Design Degrees Online

Entry Requirements

A BA (Hons) degree (or equivalent experience) in practice, theory or history of art or a Postgraduate Certificate in Education in Art and/or Design (PGCE L7).

Applications will also be considered from those with experience and/or alternative qualifications in educational and artistic theory and/or practice, substantial teaching experience or sufficient knowledge to benefit from the course.

Overseas applicants will need to prove competency in English - TOFEL 5.5 to IELTSS 6.0 - or other satisfactory evidence.
Admission with Credit

This enables an applicant to be exempt from a specified number of modules in lieu of credits already achieved. Exemption from any one stage will not normally exceed 50% of that stage’s requirements. The award of pass or distinction will be based on the results achieved on the award-bearing course taught at Birmingham City University only.

The PGCE programme aims to provide you with an opportunity to

• develop as an enthusiastic and committed professional

• become an effective team member, be able to contribute to a variety of groups and disciplines

• promote and value effective professional relationships between groups of pupils and adults in an educational setting

• develop your ability to analyse complex concepts and professional situations in order to understand how, why and when learning best occurs and act on this in the classroom

• achieve mastery of a comprehensive range of complex and specialised skills for planning, teaching, assessing, recording and class management

• become a critically reflective, effective and flexible practitioner

• become a creative and adaptable problem solver, with an understanding of the need to continue lifelong professional learning.

The course consists of three modules of 20 credits each. Two of these are at masters level and focus on learning, teaching and related issues in design and technology. The third module is at level 6 (equivalent in academic demand to the final year of an honours degree) that focuses on cross-curricular issues. In addition to these modules (which make up the award of Postgraduate

Certificate in Education) you will carry out a range of other work in school and university that prepares you and provides evidence for the award of qualified teacher status.
Study Pattern

The Design and Technology PGCE uses an innovative model that differs from most other PGCEs. For much of the time that trainees would traditionally be based at the university, design and technology trainees will be based at Ripley St Thomas School, a school with a national profile for high quality design and technology education within easy reach of the university. This model of training is intended to increase the classroom application perspective of trainees’ learning. However, as trainees will also be based in additional placement schools it avoids the limitations of wholly school-based training schemes.

The course offers the opportunity to specialise in product design, resistant materials, food or textiles and provides training in the other areas. The current subject specialist modules are Professional Skills, Knowledge and Practice in Design and Technology, Curriculum Development in Design and Technology and Classroom Research for the Beginning Teacher in Design and Technology. Strong use of information and communication technology includes Computeraided Design and Computer-aided Manufacturing/Rapid Prototyping.

Traditional manufacturing skills are also covered.
Course Specific Entry Requirements

A 2:2 honours degree, normally in a design and technology subject specialism or a related subject. We will consider other equivalent qualifications or experience (along with a degree in a non design and technology subject) as evidence of design and technology knowledge.

The PGCE programme aims to provide you with an opportunity to

• develop as an enthusiastic and committed professional

• become an effective team member, be able to contribute to a variety of groups and disciplines

• promote and value effective professional relationships between groups of pupils and adults in an educational setting

• develop your ability to analyse complex concepts and professional situations in order to understand how, why and when learning best occurs and act on this in the classroom

• achieve mastery of a comprehensive range of complex and specialised skills for planning, teaching, assessing, recording and class management

• become a critically reflective, effective and flexible practitioner

• become a creative and adaptable problem solver, with an understanding of the need to continue lifelong professional learning.

The course consists of three modules of 20 credits each. Two of these are at masters level and focus on learning, teaching and related issues in design and technology. The third module is at level 6 (equivalent in academic demand to the final year of an honours degree) that focuses on cross-curricular issues. In addition to these modules (which make up the award of Postgraduate

Certificate in Education) you will carry out a range of other work in school and university that prepares you and provides evidence for the award of qualified teacher status.
Study Pattern

The Design and Technology PGCE uses an innovative model that differs from most other PGCEs. For much of the time that trainees would traditionally be based at the university, design and technology trainees will be based at Ripley St Thomas School, a school with a national profile for high quality design and technology education within easy reach of the university. This model of training is intended to increase the classroom application perspective of trainees’ learning. However, as trainees will also be based in additional placement schools it avoids the limitations of wholly school-based training schemes.

The course offers the opportunity to specialise in product design, resistant materials, food or textiles and provides training in the other areas. The current subject specialist modules are Professional Skills, Knowledge and Practice in Design and Technology, Curriculum Development in Design and Technology and Classroom Research for the Beginning Teacher in Design and Technology. Strong use of information and communication technology includes Computeraided Design and Computer-aided Manufacturing/Rapid Prototyping.

Traditional manufacturing skills are also covered.
Course Specific Entry Requirements

A 2:2 honours degree, normally in a design and technology subject specialism or a related subject. We will consider other equivalent qualifications or experience (along with a degree in a non design and technology subject) as evidence of design and technology knowledge.