. This is a deliberate decision we've made to get you thinking creatively. You may bring prepared resources or artefacts to support your teaching, but make sure you have enough for each participant.

Reading and writing task

The reading and writing task assesses your ability to communicate accurately in standard written English. You'll receive the task on the day and won't have to do prior preparation.

Group discussion

The group discussion task is designed to assess your ability to communicate clearly and accurately in spoken Standard English. You'll receive the task on the day and won't have to do prior preparation.

Individual interviews

The individual interviews normally take place with your course leader and a school-based mentor. You can prepare for your interview by developing your ideas on areas such as:

• Why you want to teach
• What personal qualities make you suitable
• Your own experience of school as a child
• Your degree course and other post-school education, particularly your academic interests and enthusiasm
• Your previous work experience and other interests and hobbies which might help you make a contribution to school
• Your awareness of the demands of the PGCE course
• The degree to which you have the required subject knowledge — applicants for Maths and Modern Foreign Languages will be required to do additional subject specific tests
• Your knowledge of schools and any experience of working with children
• Your experience of Information and Communications Technology and your willingness to develop your experience
• How education today or in this country differs from your own educational experiences
• Broader challenges in our current educational system

After your interview

After your interview we'll reach out to you by email to let you know if your application is successful. We typically contact applicants within 2 weeks after your interview. If you're successful, you'll receive guidance on how to accept our offer and information on preparing for your course.

If you have any questions on preparation and process, please contact the Admissions Team in the University Admissions Centre:

Email:  [email protected]

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Postgraduate diplomas and certificates

If you'd like to pursue postgraduate study but aren't keen on writing another dissertation consider a postgraduate certificate (PGCert) or diploma (PGDip). They're shorter in length and cheaper than a Masters

What are postgraduate diplomas and postgraduate certificates?

More advanced than an undergraduate degree, postgraduate diplomas and certificates are taught postgraduate qualifications at the same level as  Masters degrees , but they take less time to complete.

There are several variations of the abbreviations used by universities for postgraduate diplomas and certificates. For example they are known as:

• PGCert  - PgCert, PG Cert, PGC and PgC.
• PGDip  - PgDip, PG Dip, PGD and PgD.

There are differences between the two. While you can study both qualifications full or part time a PGCert is the shortest postgraduate course you can do. Worth 60 credits postgraduate certificates take one term (15 weeks) to complete. By comparison a PGDip, worth 120 credits, usually takes two terms (30 weeks).

Bear in mind that PGDips and PGCerts are slightly different to  conversion courses , which compress a three-year undergraduate course into one year of study for those who want to enter a career unrelated to their first degree.

How do PGDips and PGCerts differ from Masters degrees?

Masters degrees are made up of three terms, take one year to complete when studied full time and in total are worth 180 credits. The majority of Masters courses also require you to complete a thesis .

While PGDips and PGCerts are at the same level as Masters degrees and the work involved is just as challenging, the most obvious difference is that they're shorter, worth less credits and don't require students to write a dissertation. For example, a PGDip requires you to complete all the elements of a Masters except the research project (dissertation).

Think of it like this, PGCerts and PGDips are equivalent to the value of one third of a Masters and two thirds respectively.

When considering whether to study a PGCert, PGDip or Masters it's important to point out that one qualification isn't 'better' than another. The best option for you will depend upon the needs of your career and your personal circumstances, such as your finances and the amount of time you can dedicate to postgraduate study.

Who are they aimed at?

If a postgraduate qualification would boost your career prospects but you aren't really interested in undertaking significant amounts of academic research then a postgraduate certificate or diploma is for you.

PGDips and PGCerts are popular with recent undergraduates, working professionals looking to upskill and add value to their CV and career changers.

Because they take up less time and money they're also a useful option for those who have other commitments, such as a family.

Can I switch between courses?

Yes, universities offer the same subjects at Masters, PGDip and PGCert level, meaning it's possible to switch between courses. For example, if you enrol on a PGCert you can study additional modules to turn it into a PGDip and those studying a PGDip can go on to complete a dissertation to convert it into a full Masters degree.

Conversely, if you're studying for a full Masters degree but want or need to leave your course early, you may still be awarded a PGDip or PGCert providing you've gained sufficient credits. Always check with your institution to find out whether this is possible.

What subjects are available and where can I study?

You can study for a PGDip or PGCert in a variety of subjects at a range of universities. In fact, almost all institutions that run Masters courses also provide postgraduate diplomas and certificates in the same subjects.

For example, alongside their Masters programmes the University of Liverpool offer PGCerts and PGDips in:

• artificial intelligence
• big data analytics
• computer science
• cyber security
• digital marketing
• finance and investment management
• health leadership
• international human resource management
• mental health psychology
• project management.

Search postgraduate diplomas and certificates .

PGCert and PGDip programmes can be academic, vocational or professional in nature, the latter allowing you entry into regulated professions - for example the PGDip in Social Work, and the  Postgraduate Certificate in Teaching (PGCE)  or  Professional Graduate Diploma in Education (PGDE)  for those seeking a career in the classroom.

If you'd like a career in law as part of the new qualification route the traditional Graduate Diploma in Law (GDL) is being phased out and replaced by newly designed courses such as the postgraduate diploma in law (PGDL). See law conversion courses for more information.

What do PGDips and PGCerts involve?

PGDips and PGCerts are usually made up of the same content as Masters degrees, so you'll study modules alongside students taking the full course in order to gain the required number of credits (120 for a PGDip and 60 for a PGCert). Teaching is typically through lectures, seminars and practical assignments.

Depending on your subject you'll be assessed mainly through essays and practical work - exams are uncommon and you won't have to do a dissertation. If successful, you'll be awarded a qualification with pass, merit or distinction.

Remember that PGDips and PGCerts are postgraduate courses, meaning the content will be more advanced, intense and at a higher level than your undergraduate studies.

Postgraduate courses are most often taken on a full-time basis, but part-time study, distance learning and online options are commonly available. For example, you can study a part-time PGCert in Medical Education at the University of Cardiff, while the University of Essex offers an online PGDip in Business Management.

Search for distance learning and online PGDips and PGCerts .

This flexibility means you can combine your studies with  work experience , which can improve your employability. Learn more about online learning .

Do I need a degree to study a PGCert or PGDip?

The entry requirements for PGDips and PGCerts are the same as for the equivalent Masters course. In most cases you'll need a 2:1 in a relevant subject, although some programmes may accept a 2:2. Some professional training courses need a certain level of work experience as well as a degree.

For career-changers, universities may accept extensive professional experience in place of a degree, so contact the institution to check your eligibility.

If you're an international student, you'll also have to show a strong grasp of English.

How much does a postgraduate diploma or certificate cost?

The good news is as courses are shorter, PGDips cost less than Masters degrees and PGCerts are cheaper still. Tuition fees vary depending on the subject of study and university. International students pay more than those from the UK.

For example, UK students on the Criminology PGDip at The University of Manchester will pay £9,000 in 2024, while international students (including those from the European Union (EU)) have to pay £17,667. Those on the Social Work PGDip at Middlesex University London can expect fees of £11,500 (£16,800 international).

While the part-time PGCert Clinical Education at the University of Leeds costs UK students £4,500 (£10,333 international), while the same course at the University of Plymouth costs £3,300 (£6,300 international).

It's important to bear in mind that, while PGDips and PGCerts are cheaper, funding options are more limited. Many scholarships are available only to those enrolled on the full Masters course, and English  postgraduate loans  are not on offer for students on PGDips and PGCerts. However, postgraduate diplomas are covered by Scottish postgraduate loans and PGDips and PGCerts studied at a UK university are eligible for Northern Irish loans.

Other funding options are still available, such as discounts for alumni or employer sponsorship. For more information see  funding postgraduate study.

What are the benefits and drawbacks of PGDips and PGCerts?

Postgraduate diplomas and certificates are beneficial because they:

• give you the opportunity to obtain a postgraduate qualification without the financial or time commitments of a full Masters degree
• allow you to kick-start a career in professions such as law or teaching , or change careers altogether
• give you specialist knowledge, for example to progress to a Masters or PhD
• allow you to further your knowledge without having to write a dissertation
• improve your career prospects and increase your earning potential.

You should also consider the following drawbacks:

• they don't hold the same weight as a Masters degree. You'll need to find out what qualifications are required for your chosen career before making a decision what postgraduate course to choose.
• funding options are more limited with PGDips and PGCerts than they are with Masters study.
• postgraduate diplomas and certificates could be an unnecessary expense if employers in your field prefer extensive work experience to additional academic qualifications. Therefore, you need to be sure that a PGDip or PGCert is right for you before committing, especially given the cost of taking a course.

How do I choose a course?

As you search for postgraduate diplomas and certificates and attend  university open days , you should think about the following:

• Course content  - how many lectures and tutorials will there be? How many days a week do you need to attend?
• Personal/professional commitments  - will you be able to fit the course around previous family or work commitments?
• Department ranking  - which universities excel in your subject area in the various rankings that are available?
• Employment prospects  - is the qualification necessary for progression in your career? How many graduates have jobs, and what jobs are they?
• Fees  - are there cheaper courses available?
• Funding  - are there any scholarships, bursaries or grants on offer?
• Institution's reputation  - what impact will the university have on your employability, and what support will they give you following graduation?
• Student satisfaction  - how does the institution perform on the National Student Survey (NSS)?
• Tutors  - is the course taught by industry professionals, and what will your relationship with tutors be like?

It is also worth researching  universities and departments  to help you make your decision.

How do I apply for a PGDip or PGCert?

Apply directly to your chosen university using its website. Deadlines are often set a few months before the course start date. Applying as early as possible is a smart idea to avoid missing out, as places on popular courses are filled on a first-come first-served basis.

Different institutions have different admissions processes. You may be required to attend an interview , provide work examples, or even sit an exam. Some, however, make a decision based solely on your application form. Get advice on  applying for Masters degrees  (which is a similar process) and writing  personal statements for postgraduate applications .

Applications for PGCEs use a different system - see  applying for teacher training .

Where can I get more advice on postgraduate diplomas and certificates?

• Careers services  - advisers can help you to explore your options and decide which course best suits you. They can also help with applications.
• Current students  - those taking PGDip and PGCert courses can tell you about the work that's involved.
• Postgraduate fairs  - take the opportunity to meet representatives from universities.
• Tutors  - they will be able to tell you about the course content and whether it will help you achieve your career goal.

Find out more

• Explore microcredentials .

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Careers Service Blog

Helping you get to where you want to be when you graduate

PGCE or PGDip? A quick guide to postgraduate qualifications

If you’re thinking about postgraduate study, then you won’t be the only person having trouble distinguishing your MPhil from your DPhil, or a PGCE from a PGCert.  Here are a few of the main postgraduate qualifications explained, as well as some tips for choosing which one is right for you.

Masters degrees

Master of Arts (MA), Master of Science (MSc), Master of Education (MEd), to name just a few!

Often referred to as a taught masters, these degrees usually take one year full-time (or two years part-time) after the completion of an undergraduate programme.  You will attend lectures and seminars for about nine months, leaving another three to research and write up your thesis.  You may need one in a specialist area to advance careers in sectors such an international development or in actuarial work, but many people also choose to complete one to enhance their knowledge of their undergraduate subject.

(Master of Research) MRes

If you are considering a career in research, either in industry or academia, then a research-led masters may be a more relevant route for you than a taught one.  There is a greater emphasis on the thesis, which can be up to 40,000 words in length, compared to around 20,000 for a taught masters.  An MRes can also be awarded to students who have worked towards a doctorate but have not achieved the required standard.

Master of Philosophy (MPhil)

This is a more advanced, research-based masters degree, and can sometimes be completed as preparation for a doctorate.

A doctorate demonstrates that you have made an original contribution to your academic discipline, engaging in three to four years of committed research and producing a thesis.  The traditional model of a doctorate that people have in mind is usually that of the lone student working closely with their supervisor.  However, there are now many different kinds of doctorates available and which are delivered in a variety of ways.

A Doctor of Philosophy (PhD) can still be undertaken alone but you could also be part of a research team and may be supervised by several academics or even industry professionals to address different aspects of your project.  A DPhil is simply what Oxford University calls a PhD. A DEng is a doctorate in engineering, and this can involve considerable time spent in industry on placements, as is also now the case with some science doctorates.

Other options include practice-led doctorates , which require something like an exhibition alongside a thesis in art and design or performance-based areas, or a doctorates by publication , where publishing a certain number of articles or a book can be taken as evidence of your expertise.  The latter is more common when you have already been working in an area for some years.  This is also the case for professional doctorates , such as the Doctor of Education or EdD , where experienced practitioners will present a portfolio of evidence as well as a thesis to achieve this qualification.

Postgraduate Certificates & Diplomas

Postgraduate certificates and diplomas fall between undergraduate and masters degrees, offering training in both vocational and academic areas, with qualifications taking months rather than years to complete.  For example, careers advisers can complete a postgraduate certificate in careers guidance (PGCert), followed by a postgraduate diploma (PGDip) and, if they are really keen, go on to an MA in Careers Guidance, where they would take on a research element in an area that interests them.

Entry into areas such as law and teaching also require study at this level, with aspiring solicitor and barristers completing the Graduate Diploma in Law (GDL) , if they do not already have a law degree, and would-be teachers studying for the Postgraduate Certificate in Education (PGCE) .

Key points to consider

If you are currently thinking about whether or not further study is right for you, and what kind of qualification to take, then do come in and talk to us at the Careers Service .  Many students think about taking a masters degree because they can’t think of what else to do after graduation, and this could be a very expensive year out of the labour market without enhancing your prospects if you don’t choose wisely.

We always recommend speaking to potential employers or  contacts in the areas of work that interest you to find out if you need to take a postgraduate qualification and, if you do, which ones would  be most relevant.  Our web site contains more information about postgraduate study , as well as information about how to fund it .

Finally, watch out for workshops at the Careers Service this autumn on choosing postgraduate study as well as on specific options such as the Graduate Diploma in Law (GDL) and teacher training via the PGCE.

Dr Tracy Johnson, Careers Adviser

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This guide is intended for all students studying a Postgraduate Taught (PGT) course at Canterbury Christ Church University in 2021-22.

Who is this guide intended for?

This guide is intended for all students studying a Postgraduate Taught (PGT) course at Canterbury Christ Church University in 2021-22. This includes taught Master’s, Postgraduate Diploma (PG Dip), Postgraduate Certificate (PG Cert), Postgraduate Certificate in Education (PGCE) and Postgraduate Diploma in Education (PGDE).

There are two sets of regulations depending on the date you registered with the University. All Postgraduate Taught students are on the Regulations for Taught Awards; however, if you commenced your studies before September 2019 there is a set of regulations within the Regulations for Taught Awards which are specific only to you and certain regulations which don’t apply to you. These are clearly signposted.

Section 4 of this guide provides information on reassessment for Postgraduate Taught students who started their course of study from September 2019 .

Section 5 of this guide provides information on reassessment for Postgraduate Taught students who started their course of study prior to September 2019 .

If you are unsure which regulations you are on, please see Section 6 before reading further.

Students registered on a research degree, such as an MPhil, PhD, EdD, DClinPsychol or Master’s by Research should consult your research degree documentation. This guide does not cover Postgraduate Research.

Students studying for an Integrated Master’s degree should consult the Guide to Undergraduate Assessment and Award Processes.

To create a printable or PDF version of the information in this guide copy and paste the web address into the box here .

Why is this guide important to you.

All courses are governed by University regulations and processes that are designed to ensure that courses are structured, delivered and assessed in a fair, consistent and transparent way.

Understanding these regulations and processes will help ensure you have a positive learning experience and the best opportunity to succeed.

This guide provides key information about how assessment is carried out, the formal steps involved in making a final award and the University’s Regulation and Credit Framework that governs Postgraduate Taught courses.

Maximise your opportunity for academic success

To help you complete your course successfully, make sure you understand the contents of this guide and keep referring back to it throughout your studies.

Using this guide

It is your responsibility to be aware of, and understand, the content within this guide.

Reading this guide as a whole will help you understand the regulations for assessment and awards. You will also find certain sections relevant at particular times of the year, for example, as you prepare for assessments.

Please refer to your Course/Module Handbook for specific information on your assessments. If there is anything that you are not sure about, or if you would like advice or support, contact your Course Team who will link you with your Personal Academic Tutor (PAT) or additional support services. Alternatively, you can email any queries to [email protected] .

To help you even further, where there is important information to note or Top Tips that we think you may be interested in we have highlighted this in blue.

Glossary of terms and definitions

To help you navigate this document, we have created a glossary of terms that can be accessed in Section 11. Each section also contains definitions relevant to what you are reading. Just click on the highlighted words to show the definition.

Section 1 : Your Postgraduate Course

1.1. expectations of postgraduate taught study, 1.2. learning expectations, 1.3. learning activities, 1.4. postgraduate taught credits, 1.5. course structure, 1.6. individual study.

Section 1: this section will tell you about expectations of Postgraduate Taught study, what your learning involves, types of courses and credit requirements, regulations for Individual Study .

What are the expectations of Postgraduate Taught Study?

As a Postgraduate Taught student, you are making the transition to becoming a subject expert. In doing so you will have the opportunity to develop more in-depth command and understanding of subject knowledge and skills. You will be expected to engage in research and structured enquiry to a greater extent than at Undergraduate study. You will be producing more insightful work within your discipline.

Some Postgraduate qualifications lead to eligibility to apply for a particular professional registration or employment. You will be told about this in the course information.

Regardless of the type of Postgraduate Taught course, we expect you to develop an increasingly critical view and application of the areas you are studying. Across all Postgraduate courses, there is an expectation that you will undertake more self-directed and independent study. Your timetable will depend on your course.

Throughout your Postgraduate studies, you will be part of the Postgraduate academic community. We would expect you to continue to develop your transferable skills and graduate attributes. Particularly important are critical thinking, writing skills, analytical skills and the ability to reflect on your own learning journey.

What am I expected to learn?

Each Postgraduate Taught course has been designed to enable you to gain specific knowledge and skills that meet the course learning outcomes as detailed in your Course Handbook.

There are set learning outcomes that you must achieve to complete your modules in order to progress through your course and achieve an award or credits .

Throughout your modules, you will undertake regular assessment activities that will test your achievement of the learning outcomes. Assessment can be both summative and formative , and you can learn more in Section 2.

Fig.1 shows how all modules are constructed. You can see how the learning outcomes relate to the final assessment and your learning and teaching activities.

Fig.1: Building blocks of modules

What activities will make up my learning?

A variety of activities will be used in class, on Blackboard (the University's Virtual Learning Environment (VLE)) and through other digital and physical means, to support your development of the knowledge, skills and attributes that allow you to meet the requirements of your course.

Fig.2: Possible learning activities

Some of these activities will occur in many of your modules , while others will be specific to one or two modules, whose titles will reflect the nature of the learning. For example, an Individual study module will consist of independent learning with guidance from a supervisor. Learning related to the workplace may occur in a number of different forms and be embedded in many of your modules. In some courses, you may have a placement or a work-based learning module where you attend a workplace for a significant portion of your learning.

How many credits do I need to achieve my Postgraduate Taught award?

Each course consists of modules that together have a total value of credits as set out in FIG.3. Modules typically have a value of 20, 40 (or occasionally 10) credits. MA and MSc awards often include a dissertation or Individual Study which will be 40 or 60 credits.

You must always check that you are studying the correct amount of credits. If you are not sure, refer to your Course Handbook/ Handbook or talk to your Course team including your Personal Academic Tutor (PAT) as soon as possible.

There are a number of Postgraduate Taught awards available. Your award will be based on the course that you are studying and the type of award that you registered to complete.

Fig.3: Postgraduate taught awards

If you do not achieve a pass in all the required credits on your first attempt, you will normally be entitled to further reassessment attempts in order to give you the opportunity to achieve a pass (for further information on reassessment, see Section 3 if you registered on your course of study from September 2019 and Section 4 if you registered prior to September 2019).

You may receive an award at a lower level than for which you registered. If you have not fully passed your course , you may have achieved sufficient credits for an interim award . For example, if you registered for and are studying for a MA but do not achieve the full 180 credits and leave the course with 60 credits, you would be eligible to receive a PGCert. When you exit a course, you will receive a transcript of any credits achieved and, if you are eligible, any interim award.

How is my Postgraduate Taught course and academic year structured?

Course structure.

Your course is made up of a series of modules (usually of 20 credits each) which allow you to achieve the set learning outcomes (see sections 1.1 and 1.3). In some courses, all modules are core whilst in others, you have a mixture of core and optional modules. Core modules are those that the University has deemed essential to the achievement of the learning outcomes of the course, which means that all students on the course need to study them. Optional modules allow you to focus on a preferred area within your domain of study, or to discover a new topic. If your course offers optional modules, then at set points you will be required to select your preferred modules.

Academic Year Structure

Your course may be delivered over one or more academic years. Some University courses operate on a semester academic calendar where each year is divided into two semesters. Some operate on a trimester or term-based academic calendar where each year is divided into three trimesters or terms. Some academic calendars also include additional weeks designed to provide you with time away from your studies to support your academic learning and personal development. Your Course/Module Handbook will clarify which academic calendar your course is on. You can view all the academic calendars here .

What are the rules for Dissertations or Individual Study?

A Master's degree will usually include a dissertation or Individual Study module of 40 or 60 credits at Level 7. Where a Master's degree includes both sizes, you will be permitted to take a maximum of 60 credits on such modules.

Section 2: Postgraduate Taught Assessment

Section 2: This section will tell you about Undergraduate assessment and the marking process , including what assessment involves, when and how you are assessed and given feedback, how your assessment activities are submitted, how your assessment activities are marked, the requirements for passing modules ( pass threshold ), and what happens if you do not meet the pass requirements (pass threshold)

Forms of Assessment

2.3. placement assessments, 2.4. assessment timing, 2.5. submitting assessment, 2.6. deadlines, 2.7. assessment feedback, 2.9. postgraduate taught pass mark, pass requirements, 2.11. outcomes of marking, 2.12. module results, what does assessment involve.

You can expect to be assessed in each module of your course.

During assessment, you are tested on your ability to demonstrate the knowledge and skills that have been set out in the learning outcomes for a module.

See Fig1 in 1.2 to understand more about how learning outcomes relate to your final assessment.

There are two types of assessment you will encounter: formative and summative:

• Formative assessment can take place throughout your module. It might take the same form as the summative assessment or test specific knowledge e.g. it could be an online or in-class quiz or questions in a seminar or tutorial. You may be given a mark for this assessment, but it will not contribute to your overall module mark.

Formative assessment provides you with feedback and an opportunity for you to see how well you are doing and what you need to do to improve in advance of your summative assessment(s).

• Summative assessment(s) - following this assessment, you will receive a mark that comprises or contributes to your overall module mark. The mark is based on set marking criteria, which can be found in your Course/Module Handbook. What that mark means and how it is agreed is covered in 2.8.

Feedback on your assessment could take many forms.  To learn more about how feedback on your assessments can help you, see 2.7.

Throughout this guide, where the term  assessment  is used this refers to summative assessment.  Any references to formative assessment will be clearly indicated.

What form does an assessment take?

Your learning is assessed in a number of ways so that you, and the University, can be sure that you are gaining the required skills, knowledge and marks to enable you to progress and achieve your desired award. The main categories are Examinations, Practicals, Coursework, and Set Exercises.

Fig.4: Four main ways your work may be assessed

Depending on the assessment activity, you could be assessed as an individual or as part of a group. The assessment could occur in a placement or work-based learning setting.

Whatever form the assessment takes, the key thing is that it must allow you to demonstrate the learning outcomes of the module. You must make sure that you understand the learning outcomes and are clear about what is expected of you.

Information and guidance about the learning outcomes and the assessments you will be required to complete for your modules are available in your Course/Module Handbook and via your Module Tutor.

If I have a placement, how will I be assessed?

Assessment of placement is as important as any other assessment activity you may undertake. It allows your course to assess a number of things, for example:

• How you have applied knowledge and theory in different settings
• What activities you have done and the learning you have gained from them
• How you have experienced a placement and reflected upon it

Your assessment may also include an assessment of practice competencies or standards .

Placement assessment may take place during or after your placement. It may be carried out by one of your tutors or by someone who works at your placement who has specific expertise in that area. Some placement assessments have a mark and some are pass/fail , depending on your module and course. Placement assessments may be subject to different reassessment regulations and it is important that you check your course regulations carefully.

When do my assessments take place?

Assessment is an ongoing process throughout your course.

Depending on the course and modules you undertake, assessment activities could be spread throughout each module. You may also be assessed at the end of a module, semester/trimester (depending on the academic calendar for your course). For Apprenticeship qualifications, there is an additional assessment point after completion of the academic qualification. This is called an End Point Assessment (EPA) .

At the beginning of each semester/trimester, you will be provided with written details of the assessment activities and the methods of assessment and formal feedback that will be used. This will normally be provided in your Course /Module Handbook and on the Blackboard module site and information will include:

• Descriptions of each assessment activity
• Suggested reading lists
• A schedule of assessment activities including the completion and submission dates and the dates by which you will receive formal feedback
• Feedback methods

Where details of assessment activities are not available in your Course /Module Handbook or Blackboard, they will be confirmed to you in an alternative form.

Where your assessment includes examinations, your Course Team will notify you in advance of the formal arrangements.

It is important to ensure you know the dates for your course, including when your classes start and end, the specific times that you are required to attend the University and formal assessment and reassessment periods (you can learn more in the Student Engagement Policy ). Assessment periods vary depending on the academic calendar your course follows, which is stated in your Course Handbook.

To learn more about your Academic calendar and accessing your personal student timetable, please speak with your Course Team and check the student webpages .

How do I submit assessment activities?

Your Course /Module Handbook will contain specific information about the process for submission of work and completion of assessment activities.

You will normally be asked to submit your coursework assessment activities through Turnitin . This online service also allows you to upload draft versions of your assessments prior to final submission, and is designed to help you and your tutors check your work for originality and help guard against plagiarism .

Turnitin is accessed through Blackboard.

It is important that you always check you have received a receipt confirming your submission to Turnitin was successful, and that you keep those receipts until the end of your year of study.

There are some exceptions for the submission of draft work, please check your Course Handbook/Module Handbook for guidance.

For guidance on how to use Turnitin, please refer to the  Help  area within Blackboard.

Where you are asked to submit your assessment activity through a different route from Turnitin, your Course Team will explain the process. 

What happens if I am unable to complete my assessment activity on time?

It is important that you complete all your assessments on time. There are firm assessment submission deadlines with penalties for late submission of work unless you have been granted an extension or deferral .

Assessments usually have a deadline of 2pm on the day of the deadline published in the Module Handbook and Blackboard.

Late Penalties

In the case of late submission of coursework without an approved extension, the work will be penalised. The penalty applied by most courses will be 5% (of the eligible mark) per day, for up to 7 days, after which a mark of zero will be recorded.

For assessments whose deadline is 2pm, the calculation of the penalty is done using a 24-hour period. A penalty of 5% is applied from 2:01pm on the day of the published deadline. The “second day” of penalty starts at 2:01pm the day after the published deadline, and so on for a total seven days. The calculation of “days” includes Saturdays, Sundays and bank holidays.

The penalty may differ for assessments that are only marked as pass/fail and for assessments that must meet specific Professional, Statutory and Regulatory Body (PSRB) requirements. In these cases, you will find details of the penalties in your Course Handbook/Module Handbook.

Failure to attend an examination without approved extenuating circumstances will automatically result in a mark of 0%.

Extensions and Deferrals

The University has a variety of mechanisms to support students who are experiencing issues when undertaking assessments. If you have a problem or concern, it is important to contact your Personal Academic Tutor (PAT) as soon as possible to ensure you get the right support. Support is also available from the University’s Support Service , email: [email protected]

Sometimes there may be circumstances that affect your ability to undertake an assessment. For short-term problems affecting you for up to 1-2 weeks, you may be eligible to apply for a self-certification extension or an evidence-based extension (or an alternative date if it is a timed assessment) through Extenuating Circumstances. To find out more about Extenuating Circumstances and access to the forms you need to complete to submit a request, view the Extenuating Circumstances webpages .

For medium and longer-term issues there are also support mechanisms in place for which you may be eligible.

Contact your Personal Academic Tutor (PAT) for advice. Or View the extenuating Circumstances webpages

Following the formal dates set for confirming module results, if the University grants you an extension that sets a new submission or examination date this is called a deferral (read more in 2.8). Where your first attempt at an assessment is deferred, your marks will not be capped when you take that attempt. In most cases, you must complete your deferred assessments within the same academic year in which you first study the module. If not, you will lose a reassessment attempt (for more information, see 4.5. if you registered from Sept 2019, or 5.5. if you registered prior to Sept 2019).

How will be given feedback on my assessments?

Feedback is provided in a number of forms and delivered in different ways. It could be verbal or written, online or paper; it can come from your Module Tutor or your fellow students depending on the type of assessment and the marking criteria (these can be found in your Course /Module Handbook).

The aim is to provide you with timely and useful feedback within 15 working days of the submission date. For certain modules and assessment activities such as dissertations, extended projects, Individual Study, formal examinations and work submitted after the deadline, there is an extended period for feedback.

Feedback plays a valuable role supporting your learning development and helping you identify areas for improvement.

How are assessments marked?

The marking process for your assessment activities is rigorous and thorough and is based on approved marking criteria as detailed in your Course /Module Handbook.

Marking is carried out by examiners approved by Canterbury Christ Church University and is then reviewed by subject specialists from other institutions (External Examiners) who are part of a formally convened body (a Board of Examiners ) that is responsible for confirming students’ marks and progression and granting awards.

Fig.5: Key stages when marking your assessments

Your Course Team will be able to advise when the different boards are meeting dependent on your academic calendar.

TOP TIP: If you have any questions about the process for marking assessments, please speak with your Course Director.

What is the pass mark?

The pass mark for a Postgraduate Taught module is 50%. In addition, in order to complete an award, your calculated average overall mark must be 50% or greater.

The mark you receive for each module studied is calculated based on what you receive for each individual assessment that you have completed. Each mark is given an assessment weighting and this is used to calculate your final mark for each module. There may be some professional modules where some or all of the assessments are pass/fail and no marks assigned.

There are some modules where you need to pass all assessments in the module, in order to meet specific Professional, Statutory and Regulatory Body (PSRB) requirements. Where this is applicable, details will be provided in your Course Handbook/Module Handbook.

Fig.6: Examples of module mark calculations based on assessment weightings.

These examples illustrate the calculation of a module mark based on two assessments where one is coursework, while the other is an examination (the assessment weightings vary).

*If you meet certain criteria, this may be eligible for compensation (see 3.2 for more information).

Do I need to achieve a pass in every module?

Yes. You must normally achieve a pass (50% or greater) in each of your modules in order to achieve the required number of credits for your award.

To understand more about the number of credits required for your award see 1.5.

For modules studied from September 2019, if you do not achieve 50% or greater in a module you may be granted a compensated pass for a limited number of credits if you meet certain specific conditions.  You can learn more about compensation in 3.2.

What are the possible outcomes following the marking process?

At the end of a semester/trimester you will be given formal notification of the marking outcomes for the modules completed.

The possible outcomes are:

• passed modules and continue with your course
• did not pass a module(s) and undertake reassessment. The timing of this will be confirmed to you in writing. In most cases, you will continue with your new modules while preparing for reassessment
• did not pass a module(s) and you have exhausted your reassessment opportunities and are required to withdraw.

For further information about the marking process, please refer to the University's  Regulation and Credit Framework .

To learn more about reassessment, see Section 4 if you started on your Postgraduate Taught course of study from September 2019, and Section 5 if you started on your Postgraduate Taught course of study prior to September 2019.

How will I find out my module results?

Details on how you will receive your results will be set out in your Course Handbook.

Section 3: Achieving My Postgraduate Taught Award

This section will tell you about the requirements to achieve an award, and compensation.

3.1. Achieve an Award

3.2. passing with compensation, what must i do to achieve an award.

Your course is made up of modules (learn more in Section 1).

You must normally pass all of your modules in order to achieve the intended award unless you are granted Compensation (learn more about compensation in 3.2). The decision about your achievement will be made by a Board of Examiners who make all decisions about students’ module marks and achievements, and have to adhere to the University’s Regulation and Credit Framework . A Progression and Award Board of Examiners will consider your total mark profile before confirming the decision about your achievement.

What is passing with compensation?

Compensation is available for a maximum of 20 credits on awards of 120 credits or greater i.e. PG Dip or above.

If you are unsure whether Compensation applies to your course or module studied, please consult your Course/Module Handbook, or speak to your Personal Academic Tutor (PAT).

Compensation is only applied after all reassessment opportunities have been offered and a Progression and Award Board of Examiners confirms that:

For an award of 120 credits you have met all of the following criteria:

• Passed modules to the value of at least 100 credits and
• Obtained a mark of at least 40% in any failed module up to 20 credits and
• Obtained an average mark of 50% or greater for all modules contributing to your award.

For an award of 180 credits you have met all of the following criteria:

• Passed modules to the value of at least 160 credits and

Compensation is only applied when the full profile of marks covering all credits for an award are available to the Progression and Award Board of Examiners and all reassessment opportunities have been taken.

The actual mark for the compensated module will be included on your Academic Summary and official transcripts with the letters ‘CP’ to denote a Compensated Pass.

You cannot be compensated for part of a module or for a 40 or 60-credit module.

Fig.8: Examples that illustrate when compensation does and does not apply (where applicable within a course)

This example is based on a PGDip made up of 120 credits.

If compensation is available on your course, and you meet the criteria for compensation (limited to 20 credits on awards of 120 credits or greater), you may choose not to take a reassessment attempt that you are offered in favour of a compensated pass.

This would not be applied until the full profile of marks covering all credits for your award are available to the Progression and Award Board of Examiners.

If you decide not to undertake a reassessment opportunity you are offered, but instead receive compensation, you would receive the mark you achieved followed by 'CP' on your transcript.

3.3. Which Regulations

Which Regulations am I on?

Before reading about reassessment, make sure you know which regulations apply to you.

There are two sets of regulations depending on the date that you registered with the University. All Postgraduate Taught students are on the Regulations for Taught Awards.

However, if you registered on your Postgraduate Taught course prior to September 2019 , there is a set of regulations within the Regulations for Taught Awards which are specific only to you and certain regulations which do not apply to you. These are clearly signposted.

Section 4 contains the regulations which apply to students who registered on their Postgraduate Taught Course from September 2019.

Section 5 contains the regulations which apply to students who registered on their Postgraduate Taught Course prior to September 2019.

Section 4: Postgraduate Taught Reassessment Regulations from September 2019

Section 4: This section will tell you about the types of reassessment  available, the timing of reassessment, and reassessment with attendance (RWA) .

4.1. Understanding Reassessment

4.2. what does reassessment involve, 4.3. placement reassessment, 4.4. number of reassessment attempts, 4.5. timing of reassessment, 4.6. module changes and reassessment with attendance (rwa), 4.7. reassessment restrictions, 4.8. reassessment marks, 4.9. application of no detriment policy 2019-20.

This section is ONLY for those of you who started on your Postgraduate Taught course from September 2019 onwards.

If you started on your Postgraduate Taught course of study prior to September 2019, go to Section 5 for information relevant to your reassessment.

In response to the disruption caused by the Covid-19 pandemic, the University made revisions to some of its regulations for 2020-21 academic year in order to support student progression and award.

This section applies ONLY to students who were studying in 2020-21 academic year.

The University recognised that Covid-19 had an impact your lives, your studies and potentially your assessments. As a result of the pandemic, and at key points since 23 March 2020, you may have experienced:

• changes in your teaching, learning and assessment and you may have undertaken these changes in the context of other significant challenges.
• Reduced ability to engage with assessment.

The University sought to respond in a compassionate, fair and transparent way, which supported student wellbeing and protected the integrity of your degree award to ensure your continued future success.

You will find the changes that applied in Academic Year 2020-21 detailed in the Guide for 2020-21 .

You will find the changes that applied during Academic Year 2019-20 detailed in the Guide for 2019-20 .

Please note: Some changes such as Compensation may not have been available in full for some courses with Professional, Statutory and Regulatory Body (PSRB) requirements.  Please speak to your Course Team or Personal Academic Tutor (PAT) if you are unsure how these policies applied to your course.

What is reassessment?

Reassessment provides you with a further opportunity to take and pass an assessment activity that you have attempted but not yet passed.

If you are granted a reassessment, this is known as a referral .  When you undertake reassessment, your mark for that reassessment activity will be capped at the pass mark (50%).

Under certain conditions, you may be granted an approved delay known as a deferral .  Where your first attempt at an assessment is deferred, your marks for that attempt will not be capped. In most cases, you must complete your deferred assessment within the same academic year in which you first studied the module.  If not, you will lose one of your two reassessment attempts.

There are two types of reassessment:

• Reassessment: a further attempt at completing and passing an assessment activity, normally by submitting an improved form of your original work or taking another examination with different questions on the same subject.
• Reassessment with Attendance (RWA) : a further attempt at completing and passing assessment activities that require you to reattend and undertake reassessment in the modules that you have not yet passed, in the next academic year. This is to ensure you have sufficient learning to complete reassessment successfully.

You will be charged  fees for Reassessment with Attendance (RWA).  Make sure you have read what these are when considering the reassessment options granted to you by a Board of Examiners.

What does reassessment involve?

The University's Regulation and Credit Framework governs how you are reassessed. Reassessment can take many forms and will depend on how you were assessed for your original assessment activity:

• If you have not achieved a pass in your coursework, you will normally be required to submit an improved form of your original work for your reassessment
• If you have not passed an examination, you will normally be required to take another examination but you will be required to complete different questions on the same subject

Other reassessments will be offered according to the type of assessment activity or according to an approved variation. Your Course Handbook/Module Handbook will set out the requirements for reassessment.

If I have a placement, how will I be reassessed?

Placement assessments may be subject to different reassessment rules and regulations (for example, whether or not you can re-attend a placement).

It is important that you check any  Special Regulations  that apply to your course carefully.

The form of reassessment for your placement will vary based on the nature of your original placement assessment. For some reassessments, you may be able to improve your original assessment or undertake an alternative form of assessment. In some cases, you will only be able to be reassessed by re-attending a placement.

How many reassessment attempts do I have?

Students have the right to two reassessment attempts. The first reassessment attempt will normally take place in the same academic year and you will not be expected to re-attend the module.

The second reassessment attempt is dependent on the marks you achieve following your first attempt. If you have achieved a mark of 40-49%, your reassessment will take place in the next assessment period without attendance.

If you have achieved a module mark below 40%, you will need to take Reassessment with Attendance (RWA) in the following academic year (read more in 4.7).

Fig.9: Summary of Reassessment Opportunities

When do I take my reassessment?

You are required to undertake your first reassessment in the next formal assessment period of your academic calendar. This is normally at the end of the next trimester, semester or term, or, for modules in the final semester/trimester, in the reassessment period for your academic calendar. The specific dates for reassessment will be set out in your Course/Module Handbook or confirmed when your results are released.

Your second reassessment attempt, if required, will normally take place in the following academic year to your first reassessment attempt. The precise timing will be dependent on the outcome of your first reassessment (see 4.4).

It is important that you are available to undertake your reassessment at the specified time as these are formally set dates that cannot be changed. Unfortunately, the University is unable to make allowances for holidays or other commitments you may have scheduled.

In some cases, reassessment might affect the completion date of your course.

FIG.10 and FIG.11 below illustrate the timing of your first reassessment in semesters and trimesters.

What is Reassessment with Attendance (RWA)?

After your first reassessment attempt, if your module mark is between 0-39%, the final assessment attempt (reassessment) must be taken as Reassessment with Attendance. This means a final attempt at completing and passing the assessment activities, requiring you to re-attend (in the following academic year) those modules that you have not yet passed.

How does Reassessment with Attendance work if my original module has changed?

Course teams make regular enhancements to your modules to ensure that your course remains current, aligns with recent research and provides you the best learning support. To minimise disruption to your experience, there are regulations to support how Reassessment with Attendance should be undertaken when a module has changed.

Most changes fall into three broad categories, summarised in Fig.12 below. Occasionally a module will be replaced by a different module, in those circumstances you will be granted additional assessment attempts that will still be capped in line with reassessment regulations.

If you are undertaking Reassessment with Attendance, you are expected to meet with your programme team to review and discuss what happens next.

FIG.12: How Reassessment With Attendance (RWA) works when there are changes to a module

What are the conditions for reassessment?

There are two important conditions relating to reassessment.

• reassessment must be taken on the specified date(s).
• the University Regulations state in 13.16 of the Regulations for Taught Awards:

‘Where a component of assessment has not been passed after the first opportunity for reassessment, a student has a right to a second reassessment opportunity in all referred components of assessment, only where:

• the regulations in 13.44 (related to placement reassessment) do not apply.

Make sure you attempt your assessments and reassessments at the times specified by the University for your academic calendar. Failure to do so may mean you are not eligible for further reassessment.

What mark will I receive if I have to undertake reassessment?

If you undertake reassessment, your mark for that reassessment activity is capped at the pass mark. This includes any deferred reassessment attempts; however please note that deferral for your first assessment attempt is not capped.

Fig.13: Examples to show how capping is applied to reassessment.

In all examples, there are two assessments each worth 50% of the total module mark

*In the case where a student is disadvantaged by the assessment level cap (i.e. when the student fails all components of assessment in a module and does not pass some components after reassessment), the reassessment cap will be applied at module level.

In 2019-20, the University put in place a ‘No Detriment Policy’ to ensure that the outcome you received for academic year 2019-20 would take into account any impact the Covid-19 pandemic may have had on your assessed work.

For those of you who continued your Postgraduate Taught studies from the 2019-20 academic year and are eligible to achieve an award, the No Detriment calculation applied in 2019-20 will be taken into account as part of your award classification.

You can read more on the No Detriment Policy and how it was applied below.

The No Detriment Policy applied to:

• The delivery of Level 5, Level 6 and Taught Level 7 courses during the period when the University operated off-campus between 23 March 2020 and the end of the academic year, 2019-20 inclusive;
• All students, including those on courses governed by a Professional, Statutory and Regulatory Body [PSRB], except where the application of the Policy is incompatible with PSRB requirements.
• Where Levels 5, 6 or Taught Level 7 is used towards the classification of an award, either in the Academic Year 2019-20 or later.

Your average for Semester 1 or Trimester 1 modules studied in academic year 2019-20 was used as your No Detriment average.  We will compare your average with the calculation of the level of study normally used for degree classification. We will do this when we calculate your award classification and consider your overall performance in 2019-20. Where the calculation of the level we normally use for the degree classification is lower, we will use your average for Semester or Trimester 1 (your No Detriment average) to calculate your degree classification.

• The modules used for calculating the No Detriment average were those from Semester 1 or Trimester 1 of the level you studied in 2019-20.* This means that we used the modules from that period in the calculation. This included where you passed a module by deferral or reassessment at a later point.
• Modules, where teaching and assessment began in Semester 1 or Trimester 1 and extended into additional semesters or trimesters, were not included in the No Detriment average calculation.
• The No Detriment policy applied only where you undertook more than 20 credits from Semester 1 or Trimester 1 by 23 March 2020, based on modules in your course. Where there were only 20 credits, then the mark for the 20 credits was used.
• We used only the average for module marks from Semester 1 or Trimester 1. We did not use individual assessment marks.

*NOTE: For students who undertook dual-level modules, these were only included in the No Detriment average calculation where you achieved the target level.

Provided you were in a position to progress or gain an award, the No Detriment Policy was applied to your overall performance at the end of the 2019-20 academic year by the Progression and Award Board of Examiners.

The following arrangements applied to Part-Time Postgraduate Taught courses

1. Part-Time Students completing in 2019-20 during the period impacted by the Covid-19 pandemic.

All modules for your award up to the end of Semester 1 / Trimester 1 of 2019-2020 (including those undertaken from the previous year) will be used to calculate the No Detriment average.

2. Part-Time Students completing in 2020-21 or completing in subsequent years.

The modules for your award taken up to the end of Semester 1 / Trimester 1 in 2019-2020, as well as all the modules pertaining to your award taken from September 2020, will be used to calculate the No Detriment average.

Section 5: Postgraduate Taught Reassessment Regulations Prior to September 2019

This section is ONLY for those of you who started on your Postgraduate Taught course of study prior to September 2019 and will tell you about the types of reassessment available, the timing of reassessment, and Repeat Years .

5.1. What is Reassessment?

5.2. what does reassessment involve, 5.3. placement reassessment, 5.4. number of reassessment attempts, 5.5. timing of reassessment, 5.6. reassessment marks, 5.7. what is a repeat year, 5.8. reassessment with attendance (rwa), 5.9. application of no detriment policy 2019-20.

This section applies ONLY those of who started on your Postgraduate Taught course of study prior to September 2019.

If you started on your Postgraduate Taught course of study from September 2019 onwards, go to Section 4 for information relevant to your reassessment.

In response to the disruption caused by the Covid-19 pandemic, the University made revisions to some of its regulations for the 2020-21 academic year in order to support student progression and award.

You will find the changes that applied in Academic Year 2020-21 detailed on the following pages.

NOTE: Some changes such as Compensation may not have been available in full for some courses with Professional, Statutory and Regulatory Body (PSRB) requirements.  Please speak to your Course Team or Personal Academic Tutor (PAT) if you are unsure how these policies applied to your course.

Reassessment provides you with a further opportunity to take and pass an assessment activity that you have attempted but not previously passed. If you are granted a reassessment, this is known as a referral (read on for conditions). When you undertake reassessment, your mark for that reassessment activity will be capped at the pass mark (50%).

Under certain conditions, you may be granted an approved delay, known as a  deferral . Where your first attempt at an assessment is deferred, your marks for that attempt will not be capped.  In most cases, you must complete your deferred assessment within the same academic year in which you first studied the module.

The University’s Regulation and Credit Framework governs how you are reassessed. Reassessment can take many forms and will depend on how you were assessed for your original assessment activity:

• If you have not passed an examination, you will normally be required to take another examination but you will complete a different paper on the same subject

You have the right to one reassessment attempt. Your reassessment attempt will normally take place in the same academic year and you will not be expected to re-attend the module.

See also 5.7 for information on Repeat Years.

You are required to undertake reassessment in the next formal assessment period of your academic calendar. This is normally at the end of the next trimester, semester or term, or, for modules in the final semester/trimester, in the reassessment period for your academic calendar.  The specific dates for reassessment will be set out in your Course Handbook/Module Handbook, or confirmed when your results are released.

Fig.14: When you will take reassessment

It is important that you are available to undertake your reassessment at the specified time as these are formally set dates that cannot be changed. Unfortunately, the University is unable to make allowances for holidays or other commitments you may have.

In some cases, reassessment timing might affect the completion date of your course.

Fig.14: Examples to show how capping is applied to reassessment.

In all examples, there are two assessments each worth 50% of the total module mark.

What is a Repeat Year?

Where you do not achieve a sufficient overall pass and have exhausted all reassessment opportunities, a Progression and Award Board may offer you the opportunity to repeat your year of study.

You would be required to repeat the modules that have not been passed, including all the assessment activities for those modules. In a repeat year, you cannot submit work you submitted the previous year and the mark for the work is not capped.

You will be charged fees for a Repeat Year. Make sure you have  read  what these are when considering the reassessment options granted to you by a Board of Examiners.

Reassessment with Attendance is not available if you registered on your Postgraduate Taught course of study prior to September 2019.

In 2019-20, the University put in place a ‘No Detriment Policy’ to ensure that the outcome you received for the academic year 2019-20 would take into account any impact the Covid-19 pandemic may have had on your assessed work.

For those of you who continued your Postgraduate Taught studies into 2020-21 and are eligible to achieve an award, the No Detriment calculation applied in 2019-20 will be taken into account as part of your award classification.

Your average for Semester 1 or Trimester 1 modules studied in the academic year 2019-20 was used as your No Detriment average.  We will compare your average with the calculation of the level of study normally used for degree classification. We will do this when we calculate your award classification and consider your overall performance in 2019-20. Where the calculation of the level we normally use for the degree classification is lower, we will use your average for Semester or Trimester 1 (your No Detriment average) to calculate your degree classification.

• Modules where teaching and assessment began in Semester 1 or Trimester 1 and extended into additional semesters or trimesters were not included in the No Detriment average calculation.
• The No Detriment policy applied only where you undertook more than 20 credits from Semester 1 or Trimester 1 by 23 March 2020, based on modules in your programme. Where there were only 20 credits, then the mark for the 20 credits was used.

NOTE: For students who undertook dual level modules, these were only included in the No Detriment average calculation where you achieved the target level

(i) Part-Time Students completing in 2019-20 during the period impacted by the Covid-19 pandemic.

(ii) Part-Time Students completing in 2020-21 or completing in subsequent years.

Section 6: Which Regulations and Postgraduate Taught Assessment Regulations

This section sets out the different University regulations that govern Postgraduate Taught courses to help you understand why the regulations are relevant, which regulations apply to you and where to learn more about the regulations.

6.1. University Regulations

6.2. which regulations, what are the university regulations and why do i need to know.

The University’s Regulation and Credit Framework governs all courses and awards. This ensures each course and award is structured, delivered and assessed fairly, consistently and transparently.

The Regulation and Credit Framework covers a number of areas including – General, Taught Awards, Research Awards and Special Regulations .

Some of the most important information for you right now is likely to be the detail relating to assessment outlined below.

It is important to familiarise yourself with the Postgraduate Taught assessment regulations that apply to your learning, so that you understand:

• How and when your work is assessed
• Your entitlement to reassessment opportunities
• The timing of reassessment
• The requirements for passing assessment activities and modules (pass threshold)
• The conditions relating to reassessment

The University has different Regulations that govern Postgraduate Taught assessment:

• those for Postgraduate Taught students who registered at the University prior to September 2019 (see Section 5 for more information)
• and those for Postgraduate Taught students who registered at the University from September 2019 (see Section 4 for more information)

Where the regulations differ, this is made clear in the Regulations for Taught Awards.

Which assessment regulations apply to me?

The Postgraduate Taught assessment regulations were reviewed in 2018-19 in consultation with students and a number of changes were introduced in order to benefit Postgraduate Taught students. To support continuity of learning, limited changes apply to students who registered on their Postgraduate Taught Course of study prior to September 2019.

The differences in regulations are clearly indicated in the Regulations for Taught Awards.

Section 3 summarises the regulations which cover Postgraduate Taught assessment

Section 4 summarises the reassessment regulations which apply to those of you who registered on your PGT course from September 2019.

Section 5 summarises the reassessment regulations which apply to those of you who registered on your PGT course prior to September 2019.

Section 7: Awards and Classification

This section details the Postgraduate Taught awards that can be awarded by Canterbury Christ Church University and how they are classified, to help you understand the requirements for passing awards (pass thresholds) and the outcome you could achieve at the end of your course, and how the classifications for awards are calculated.

7.1. Types of Postgraduate Taught Awards and Classifications

7.2. problems with completion, what types of postgraduate taught awards and classifications are there.

The University offers a range of Postgraduate Taught awards, which are classified in different ways. In all cases, classifications are based on the criteria set out in the University’s Regulation and Credit Framework .

Except for the Postgraduate Certificate in Education (PGCE) and Postgraduate Diploma in Education (PGDE), the classification operates in the following way for Postgraduate Taught Awards:

Each module is graded Fail/Pass/Merit/Distinction based on a rounded mark. The award is then classified by taking into account the number of Pass/Merit/Distinction marks you have achieved. For the PGCE and PGDE, once you have achieved a pass in all the credits for your award your final classification is calculated using your raw module marks.

Under no circumstances does an examiner or Board of Examiners have discretion to change individual marks.

Fig.15: The regulations for postgraduate taught awards and classification

What happens if you cannot complete your award?

There could be a range of reasons why you are unable to complete your award as planned.

If you do not achieve an overall pass, a Progression and Award Board of Examiners will offer you a set number of reassessment opportunities in line with the University's Regulation and Credit Framework . In some instances, these may require you to re-attend a module (see Sections 4 and 5 for reassessment options and eligibility based on your year of registration with the University).

If you think you are unable to continue because of personal reasons or difficult circumstances, you should seek advice and talk through your options for taking a break from your studies with your Personal Academic Tutor (PAT) and the student wellbeing services.  If you decide to take a break (formally known as an interrupt) or withdraw, you must meet certain conditions, including deadline dates for making changes. You will need to confirm your decision by completing a change of study request by visiting the student website .

In some cases, it may be necessary to withdraw from your studies before achieving your intended award. In these circumstances, you would receive a transcript of the modules studied/credits achieved and you may be eligible for an interim award. For example, if you leave an MSc or MA after completing 60 credits, you may be eligible to achieve a Postgraduate Certificate (PG Cert); if you leave after completing 120 credits, you may be eligible to achieve a Postgraduate Diploma (PG Dip).

The University may withdraw you from your course in circumstances where you have failed to meet the University’s requirements and a Progression and Award Board of Examiners determines you are not allowed to continue on the course.

Section 8: Assessment Support Procedures

8.1. exceptional circumstances.

It is important for you to complete your assessments, including examinations, on time but sometimes things happen outside your control that could affect your short-term ability to meet your deadlines.

If you are experiencing a short term (1-2 weeks), unexpected and unavoidable disruption to your studies (e.g. you have been ill or have difficult personal circumstances), which means that you have missed or are likely to miss an assessment/reassessment deadline, you may be able to request an extension or another opportunity for that assessment. Extenuating Circumstances can be used for both coursework and examinations/time-specific assessments.

Extensions or further opportunities granted through Extenuating Circumstances are not an automatic right. For an Extenuating Circumstances request to be approved you must have:

• an acceptable reason
• apply on time
• not have exhausted your request opportunities, and
• provide evidence if required.

The Extenuating Circumstances procedures include three ways you can apply for support if you experience a short-term issue (self-certification, an evidenced-based extension, and impaired performance).

On the  Extenuating Circumstances  webpage you will find more detailed information about each of these routes to support you.

8.2. Temporary Learning Agreements

If you are experiencing a medium-term or long-term personal difficulty (not related to disability), you may be eligible for additional support via a:

• Temporary Learning Agreement (TLA) , designed to help you manage your learning, so that you can successfully complete your level or stage of study within your current academic year.

In addition, if you require medium or long-term support related to a disability, you may be eligible for additional support via a:

• Learning Support Plan (LSP) , depending on your circumstances.

To ensure you are able to benefit from any support, you are encouraged to talk to a member of your course team/Personal Academic Tutor (PAT) and also someone from the Student Support, Health and Wellbeing team, find out more on Support Services .

Section 9: Appeals and Complaints

This section outlines the procedures the University has in place to enable you to make appeals and complaints.

9.1. Appeals

There may be circumstances where you feel you have grounds to appeal against the decision-making process of a University body.

It is not possible to appeal against a mark for an assessment or placement, as that is a matter of academic judgement (against which students are not permitted to appeal).

Before making an academic appeal, you need to be clear whether you have grounds for appealing and ensure that you follow the appeals process.

It is also important to know that you are expected to submit an academic appeal within 20 working days of receiving the decision of the University body in question; the late application may mean the University is unable to consider your request. You should therefore ensure that you read through the appeals procedure and raise any concerns at the earliest point with the Student Procedures Office.

If you feel you want to make an appeal, support and guidance is available from the Students’ Union Advice Centre .

To learn more about the appeals process and making an appeal, visit the  Academic Services web pages .

9.2. Complaints

The student complaints procedure provides you with an opportunity to raise, individually or collectively, matters of proper concern.

Most complaints can be resolved informally. Please raise the matter initially, as soon as possible, with either the member of staff concerned or that person’s immediate supervisor or manager. If after these steps you do not believe the issue has been resolved, a formal complaints process can be followed.

If you would like support in considering how to take forward any concerns you have, you can speak first to your Personal Academic Tutor (PAT), a member of your Course Team or your Student Representative. Support is also available from the Student Wellbeing Services, find out more on Support Services .

To learn more about the Student Complaints procedure, visit the  Academic Services web pages .

Section 10: Further Information and Useful Links

For further information about University regulations, procedures and support, visit the following web pages:

Assessment procedures including University procedures and regulations:

• Regulation and Credit Framework

Student procedures:

• Extenuating Circumstances
• Temporary Learning Agreements (TLA)
• Learning Support Plan (LSP)
• Academic Misconduct

Other useful links:

• Apprenticeships
• i-zone FAQs
• Policy Zone
• Study Support
• Supporting you to Succeed
• Students’ Union Advice Centre

Section 11: Glossary

ACADEMIC INTEGRITY

Academic Integrity is a set of values that we must apply to our academic work. It helps us learn how to use other people’s ideas when creating our own work.

We consider that breaches of Academic Integrity, which we call “Academic Misconduct”, fall into two broad categories: plagiarism and other types of misconduct.

Plagiarism is the practice of presenting and incorporating somebody else’s work and/or ideas into your work without full acknowledgment.

Academic Misconduct is any act of direct cheating, including the purchase or commissioning of assessments that are prepared by others. breaches of Academic Integrity are serious offences and may lead to a disciplinary procedure under the academic misconduct procedure

Learn more here .

ACCELERATED DEGREES [Applicable to Undergraduate students only]

Accelerated degrees, sometimes called fast track or two-year degrees, are full-time Undergraduate courses that cover the same learning as a typical three-year degree course, but are completed in a shorter time frame than usual. Accelerated degrees require students to attend more teaching weeks across the year, including during the summer months.

ADVANCED STANDING

The use of Recognition of Prior Learning (RPL) to gain entry to a course later than the normal admission stage. Advanced Standing does not result in the award of credits by the University.

APPRENTICESHIP

In the context of this document, an Apprenticeship is a specific Apprenticeship course that provides you with an opportunity to work with an employer while developing academic and employment skills as part of a University degree or other course . The Apprenticeship qualification is awarded separately to the academic award when you successfully complete an external End Point Assessment (EPA).

Your first attempt at an assessment activity.

ASSESSMENT ACTIVITY

An activity you undertake that is assigned an individual mark, and comprises or contributes to an overall module mark, e.g. examinations, coursework, practicals and set exercises or other types of formally marked activities undertaken as part of a course.

ASSESSMENT WEIGHTING

Sometimes, your assessments will have different percentage weightings. Assessments that are awarded the same mark will therefore contribute differently to your overall module mark. For example, you might have two assessments in a module, with one worth 30% of the overall module mark and the other worth 70%.

Your achievement at the end of your course or studies. This could include a certificate, diploma, degree or Master’s.

AWARD CLASSIFICATION

The grade that you will receive when you complete your course. For a Bachelor's degree award, you will receive either a 1st class, Upper Second class, Lower Second class or Third class degree if you pass. For a Foundation Degree, a Certificate in Higher Education, a Diploma in Higher Education, or a Postgraduate Taught award you will receive either a Distinction, Merit or Pass if you pass. Other taught awards are not classified.

This is the University's Virtual Learning Environment (VLE) and is the place where your lecturers will post module and assessment information, as well as lecture, revision and other study materials.

BLENDED LEARNING

Blended Learning refers to learning design that purposefully, thoughtfully and effectively integrates on-site face-to-face and online learning opportunities, informed and driven by student needs.

BOARDS OF EXAMINERS

Formally convened bodies, comprising members of the University and one or more External Examiners that approve marks and decide on your course progression and achievements. There are two types of Boards of Examiners: Module Boards of Examiners, and Progression and Award Boards of Examiners.

CLOSEST REASSESSMENT PERIOD

The designated period for reassessment set out in your academic calendar, which in most instances is as close as possible to when your original assessment took place.

COLLABORATIVE PROVISION

Collaborative provision is where learning opportunities leading to or contributing to the award of academic credit or a qualification are delivered, assessed or supported through an arrangement with one or more organisations other than the University. In these arrangements, students will be studying either for an award of the University or for a joint award with another awarding body. The standards of the award are set and maintained by the University alongside any other awarding bodies.

COMPENSATION

If you do not achieve a module pass mark but you meet specific criteria, a Board of Examiners may confirm a Compensated Pass for a module, which allows you to pass a level of study and progress or achieve an award. Some courses and awards have approved Special Regulations that do not permit Compensation due to professional and/or employer requirements.

CONTINUOUS PROGRESSION [Applicable to Undergraduate students only]

Where you complete your course in the expected period of time without interrupting your studies, taking a repeat year or undertaking reassessment with attendance (RWA). For example, you register for a three-year course and complete within three years.

COURSE APPROVAL

Where a new course is given academic and, where appropriate, professional approval by the University. The approved documentation is referred to as the validation document or course specification.

COURSE LEARNING OUTCOMES

A statement of specific skills and knowledge that you will be able to demonstrate upon successful completion of a course.

CORE MODULE

Core modules are modules students are required to take as part of an award.

A numerical value agreed across the Higher Education sector that indicates the amount of learning undertaken. Credits can also guide the number of hours of expected study, for example, 10 credits relate to a notional 100 hours of learning time. A module typically consists of 20 credits, 40 credits or occasionally 10 credits. Postgraduate Taught may also include modules of 60 credits.

DEFERRAL OF AN ASSESSMENT ACTIVITY

Where an approved delay for the completion of an assessment activity is granted (by a Board of Examiners).

DISSERTATION

See Individual Study.

DOUBLE MARKING

Process whereby a second examiner ensures that the criteria for assessment and arrangements for feedback have been appropriately applied through the review of every piece of assessment.

END POINT ASSESSMENT (EPA)

A specific assessment for Apprenticeships that usually takes place following the completion of an Apprenticeship academic award and leads to the full external Apprenticeship qualification. This demonstrates that the apprentice has achieved the occupational competence as set out in the standards.

A member of the University who is responsible for marking assessment activities and who is a member of a Board of Examiners. All University academics are examiners.

EXTENUATING CIRCUMSTANCES

Personal circumstances that are outside of your control, and are likely to have a significant impact on your assessments and overall academic success.

EXTERNAL EXAMINER

Subject specialists from outside of the University who are appointed to provide an impartial view on the standard of awards being made by the University to ensure they meet required standards and national expectations.

FAILURE OF A MODULE

Where you do not achieve the module pass mark or standard, and you are not eligible for reassessment.

FAILURE OF AN ASSESSMENT ACTIVITY

Where you do not achieve the assessment activity pass mark or standard, and you are not eligible for reassessment.

FIRST REASSESSMENT

The first opportunity to undertake reassessment in an assessment activity that has not been passed.

FORMATIVE ASSESSMENT

Continuous assessment activities that take place before summative assessment and which are designed to monitor your progression and provide feedback in order to develop learning. These do not contribute to your module mark.

FOUNDATION DEGREE

An undergraduate award which is the equivalent of two-thirds of an honours degree (Level 4 and Level 5) that combines academic study and work-based learning. A Foundation Degree usually involves two-years of full-time study.

FOUNDATION YEAR

The first year (Level 0) of a four-year undergraduate degree course. A Foundation Year is designed to introduce you to University study in your chosen subject area.

GENERAL REGULATIONS FOR THE CONFERMENT OF AWARDS

TheGeneral Regulations for the Conferment of Awards are a component of the University's Regulation and Credit Framework . They cover regulations that apply to the whole University provision including the University's capacity to award degrees and academic appeals.

GRADUATE ATTRIBUTES

Graduate Attributes are the qualities that the University is committed to developing in those students who engage with the opportunities available. The Graduate Attributes at Canterbury Christ Church University are being adaptable, digitally literate, effective communicator, informed, innovative, professional and self-aware.

INDIVIDUAL STUDY

Individual study is a module focussed on a student's independent work and research that is carried out under the guidance of a supervisor. An individual study follows the conventions for the academic discipline and can take the form either of a dissertation (a substantial written piece of work), or a project-based activity (e.g. a performance, artefact or project).

INTEGRATED MASTER'S [Applicable to Undergraduate students only]

Integrated Master's awards are Undergraduate awards delivered through a course (typically four years in length) that combines study at the level of a Bachelor's Degree with Honours with study at Master's level. Normally to begin the course students must meet higher entry criteria because the University will need to be assured that a student can study beyond the usual Undergraduate completion point.

INTERIM AWARD

When you do not complete your course or target award, but have completed enough credits to exit with a lower award. At Undergraduate Level this may be a , such as a Certificate of Higher Education (Cert HE), a Diploma of Higher Education (DipHE) or an Ordinary degree. For Postgraduate Taught this may be a Postgraduate Certificate (PG Cert), a Postgraduate Diploma (PGDip). You cannot register for an Interim Award.

LEVEL OF STUDY [Applicable to Undergraduate students only]

A defined period of learning (typically one academic year for a full-time Undergraduate course), where you must meet specific learning criteria in order to achieve credits and progress through a course. Levels carry a specific number of credits (typically 120 credits).The period of learning and credit value may vary according to mode of study and course. Details are provided in the Course Handbook/Module Handbook and at the time of accepting your place on a course.

Process of grading and reviewing an assessment activity and allocating marks according to set marking criteria.

MARKING PROCESS

Formal steps involved in grading and reviewing an assessment activity and allocating a mark.

There are two types of marks you will see:

• Mark pre-penalties and caps : this is the original mark given by the marker, and entered and displayed on the VLE. Please be aware that the mark for assessments in Blackboard is a provisional mark. If the assessment is subject to any late submission penalty or cap applied to reassessment the final mark held on your student record will be lower. All marks are provisional until they have been confirmed by a Board of Examiners.
• Final mark : this is the mark approved by a Board of Examiner, and published on your transcript.

Moderation is the process by which the mark or grade of the first marker of formally assessed work is reviewed. The role of the moderator is to ensure, through sampling the first marking, that the assessment criteria have been applied accurately, fairly and equitably.

MODULE BOARD OF EXAMINERS

Formally convened bodies, comprising members of the University and one or more External Examiners that approve module marks.

Each course consists of separate parts known as modules, which focus on specific topics and themes. Modules must be passed in order to gain credits and progress through a course and achieve an award and/or credits.

MODULE LEARNING OUTCOMES

The skills and knowledge that you will be able to demonstrate upon successful completion of a module. The module learning outcomes shape what is taught on the module and the formative and summative assessments of that module.

NON-CREDIT BEARING

Modules or awards that do not accumulate UK credit.

OPTIONAL MODULE

Optional Modules are modules a student may select as part of the credits for an award.

ORDINARY DEGREE [Applicable to Undergraduate students only]

An undergraduate degree that is awarded without honours and is therefore not classified.

OUTGOING REGULATIONS FOR UNDERGRADUATE STUDENTS

These regulations apply to Undergraduate students who registered at the University before September 2017 and have continuous progression. Students who registered at the University before September 2017 and who, after September 2017, accept an offer to repeat a year or are granted an interruption of studies, will follow the Regulations for Taught Awards.

Assessment activities that cannot be awarded a numerical mark. The assessment must achieve a pass mark.

PASS OF A MODULE

Achievement of at least the minimum standard/marks required in a module.

PASS OF AN ASSESSMENT ACTIVITY

Achievement of at least the minimum standard/marks required in an assessment activity.

PASS THRESHOLD

Pass Threshold may refer to:

• The minimum mark needed to pass a module
• The minimum amount of credits that you need to have passed to progress to the next level or achieve your target award

PERSONAL ACADEMIC TUTOR (PAT)

A named member of your Course Team, who meets with you regularly and acts as an advisor to your academic support needs.

See Work-Based Learning.

PLAGIARISM AND ACADEMIC MISCONDUCT

See Academic Integrity.

PRACTICE COMPETENCIES / STANDARDS

The professional and/or regulatory requirements that students are expected to master as a part of their academic course to gain professional recognition of their learning. Competencies are integrated with the academic theory component of the award and are met through facilitation of learning and assessment, which typically takes place in an employment/practice learning environment (e.g. placement). In some cases, completion of a course that meets external professional and/or regulatory requirements will enable students to apply for registration with the relevant professional and/or statutory regulatory body.

PROFESSIONAL, STATUTORY AND REGULATORY BODY (PSRB)

Professional, statutory and regulatory bodies (PSRBs) set standards for, and regulate standards of entry into, particular professions. They are a diverse group that approves, recognises or accredits higher education course.

PROGRESSION [Applicable to Undergraduate students only]

Process whereby you move through a course , progressing from one level of study to the next.

PROGRESSION AND AWARD BOARDS OF EXAMINERS (PAB)

Formally convened bodies, comprising members of the University and one or more External Examiners, that decide on your course progression and achievements.

Marks that are calculated to three decimal places and are therefore not rounded marks.

REASSESSMENT

Any further attempt at completing and passing an assessment activity. Unless otherwise stated, this will normally involve submitting an improved form of your original work or taking another examination where you will complete different questions on the same subject

REASSESSMENT WITH ATTENDANCE (RWA) [Applicable only to Undergraduate students covered by the Regulations for Taught Awards and Postgraduate Taught students registered from September 2019]

A further attempt at completing and passing assessment activities, which requires you to undertake reassessment by attending (in the following year) those modules that you have not yet passed.

ReCap is used to record learning and teaching content, including recording lectures for you to watch again via Blackboard. Information about ReCap, and the University policy around the use of recordings, can be found on our ReCap webpage .

RECOGNITION OF PRIOR LEARNING (RPL)

The recognition of prior learning (RPL) is a process that formally recognises previous learning undertaken outside your course of study, usually before you apply. This can be through either:

• Advanced Standing: the use of a prior certificated award to gain entry to a course at a level or stage of study later than the normal entry point;
• Recognition of prior certificated learning (RPCL): the use of prior certificated credits to gain exemption from specific module(s) within a University course;
• Recognition of prior experiential learning (RPEL): the use of recent previous professional or non-certificated experience to gain exemption from part of a University course.

REFERRAL (REFERRED)

Where you are granted reassessment (by a Board of Examiners) because you have not passed an assessment activity, compulsory assessment or a module and you are eligible for reassessment.

REFERRED AT FIRST ATTEMPT

The first opportunity for you to be reassessed in an assessment activity where the module pass mark has not been achieved.

REFERRED AT SECOND ATTEMPT

The second opportunity for you to be reassessed in an assessment activity where the module pass mark has not been achieved.

REGULATION AND CREDIT FRAMEWORK

The documents that set out the University regulations that govern University courses and final awards. It is made up of General Regulations for the Conferment of Awards, Regulations for Taught Awards and the Regulations for Research Awards. In addition, some courses have Special Regulations (due to Professional, Statutory and Regulatory Body (PSRB) requirements and/or employer requirements), which supplement the University’s Regulation and Credit Framework.

REGULATIONS FOR RESEARCH AWARDS [Applicable to Postgraduate Research students only]

The Regulations for Research Awards are a component of the University's Regulation and Credit Framework covering all Postgraduate Research courses. They cover a range of regulation content including, research degree organisation, entry requirements, assessment and examinations, periods of study, structure and attendance.

REGULATIONS FOR TAUGHT AWARDS

These regulations apply to you if you were a new Undergraduate or Postgraduate Taught student who registered at the University from September 2017 or if you registered at the University before September 2017 and do not have continuous progression. Students who registered at the University before September 2017 and who, after September 2017 are offered and accepted a repeat year or are granted an interruption, will follow the Regulations for Taught Awards.

REPEAT YEAR [Applicable only to Undergraduate students covered by the Outgoing Regulations and Postgraduate Taught students registered with the University prior to September 2019]

Where you do not achieve a sufficient overall pass in a level of study, and have exhausted all reassessment opportunities, a Progression and Award Board may offer you the opportunity to repeat the level or year of stud. You will not progress to the next level or achieve an award and will be required to either repeat all assessment activities in the modules for that level/year or repeat only the assessment activities for the modules that have not been passed.

ROUNDED MARKS

Marks that are calculated to the nearest whole number. A number that is 0.5 or above will be rounded up. A number that is 0.499 or below will be rounded down.

SECOND SAMPLE MARKING [from January 2021 this was replaced by Moderation ]

Process whereby a second examiner ensures that the criteria for assessment and arrangements for feedback have been appropriately applied through the sampling of the work assessed by the first marker.

Some of the University’s courses operate on an academic calendar consisting of two semesters per academic year. A semester refers to either of the two periods into which an academic year is divided. View the academic calendars HERE .

SPECIAL REGULATIONS

Additional or alternative regulations that enable a course to meet Professional, Statutory and Regulatory Body (PSRB) and/or employer requirements. They take precedence over the Regulation and Credit Framework. Unless the Special Regulations make specific mention of an issue, the Regulation and Credit Framework applies in full.

SUMMATIVE ASSESSMENT

A formally marked assessment activity, which evaluates your learning, contributes to module credits and leads to the achievement of a final grade.

TRAIL AND PROGRESS [Applicable to Undergraduate students only]

If you do not pass a module but you are eligible for further reassessment opportunities, a Progression and Award Board may grant you the opportunity to progress to the next level of study whilst undertaking reassessment for the module that has not been passed. Conditions apply.

Some courses and awards have approved Special Regulations that do not permit trail and progress due to professional and/or employer requirements.

TRANSCRIPTS

A transcript is the formal document you will receive at the completion of your academic course. It will only include marks confirmed by the appropriate Board of Examiners. A transcript may be required by prospective employers or educational institutions to which you are applying.

Some of the University’s courses operate on an academic calendar consisting of three trimesters per academic year. A trimester refers to any of the three periods into which an academic year is divided. View the academic calendars HERE .

An application within Blackboard that enables you to submit assignments digitally for marking while also providing an originality report that can be used to help you correctly reference sources of information within your work.

WORK-BASED LEARNING

Placement and/or Work-Based Learning are learning experiences located in a workplace. The activity may range from shadowing to full-time employment and it may last for a considerable period as set out in the approved course specification document.

WORK-RELATED LEARNING

Planned activity that uses the context of work to develop knowledge, skills and understanding useful in work, including learning through the experience of work, learning about work and working practices, and learning the skills for work.

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How to write a masters dissertation or thesis: top tips.

It is completely normal to find the idea of writing a masters thesis or dissertation slightly daunting, even for students who have written one before at undergraduate level. Though, don’t feel put off by the idea. You’ll have plenty of time to complete it, and plenty of support from your supervisor and peers.

One of the main challenges that students face is putting their ideas and findings into words. Writing is a skill in itself, but with the right advice, you’ll find it much easier to get into the flow of writing your masters thesis or dissertation.

We’ve put together a step-by-step guide on how to write a dissertation or thesis for your masters degree, with top tips to consider at each stage in the process.

1. Understand your dissertation or thesis topic

There are slight differences between theses and dissertations , although both require a high standard of writing skill and knowledge in your topic. They are also formatted very similarly.

At first, writing a masters thesis can feel like running a 100m race – the course feels very quick and like there is not as much time for thinking! However, you’ll usually have a summer semester dedicated to completing your dissertation – giving plenty of time and space to write a strong academic piece.

By comparison, writing a PhD thesis can feel like running a marathon, working on the same topic for 3-4 years can be laborious. But in many ways, the approach to both of these tasks is quite similar.

Before writing your masters dissertation, get to know your research topic inside out. Not only will understanding your topic help you conduct better research, it will also help you write better dissertation content.

Also consider the main purpose of your dissertation. You are writing to put forward a theory or unique research angle – so make your purpose clear in your writing.

Top writing tip: when researching your topic, look out for specific terms and writing patterns used by other academics. It is likely that there will be a lot of jargon and important themes across research papers in your chosen dissertation topic. 

2. Structure your dissertation or thesis

Writing a thesis is a unique experience and there is no general consensus on what the best way to structure it is. 

As a postgraduate student , you’ll probably decide what kind of structure suits your research project best after consultation with your supervisor. You’ll also have a chance to look at previous masters students’ theses in your university library.

To some extent, all postgraduate dissertations are unique. Though they almost always consist of chapters. The number of chapters you cover will vary depending on the research. 

A masters dissertation or thesis organised into chapters would typically look like this: 

Write down your structure and use these as headings that you’ll write for later on.

Top writing tip : ease each chapter together with a paragraph that links the end of a chapter to the start of a new chapter. For example, you could say something along the lines of “in the next section, these findings are evaluated in more detail”. This makes it easier for the reader to understand each chapter and helps your writing flow better.

3. Write up your literature review

One of the best places to start when writing your masters dissertation is with the literature review. This involves researching and evaluating existing academic literature in order to identify any gaps for your own research.

Many students prefer to write the literature review chapter first, as this is where several of the underpinning theories and concepts exist. This section helps set the stage for the rest of your dissertation, and will help inform the writing of your other dissertation chapters.

What to include in your literature review

The literature review chapter is more than just a summary of existing research, it is an evaluation of how this research has informed your own unique research.

Demonstrate how the different pieces of research fit together. Are there overlapping theories? Are there disagreements between researchers?

Highlight the gap in the research. This is key, as a dissertation is mostly about developing your own unique research. Is there an unexplored avenue of research? Has existing research failed to disprove a particular theory?

Back up your methodology. Demonstrate why your methodology is appropriate by discussing where it has been used successfully in other research.

4. Write up your research

For instance, a more theoretical-based research topic might encompass more writing from a philosophical perspective. Qualitative data might require a lot more evaluation and discussion than quantitative research. 

Methodology chapter

The methodology chapter is all about how you carried out your research and which specific techniques you used to gather data. You should write about broader methodological approaches (e.g. qualitative, quantitative and mixed methods), and then go into more detail about your chosen data collection strategy. 

Data collection strategies include things like interviews, questionnaires, surveys, content analyses, discourse analyses and many more.

Data analysis and findings chapters

The data analysis or findings chapter should cover what you actually discovered during your research project. It should be detailed, specific and objective (don’t worry, you’ll have time for evaluation later on in your dissertation)

Write up your findings in a way that is easy to understand. For example, if you have a lot of numerical data, this could be easier to digest in tables.

This will make it easier for you to dive into some deeper analysis in later chapters. Remember, the reader will refer back to your data analysis section to cross-reference your later evaluations against your actual findings – so presenting your data in a simple manner is beneficial.

Think about how you can segment your data into categories. For instance, it can be useful to segment interview transcripts by interviewee. 

Top writing tip : write up notes on how you might phrase a certain part of the research. This will help bring the best out of your writing. There is nothing worse than when you think of the perfect way to phrase something and then you completely forget it.

5. Discuss and evaluate

Once you’ve presented your findings, it’s time to evaluate and discuss them.

It might feel difficult to differentiate between your findings and discussion sections, because you are essentially talking about the same data. The easiest way to remember the difference is that your findings simply present the data, whereas your discussion tells the story of this data.

Your evaluation breaks the story down, explaining the key findings, what went well and what didn’t go so well.

In your discussion chapter, you’ll have chance to expand on the results from your findings section. For example, explain what certain numbers mean and draw relationships between different pieces of data.

Top writing tip: don’t be afraid to point out the shortcomings of your research. You will receive higher marks for writing objectively. For example, if you didn’t receive as many interview responses as expected, evaluate how this has impacted your research and findings. Don’t let your ego get in the way!

6. Write your introduction

Your introduction sets the scene for the rest of your masters dissertation. You might be wondering why writing an introduction isn't at the start of our step-by-step list, and that’s because many students write this chapter last.

Here’s what your introduction chapter should cover:

Problem statement

Research question

Significance of your research

This tells the reader what you’ll be researching as well as its importance. You’ll have a good idea of what to include here from your original dissertation proposal , though it’s fairly common for research to change once it gets started.

Writing or at least revisiting this section last can be really helpful, since you’ll have a more well-rounded view of what your research actually covers once it has been completed and written up.

Masters dissertation writing tips

When to start writing your thesis or dissertation.

When you should start writing your masters thesis or dissertation depends on the scope of the research project and the duration of your course. In some cases, your research project may be relatively short and you may not be able to write much of your thesis before completing the project. 

But regardless of the nature of your research project and of the scope of your course, you should start writing your thesis or at least some of its sections as early as possible, and there are a number of good reasons for this:

Academic writing is about practice, not talent. The first steps of writing your dissertation will help you get into the swing of your project. Write early to help you prepare in good time.

Write things as you do them. This is a good way to keep your dissertation full of fresh ideas and ensure that you don’t forget valuable information.

The first draft is never perfect. Give yourself time to edit and improve your dissertation. It’s likely that you’ll need to make at least one or two more drafts before your final submission.

Writing early on will help you stay motivated when writing all subsequent drafts.

Thinking and writing are very connected. As you write, new ideas and concepts will come to mind. So writing early on is a great way to generate new ideas.

How to improve your writing skills

The best way of improving your dissertation or thesis writing skills is to:

 Finish the first draft of your masters thesis as early as possible and send it to your supervisor for revision. Your supervisor will correct your draft and point out any writing errors. This process will be repeated a few times which will help you recognise and correct writing mistakes yourself as time progresses.

If you are not a native English speaker, it may be useful to ask your English friends to read a part of your thesis and warn you about any recurring writing mistakes. Read our section on English language support for more advice. 

Most universities have writing centres that offer writing courses and other kinds of support for postgraduate students. Attending these courses may help you improve your writing and meet other postgraduate students with whom you will be able to discuss what constitutes a well-written thesis.

Read academic articles and search for writing resources on the internet. This will help you adopt an academic writing style, which will eventually become effortless with practice.

Keep track of your bibliography 

The easiest way to keep the track of all the articles you have read for your research is to create a database where you can summarise each article/chapter into a few most important bullet points to help you remember their content. 

Another useful tool for doing this effectively is to learn how to use specific reference management software (RMS) such as EndNote. RMS is relatively simple to use and saves a lot of time when it comes to organising your bibliography. This may come in very handy, especially if your reference section is suspiciously missing two hours before you need to submit your dissertation! 

Avoid accidental plagiarism

Plagiarism may cost you your postgraduate degree and it is important that you consciously avoid it when writing your thesis or dissertation. 

Occasionally, postgraduate students commit plagiarism unintentionally. This can happen when sections are copy and pasted from journal articles they are citing instead of simply rephrasing them. Whenever you are presenting information from another academic source, make sure you reference the source and avoid writing the statement exactly as it is written in the original paper.

What kind of format should your thesis have?

Read your university’s guidelines before you actually start writing your thesis so you don’t have to waste time changing the format further down the line. However in general, most universities will require you to use 1.5-2 line spacing, font size 12 for text, and to print your thesis on A4 paper. These formatting guidelines may not necessarily result in the most aesthetically appealing thesis, however beauty is not always practical, and a nice looking thesis can be a more tiring reading experience for your postgrad examiner .

When should I submit my thesis?

The length of time it takes to complete your MSc or MA thesis will vary from student to student. This is because people work at different speeds, projects vary in difficulty, and some projects encounter more problems than others. 

Obviously, you should submit your MSc thesis or MA thesis when it is finished! Every university will say in its regulations that it is the student who must decide when it is ready to submit. 

However, your supervisor will advise you whether your work is ready and you should take their advice on this. If your supervisor says that your work is not ready, then it is probably unwise to submit it. Usually your supervisor will read your final thesis or dissertation draft and will let you know what’s required before submitting your final draft.

Set yourself a target for completion. This will help you stay on track and avoid falling behind. You may also only have funding for the year, so it is important to ensure you submit your dissertation before the deadline – and also ensure you don’t miss out on your graduation ceremony ! 

To set your target date, work backwards from the final completion and submission date, and aim to have your final draft completed at least three months before that final date.

Don’t leave your submission until the last minute – submit your work in good time before the final deadline. Consider what else you’ll have going on around that time. Are you moving back home? Do you have a holiday? Do you have other plans?

If you need to have finished by the end of June to be able to go to a graduation ceremony in July, then you should leave a suitable amount of time for this. You can build this into your dissertation project planning at the start of your research.

It is important to remember that handing in your thesis or dissertation is not the end of your masters program . There will be a period of time of one to three months between the time you submit and your final day. Some courses may even require a viva to discuss your research project, though this is more common at PhD level . 

If you have passed, you will need to make arrangements for the thesis to be properly bound and resubmitted, which will take a week or two. You may also have minor corrections to make to the work, which could take up to a month or so. This means that you need to allow a period of at least three months between submitting your thesis and the time when your program will be completely finished. Of course, it is also possible you may be asked after the viva to do more work on your thesis and resubmit it before the examiners will agree to award the degree – so there may be an even longer time period before you have finished.

How do I submit the MA or MSc dissertation?

Most universities will have a clear procedure for submitting a masters dissertation. Some universities require your ‘intention to submit’. This notifies them that you are ready to submit and allows the university to appoint an external examiner.

This normally has to be completed at least three months before the date on which you think you will be ready to submit.

When your MA or MSc dissertation is ready, you will have to print several copies and have them bound. The number of copies varies between universities, but the university usually requires three – one for each of the examiners and one for your supervisor.

However, you will need one more copy – for yourself! These copies must be softbound, not hardbound. The theses you see on the library shelves will be bound in an impressive hardback cover, but you can only get your work bound like this once you have passed. 

You should submit your dissertation or thesis for examination in soft paper or card covers, and your university will give you detailed guidance on how it should be bound. They will also recommend places where you can get the work done.

The next stage is to hand in your work, in the way and to the place that is indicated in your university’s regulations. All you can do then is sit and wait for the examination – but submitting your thesis is often a time of great relief and celebration!

Some universities only require a digital submission, where you upload your dissertation as a file through their online submission system.

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Five Reasons to Study a PGCE

23 rd August 2022

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Considering a career in teaching, but want to know what the advantages are to studying for a PGCE? Choosing a postgraduate course is a big decision, and one you should do plenty of research about to avoid ending up spending lots of time (and money) following a path that you find isn’t quite right for you. Luckily, there are a huge number of reasons why a student would want to get a PGCE and become a teacher. Whatever age range you’re hoping to teach and whichever subject you’re hoping to specialise in, we’ve put together a list of five reasons why a PGCE could be the degree for you. 

Reasons to Study a PGCE

1. the funding options.

Unlike many other postgraduate courses, there are actually plenty of options available to students who opt to do a PGCE. There is always a demand for teachers and the Government subsequently protects PGCE students, meaning you’ll have access to the same funding options that undergraduate students do (not to mention a range of scholarships and training bursaries).

Go to: How to Fund a PGCE

2. The Starting Salary (bear with us) 

Okay, so it’s not often you hear people going on about how ridiculously well-paid teachers are, but let’s get one thing clear: when you go into your first teaching job, you will earn a minimum of £25,714. If you’re working in inner London, that jumps up to £26,948 (which isn’t at all bad in the current graduate job market). These wages will also go up every year for the first few years of your career, and will jump even higher if you move into a management position within a school.

3. The Career Path

As well as a solid starting salary, a job in teaching also gives you good career security. The demand for new teachers always seems to be high, and once you land your first job you’ll have a range of different paths ahead of you. You could aim to move into a management position within your department, or go straight up the main career ladder within your school (Head of Year, Deputy Head and then on to Headteacher). It may interest you to know that some headteachers earn six-figure salaries…

4. The Job Structure

By job structure we mean the nice, six-week summer holidays you’ll be enjoying (not to mention Christmas, Easter and half-term). Okay, so the reality is you’ll probably still be working to some extent over the latter holidays, but having the whole of August off is a massive perk of the job.

5. The Variety

You’ll discover this on placement during your PGCE, and it’ll be further enforced during your career; the fact is, being a teacher is an incredibly varied and changeable experience (and we mean on a day-to-day basis). You’ll constantly be facing new challenges and new situations, and you’ll almost certainly never be bored.

Next: Search for PGCE courses

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